This study is set as an attempt to study Banjarese healing mantras as part of oral literature that needs to be preserved. Mantras are now prone to loss because more and more people no longer believe in them. In this study, the healing mantras are collected through documentation and interview. In terms of documentation, there are three books related to Banjarese Mantras that we examine to collect the data. In terms of interview, the respondents are chosen using purposive sampling from three regencies in South Kalimantan. The interview in this study is semi-structured interview. The collected data are analyzed using Anthropolinguistics approach focusing on structures, functions, and socio-cultural values behind the healing mantras. The results of the study show that structurally Banjarese healing mantras are commonly opened and closed by Arabic words showing Islamic values. Seeing from their functions, Banjarese healing mantras are casted to heal 21 issues regarding to health. In relation to socio-cultural values, the Banjarese healing mantras show that nature and Islamic teaching play important role in Banjarese people’s lives.

This study is intended to unravel how an EFL teacher working in a special needs school teaches her students. The central issues of this study are challenges and strategies employed by the teacher, government concern, readiness, and future expectations of the teacher. Narrative inquiry is carried out as the method of the study. This study involves a participant who has been teaching as an EFL teacher for special needs students for more than seven years. The in-depth narrative interview is conducted to collect the data. To ensure the trustworthiness of the results, the researcher confirms the interpretation of the data with the participant. From the story told by the participant, it is concluded that the biggest challenge faced by the teacher in teaching special needs students is growing their motivation. Thus, the teacher shall be wise in planning the lessons based on each students’ characteristics to enhance their learning motivation. Furthermore, in relation to the government, supports in forms of training and material availability have been given by the Indonesian government. In terms of readiness, most of the English teachers working with special needs students have limited knowledge and experiences at the initial stage of their careers. However, the teachers learn along the way through trials and errors and from a series of training provided to develop their professional skills. In the future, it is expected that the English pre-service teachers can be prepared to teach special needs students as a part of their training and education. Furthermore, the existing teachers are expected to continue learning from different media so that they can keep improving the quality of their teaching.

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