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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Jurnal Pendidikan Humaniora IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Jurnal Bahasa Lingua Scientia Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Science and Education (JSE) Jurnal Abmas Negeri (JAGRI) English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Pangulu Abdi: Jurnal Pengabdian Kepada Masyarakat Research and Innovation in Applied Linguistics Sipakaraya : Jurnal Pengabdian Masyarakat Innovations in Language Education and Literature Journal of Teaching and Education for Scholars Lestari: Jurnal Pengabdian Kepada Masyarakat GLENS: Global English Insights Journal
Zul Astri
Universitas Muslim Maros
Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Exploring Instagram Reels’ Influence on English Learners’ Motivation and British Accent Speaking Skills Chaerunnissa, Chaerunnissa; Astri, Zul; Imansari, Nurul
Innovations in Language Education and Literature Vol 2 No 2 (2025): DECEMBER 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i2.6059

Abstract

This exploratory qualitative study examines how Instagram Reels content influences English learners' motivation and perceived speaking skill development in British accent acquisition. Conducted between November and December 2023, the research involved semi-structured interviews with two Indonesian followers of Zelina Fahrani, a content creator with over one million followers specializing in British accent pronunciation videos. Data were collected through online interviews via Instagram and WhatsApp, supplemented by systematic observation of Reels content and engagement metrics. Thematic analysis revealed six key themes: digital content as motivational catalyst, spontaneous imitative practice behavior, thematic relevance and personal interest alignment, aesthetic appeal of British accents, enhanced self-efficacy and speaking confidence, and expanded metalinguistic awareness. Both participants reported heightened learning enthusiasm, particularly due to culturally relevant content themes such as Harry Potter references, increased practice frequency, greater confidence in English speaking, and improved awareness of accent variations. However, all findings were self-reported without objective verification, and the small sample size significantly limits generalizability. This preliminary investigation suggests that engaging, theme-based short-form video content on social media platforms may serve as supplementary motivational tools for informal accent learning, warranting further research with larger samples, diverse participant demographics, and objective assessment measures to validate these exploratory findings.
Evaluating Teaching Effectiveness through Student Reflections: An Inquiry into English Language Instruction Misnawati Misnawati; Zul Astri; Saidna Zulfiqar bin Tahir; Reski Pilu; Alwi Sibali
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.832

Abstract

This study investigated student perceptions of teaching effectiveness in an English for Specific Purposes (ESP) course using a mixed methods approach. The research involved 65 first-semester undergraduate students from seven academic disciplines at a private University in Indonesia. Data were collected through an end-of-semester evaluation form consisting of Likert-scale items and open-ended questions. Quantitative findings indicated that students perceived the course as most effective in enhancing their reading and vocabulary skills. Other language areas—speaking, writing, listening, and grammar—also received favorable ratings, although with more variability. Thematic analysis of qualitative responses revealed that students attributed their progress to specific instructional strategies such as text-based reading tasks, vocabulary drills, and interactive speaking activities. They also highlighted grammar instruction as helpful for improving sentence construction and clarity. Suggestions for improvement included increased integration of technology, hybrid learning modes, and more personalized support. Overall, the study demonstrated that student evaluations can serve as assessment tools and reflective instruments to inform and enhance teaching practice. The study offered a nuanced perspective on how ESP instructional strategies influenced student learning by combining numerical and narrative data. These findings support using student feedback as a dynamic resource for pedagogical development.
Teachers’ Effective Strategies in Reducing Students’ Anxiety in Speaking English Andi Mar’ah Muthmainnah; Zul Astri; Inul Inul; Jumardi Jumardi; Novalia Tanasy; Nurul Fachrunnisa
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.840

Abstract

This study explores the strategies used by English teachers to reduce students’ anxiety when speaking English in the classroom. Employing a qualitative approach, data were collected through semi-structured interviews with teachers and students at a junior high school. The findings reveal that students' speaking anxiety often stems from limited vocabulary, fear of making mistakes, and low self-confidence. To address these challenges, teachers implemented various strategies, including role-play activities, the use of dictionaries and digital pronunciation tools, interactive games, and emotional support through motivational feedback. These approaches helped create a supportive and engaging learning environment, encouraging students to participate more actively and confidently in speaking tasks. By tailoring instructional strategies to students’ needs and classroom conditions, teachers were able to foster a more positive attitude toward learning English. This study highlights the crucial role of effective teaching practices in mitigating language learning anxiety and offers practical insights for improving English-speaking skills among junior high school learners.
Co-Authors Abdul Halim Adi Isma Adnan Aisyah, Sitti Al Fian Alfian Alfian Alfian Alfian Alwi Sibali Andi Farid Baharuddin Andi Mar’ah Muthmainnah Arsjad, Rahmayanti A ARSYAD, Hasmita Dewi Eliyanti Ashar, Fitri Amalia Awalia, Eka Putri Bauzad, Andi Nur Anugrah Bilal, M. Ahmad Chaerunnissa, Chaerunnissa Fachrunnisa, Nurul Fatimah Azzahrah Fhadli Noer Fhadli Noer, Fhadli Fiqrayanti, Nurul Halim, Abd Haspia Latauga HS, Nurmadina Imansari, Nurul Inul Inul Inul, Inul Isnaeni Wahab Isnaeni Wahab Isnaeni Wahab JUMARDI Jumardi Jumardi Kardila, Kardila Karmila Mokoginta Kasmawati Kasmawati Masita, Syarifah Misnawati Misnawati Multazam Abubakar Mustakim Mustakim Muthmainnah, Andi Mar’ah mutiara mutiara Nashruddin, Nashruddin Noni, Nurdin Nur Faindah Syamsir Nuraeni Nuraeni Nuraeni Nuraeni Nuraeni Nuraeni Nurdin Noni Nurfadhilat, Fahrul Nurhikmah Nurmadina Hs Nurul Atira Nurul Fachrunnisa Nurul Fachrunnisa Nurul Hidjrah Hairuddin Nurul Hidjrah Hairuddin Pilu, Reski Reski Pilu Reski, Pilu Sabila, Rizka Aulia Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Sanaria Maneba Sibali, Alwi Sitti Aisyah Suhartina Suhartina Suhartina Suhartina, Suhartina Tanasy, Novalia Utari, Putri Wahab, Isnaeni Wahyuningsih Wanirah, A. Isa Qar'ah Nur Zulfitri Zulfitri Zulfitri Zulfitri Zulfitri Zulfitri, Zulfitri