Language Education, Networks and Studies
Language Education Networks and Studies LENS respects that authors retain full copyright to their work. Upon publication authors grant the journal a non-exclusive license to publish and distribute the work under the Creative Commons Attribution ShareAlike 4.0 International License CC BY SA 4.0. This license allows others to freely share adapt and build upon the work even commercially provided that proper credit is given to the original authors and the journal and any derivative works are shared under the same license terms. Authors remain free to reuse share and distribute their work independently such as posting in repositories or websites with acknowledgment of the original publication in LENS.
THE CONTENT ANALYSIS OF CULTURE IN THE EIGHTH-GRADE TEXTBOOK “ENGLISH FOR NUSANTARA”
Idiomatic Expression Errors in EFL Student Writing: A Corpus-Based Study
This study investigates EFL learners’ proficiency in using idiomatic expressions within academic writing by employing a corpus-based qualitative approach. Writing journals produced by second-semester students of the English Language Teaching Department (ELTD) at UIN Syekh Nurjati Cirebon were analyzed to identify the types, frequency, and accuracy of idiom usage. Semi-structured interviews further explored students’ experiences and sources of idiomatic knowledge. Findings show that idiom acquisition occurs mostly through informal exposure such as social media, while formal instruction remains limited. Seven categories of idiomatic errors were identified: literal translation, lexical substitution, contextual misuse, structural deformation, overgeneralization, incomplete idioms, and collocational clashes. These errors indicate partial comprehension but lack of contextual and structural mastery. The study emphasizes the need for explicit idiom instruction through corpus-guided and genre-based pedagogical practices to improve academic writing fluency. .
THE CHARACTERISTICS OF SUCCESSFULL EFL LEARNERS’ IN THEIR SPEAKING SKILLS IN THE 21st CENTURY
Mastery of 21st-century skills is essential for students to develop both life and soft skills. Success in speaking, particularly in English, is one of the key competencies required in the 21st century, especially in communication. In addition to communication, students must also master critical, creative, and collaborative thinking. This study aims to describe the characteristics of successful EFL learners in speaking skills. A qualitative method was employed, using a critical literature review as the data collection technique. The findings reveal nine characteristics of EFL learners who are successful in their speaking skills in the 21st century.
Enhancing Abstract Reasoning through AI and Reading for Emotion: Insights from Indonesian Pre-Service English Teachers
Integrating Gender Equality in Language Education: Faqihuddin’s Mubadalah Approach Through Literacy Practice
This article explores how Faqihuddin Abdul Kodir, a progressive Islamic scholar, integrates the concept of gender equality into education through la nguage and literacy. His works provide an essential framework for understanding how literacy can function as an ethical, dialogical, and transformative tool for social justice. Using a qualitative approach, this study draws on document analysis and in-depth interviews with key informants to examine how Faqihuddin’s mubadalah (reciprocity) framework challenges gender-biased socio-religious narratives and promotes inclusive educational practices. The findings reveal that his writings reconstruct gender representation in educational texts, promote gender-inclusive language, and advocate for literacy as a means of empowerment. Teachers and learners are positioned as partners in a reciprocal learning process, where justice and equality guide interpretation and communication. Ultimately, this study affirms that literacy, when practiced through mubadalah, extends beyond technical reading and writing it becomes a moral act that nurtures empathy, equality, and mutual respect. The research concludes by recommending the integration of gender-sensitive literacy into curricula, teacher training, and educational policy to foster inclusive learning environments that align with both Islamic ethics and global gender justice.
STRATEGIES FOR TECHNOLOGY INTEGRATION IN JUNIOR HIGH SCHOOL ENGLISH LEARNING IN CIREBON
Studi ini mengeksplorasi strategi implementasi integrasi teknologi dalam pembelajaran bahasa Inggris di sebuah SMP di Cirebon, dengan fokus pada praktik guru dan persepsi siswa. Dengan menggunakan desain studi kasus kualitatif, data dikumpulkan melalui wawancara, observasi kelas, dan kuesioner terbuka yang melibatkan seorang guru bahasa Inggris dan dua belas siswa kelas tujuh. Temuan penelitian mengungkapkan bahwa teknologi digunakan secara rutin melalui media pembelajaran seperti video, kuis interaktif, Classroomscreen, Kahoot, Google Classroom, dan kamus digital. Siswa menganggap perangkat-perangkat ini bermanfaat dalam meningkatkan pemahaman, motivasi, dan keterampilan komunikasi. Teknologi juga mendorong pembelajaran multimoda dan mendorong interaksi aktif, meskipun penerapannya masih belum konsisten. Tantangannya meliputi konektivitas internet yang tidak stabil, akses perangkat yang terbatas, gangguan, dan literasi digital yang tidak merata. Guru berupaya mengatasi masalah ini melalui beragam strategi pembelajaran seperti latihan, pembelajaran penemuan, dan aktivitas digital yang terdiferensiasi. Studi ini menyimpulkan bahwa teknologi memiliki potensi yang kuat untuk mendukung pembelajaran bahasa Inggris jika didukung oleh infrastruktur yang memadai, kompetensi guru, dan perencanaan yang sistematis. Penguatan literasi digital dan optimalisasi fasilitas sekolah sangat penting untuk menjamin pembelajaran berbasis teknologi yang berkelanjutan dan bermakna. Temuan ini memberikan wawasan praktis untuk meningkatkan integrasi teknologi dalam pendidikan bahasa Inggris di tingkat sekolah menengah.