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All Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Englisia
Huriyah Huriyah
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Religion Humanities Education Languange, Linguistic, Communication & Media

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Disrupting Patriarchy Through Critical Literacy: A Textual and Pedagogical Analysis of Faqihuddin Abdul Kodir’s Writings on Gender Justice in Contemporary Indonesia Muhamad Fathi Ilmy; Ilman Nafi'a; Septi Gumiandari; Huriyah Huriyah; Nazwa Ilmy
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: LALONGET VI
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.21662

Abstract

Patriarchal narratives in Indonesian educational and religious texts continue to reproduce gender inequality, making critical literacy an urgent pedagogical approach. This study aims to examine how the works of Faqihuddin Abdul Kodir contribute to promoting gender justice in language education through critical literacy practices. Employing a qualitative case study design, the research involved interviews, classroom observations, and document analysis with language teachers and education students in Cirebon who engaged with Faqihuddin’s writings and mubadalah framework. The findings reveal that teachers and students developed greater awareness of gender bias in texts and adopted reflective reading strategies to internalize ethical values such as justice and reciprocity. Teachers began to integrate inclusive language and encourage rewriting exercises from female perspectives, which positioned students as agents of social change. Furthermore, educators started to redefine their professional roles from mere linguistic instructors to facilitators of social justice. These results demonstrate the transformative potential of gender-just critical literacy pedagogy in both Islamic and multilingual educational contexts. This study concludes that integrating gender-conscious texts and reflective practices can enrich language classrooms, advance gender equality, and offer a progressive Islamic contribution to global critical literacy discourse.
Indonesian EFL students’ narratives of corrective feedback in speaking instruction   Anita Anita; Abdul Gafur Marzuki; Huriyah Huriyah; Nuraeni Nuraeni; Dhiza Yulia Sangkarini; Ana Kuliahana
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.161

Abstract

Corrective feedback constitutes a critical component in the development of speaking proficiency within English as a foreign language (EFL) contexts. Nevertheless, learners' subjective experiences of such feedback remain underexplored, particularly within the landscape of Indonesian higher education. This study investigates Indonesian EFL students’ narratives concerning the corrective feedback they receive in speaking classes and examines how such feedback shapes their speaking development. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with eight fourth-semester students from the English Education Department at UIN Sultan Maulana Hasanuddin Banten. The findings indicate that direct corrective feedback is perceived as the most impactful type, particularly for improving pronunciation, lexical range, fluency, and speaking confidence, owing to its immediacy and clarity. Indirect feedback, primarily delivered in written form, was found to facilitate grammatical reflection and reduce learner anxiety, although its effectiveness was contingent upon subsequent reinforcement. Peer feedback emerged as the most emotionally comfortable and collaborative modality, fostering learner engagement, autonomy, and willingness to communicate, especially in informal and technology-mediated settings. Collectively, the results suggest that effective speaking instruction necessitates the flexible integration of direct, indirect, and peer feedback strategies that are responsive to learners’ linguistic needs and affective dimensions. By foregrounding students’ narrative accounts, this research contributes to a more nuanced understanding of corrective feedback practices in Indonesian EFL speaking classrooms and offers pedagogical insights to support more learner-centered feedback design.
Co-Authors Abdul Gafur Marzuki Ana Kuliahana Anita Anita Dhiza Yulia Sangkarini Ilman Nafi'a Muhamad Fathi Ilmy Nazwa Ilmy Nuraeni Nuraeni Septi Gumiandari