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Glens: Global English Insights Journal
Published by PT. Lontara Digitech Indonesia
ISSN : 3026734X     EISSN : 3026569X     DOI : https://doi.org/10.61220/glens
Core Subject : Education,
Languange, Linguistic, Communication & Media
GLENS: Global English Insights Journal explores scientific work in the following areas: English Language Teaching (ELT) English Linguistics English Literature
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 35 Documents
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Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching Fitria Handayani; Iin Widya Lestari; Aprilia Susanti
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a2

Abstract

Pre-service English teachers face various challenges that can significantly impact their competencies and roles, particularly in dealing with students and fellow teachers. The COVID-19 pandemic has added an extra layer of complexity by necessitating the transition from traditional face-to-face learning to online education. This shift is evident in the case of the microteaching course, which originally took place in a physical classroom but was abruptly moved to an online format. This study aims to examine the experiences of pre-service English teachers in virtual teaching practice and how they navigate the challenges associated with professional development during the microteaching course. A total of 31 pre-service English teachers participated in this research, engaging in virtual teaching practice. Data was collected through in-depth interviews, questionnaires, and reflective journals. The findings indicate that pre-service English teachers acknowledge the ineffectiveness of virtual microteaching, citing difficulties in managing and accessing teaching processes as well as the challenges of creating suitable teaching materials. As a result, future pedagogical practices should focus on enhancing the preparation and design of teaching and learning materials to better support the professional development of pre-service English teachers. This will ultimately contribute to their growth as educators during their teaching internships.
Analyzing Deixis of English Speech by Kim Namjoon (BTS) at the United Nations St. Ika Susanti; Iin Widya Lestari; Khoirul Wafa
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a4

Abstract

Humans, as social beings, naturally interact to fulfill various life needs. This study aimed to analyze different deixis types in Kim Namjoon's speech and understand their meanings. The research employed Stephen C. Levinson's Theory and utilized a descriptive qualitative method with a content analysis approach. The findings revealed five deixis categories in Kim Namjoon's speech: personal, spatial, temporal, discourse, and social. These were distributed as follows: 129 (65.8%) personal deixis, 15 (7.7%) spatial deixis, 10 (5.1%) temporal deixis, 31 (15.8%) discourse deixis, and 11 (5.6%) social deixis. In total, 196 deixis instances were identified in Kim Namjoon's speech. His speech, titled "Speak Yourself," aimed to inspire young people to embrace self-love, discover their inner voices, and confidently express themselves to the world. The significance of this research lies in enhancing our understanding of deixis and its role as a linguistic resource, particularly in terms of usage and significance within utterances.
Decoding the Challenges: A Study of English Writing Errors Among EFL Students Adi Isma; La Ode Rasmin; Samsudin
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a1

Abstract

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.
The Correlation Between Students’ Translation Ability and Their Reading Comprehension Nurul Hastini; Andi Mega Januarti Putri; Nur Husnil Khatimah
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a5

Abstract

The aim of this study was to examine the correlation between students' translation ability and their reading comprehension among eleventh-grade mathematics and science students at SMAN 1 Wonomulyo. This dtudy used a quantitative approach, employing a correlational research design. The sample consisted of 36 students selected through a simple random sampling technique from a total population of 212 students. The study employed translation and reading tests as its primary instruments. The data analysis using SPSS indicated a two-tailed significance value of 0.069, which was greater than the standard 0.05 threshold. Additionally, the result obtained using the multiple correlation formula showed a value of 0.329 with 34 degrees of freedom. The correlation coefficient (r-value) was -0.306, which fell below the calculated threshold of 0.329. A t-test was conducted, yielding a t-value of 1.8741724, which was less than the critical t-table value (2.03224) with 34 degrees of freedom at a 0.05 level of significance. Based on the data analysis, the study concluded that the research hypothesis (Ha) suggesting a significant correlation between students' translation ability and reading comprehension was rejected, while the null hypothesis (H0) suggesting no significant correlation was accepted.
The Effectiveness of Listen-Read-Discuss (LRD) on Students’ Reading Comprehension Hermin Kondo; Dwi Adi Nugroho; Nurul Imansari
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a3

