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p-Index From 2021 - 2026
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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal GLENS: Global English Insights Journal
Nurul Imansari
Coventry University, United Kingdom
Education Languange, Linguistic, Communication & Media Social Sciences

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Constructing Political Image in Campaign Billboards: A Critical Discourse Analysis of Kaesang Pangarep Andi Mega Januarti Putri; Nurul Imansari; Putu Wahyu Sudewi
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.563

Abstract

Political campaign billboards play an important role in shaping public perception and constructing political identities through the integration of linguistic and visual elements. This study examines how Kaesang Pangarep’s campaign billboards construct political meaning and image using a multimodal critical discourse approach through Critical Discourse Analysis. The data includes six campaign billboards, each containing a unique slogan and visual elements. The results suggest that informal and colloquial language, cultural references, metaphors, and playful use of lexis frame politics as accessible, youthful, and relatable. These messages are visually reinforced through smiling expressions, relaxed gestures, collective imagery, and deliberate composition. The steady presence of Jokowi’s name and image serves to reinforce the legitimacy of the candidate by associating him with a known leader. The synergy between words and pictures constructs a political image, portrayed as youthful, creative, approachable, progressive, and credible. How campaign billboards supplement the construction of political identity through persuasive discursive tools enriches the field of multimodal political communication research. Nonetheless, the analysis is limited to discursive representation and does not establish how audiences receive these productions. Future research may look at which levels resonate with voters, and whether or not multimodal campaign tactics are effective in shaping perceptions.
Google Classroom and Self-Regulated Learning among Indonesian EFL Students: A Sequential Explanatory Mixed-Methods Study Nur Husnil Khatimah; Adi Isma; Dwi Adi Nugroho; Amrang Amrang; Nurul Imansari
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3233

Abstract

Self-regulated learning (SRL) remains underexplored in relation to specific learning management platforms across different SRL dimensions, particularly in post-pandemic Indonesian higher education. This study investigated how Google Classroom (GC) supported SRL among fifth-semester EFL students enrolled in a Computer Assisted Language Learning (CALL) course at Universitas Sulawesi Barat, Indonesia. A sequential explanatory mixed-methods design was employed, with quantitative data gathered from 47 students via a validated 12-item Likert-scale questionnaire, followed by semi-structured group interviews with 33 students across 11 purposively selected groups of three. Survey results indicated a high overall mean (M = 3.90, SD = 0.80, α = .933) across six SRL dimensions, with Planning and Time Management perceived as most strongly supported (M = 4.14) and Social Learning as least supported (M = 3.63). Thematic analysis yielded four themes: deadline notifications as a primary regulatory trigger, flexible material access enabling autonomous learning, unstable internet connectivity as a structural barrier, and limited collaborative affordances within the platform. The findings indicate that students perceived GC as particularly useful for planning, time management, and self-monitoring, although its support for social learning and co-regulation remained limited. These results carry practical implications for CALL pedagogy, platform design, and digital infrastructure investment in comparable higher education contexts.
Technology-Mediated Self-Regulated Learning and Learner Autonomy: A Qualitative Case Study of EFL Undergraduate Students Putu Wahyu Sudewi; Andi Mega Januarti Putri; Nurul Imansari
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.906

Abstract

The rapid growth of digital technologies has transformed English as a Foreign Language (EFL) learning, particularly in informal settings beyond the classroom. While research has extensively examined technology-enhanced language learning in formal instructional contexts, less is known about how learners in resource-constrained settings exercise autonomy and self-regulation through digital tools in everyday lives. This qualitative case study investigates how EFL undergraduate students in Majene, West Sulawesi, use digital technologies to develop autonomous English learning practices outside the formal classroom. Primary data were collected through in-depth semi-structured interviews with 12 purposively selected participants, supplemented by descriptive questionnaire data from 35 students for methodological triangulation. This study explores what types of digital platforms are selected, why they are selected, what self-regulation strategies are employed, and what challenges are faced. The results suggest that learners mainly use social media platforms (TikTok, YouTube, Instagram) and game-based language apps (Duolingo) to facilitate both incidental and intentional English learning. Thematic analysis showed three key dimensions of technology-based autonomous learning, namely: (1) Technology Selection and Motivational Orientation, (2) Self-Regulatory Strategies in Technology-Mediated Learning, and (3) Challenges and Adaptive Responses.
Co-Authors Adi Isma Amrang Amrang Dwi Adi Nugroho Nur Husnil Khatimah Putri, Andi Mega Januarti Putu Wahyu Sudewi