Abstract

This study aimed to assess the effectiveness of the Listen-Read-Discuss (LRD) strategy in improving students' reading comprehension at SMAN 2 Majene. A quasi-experimental design was used with a population of 277 tenth-grade students. The sample, consisting of 60 students, was selected using convenience sampling. The assessment instrument comprised 20 multiple-choice questions administered to both the experiment and control groups before and after the treatment. The results revealed that the students' average pre-test scores in the experimental group were categorized as poor, with a mean score of 44.33. However, their post-test scores significantly improved to a good level, with a mean of 73.83. Similarly, the control group showed poor pre-test scores with a mean of 44.67, but their post-test scores improved to a good level, averaging 71.83. In conclusion, the students demonstrated enhancement in reading comprehension. The significant value of the pre-test and post-test results for both groups was 0.000, which is less than 0.05. Therefore, the t-test value was smaller than 0.05, confirming that the Alternative Hypothesis (Ha) was accepted, and the Null Hypothesis (H0) was rejected, indicating a significant effect of the LRD strategy on the reading comprehension of tenth-grade students at SMAN 2 Majene.
Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking Ranta Butarbutar; Seeni Mehraj Begam Binti V.K.S. Vyzul Karnine
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.338

Abstract

The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.
Enhancing Narrative Writing Skills through Digital Storytelling: An Experimental Study on High School Students Atika Puspitarini; Rafiqa; Ahmad Junaedi
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.348

Abstract

This research aims to find out the improvement of the 1st-grade students’ narrative writing by using digital storytelling and how they perceive that. The researchers used a quasi-experimental design to conduct this research. The population was 93 students and the sample elected was 15 students for both experiment and control classes. Test and questionnaire were employed to address the research questions. The data analysis was conducted using SPSS 25. The findings revealed that students’ narrative writing improved after digital storytelling was integrated into the lessons. The independent sample test showed that sig. 2 tailed < 0.05. Consequently, the alternative hypothesis was accepted, indicating a significant difference in narrative writing between students taught with digital storytelling and those taught without using digital storytelling. Moreover, the n-gain score result showed that the mean score of the experiment class was 62.09 included in the effective enough category. Therefore, it can be concluded that the use of digital storytelling is effective enough in enhancing the narrative writing of the 1st-grade students of MAN 2 Polman. Furthermore, the data from the questionnaire showed that the students had positive perceptions of using digital storytelling in classroom activities.
YouTube for EFL Students: Perceptions on Building Speaking Confidence Musdayanti; Putu Wahyu Sudewi; Nurhaeni
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.350

Abstract

This study aimed to investigate students' perceptions of utilizing YouTube as a learning medium to foster their speaking confidence in English. Specifically, it explored students' views on YouTube's accessibility, usefulness, and practicality while examining its potential to enhance their confidence in speaking English. The researchers collected data through questionnaires and interviews with 10 second-grade students from SMAN 1 Tinambung. The findings revealed that students perceived YouTube as an accessible and user-friendly platform, aiding their comprehension and vocabulary expansion. Furthermore, they found it useful and motivating to practice proper English-speaking skills. Notably, students acknowledged YouTube's role in triggering their confidence to speak English, whether in front of a camera or in class settings. Peer feedback and comments were deemed valuable for augmenting knowledge and confidence. The questionnaire data indicated positive perceptions, with 80% acknowledging YouTube's accessibility, 82% recognizing its usefulness, 84% appreciating its practicality, and 72% reporting increased confidence levels. The interview data further corroborated these findings, with most students endorsing the continued integration of YouTube, as it facilitated their understanding of lesson materials and bolstered their confidence in spoken English. The study underscored YouTube's potential as an effective learning medium for developing EFL learners' speaking confidence.
Analysis of the Main Character Costumes in ‘Enola Holmes’ Movie using CS Peirce’s Theory Ardia Idris; Muhammad Hasbi
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.365

Abstract

This study aims to analyze the costumes that the main character wears in the movie ‘Enola Holmes’ by using Charles Sanders (CS) Peirce’s theory. The data in this study was collected by watching the movies several times and taking notes on the costumes worn by Enola Holmes, the main character in this movie. The data analysis was done by identifying the signs in the costumes and interpreting their meanings based on CS Peirce’s semiotic theory, which divides signs into icons, indexes, and symbols. The result of this study shows that Enola Holmes’ costumes function as icons, indexes, and symbols. As icons, the costumes directly represent the Victorian era and Enola’s various disguises. As indexes, the costumes reflect Enola’s actions, emotions, and experiences. Furthermore, as symbols, the costumes convey meanings related to gender roles, courage, independence, and family heritage. This study helps in gaining an understanding of how film costumes can be used to communicate storylines and to develop characters.
Unveiling Wordsworth's Daffodils: A Semiotic Tapestry of Signs and Symbols Sulistiawati; Nur Hikmah; Muhammad Hasbi
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.370

Abstract

This research aims to identify and analyze signs and symbols in William Wordsworth’s poem I Wandered Lonely as a Cloud. This study employs a descriptive qualitative research design through a semiotic approach to investigate the function of signs and symbols in poetic discourse. The data in this research was collected from Wordsworth’s I Wandered Lonely as a Cloud as the primary data source, while the secondary data sources are books, articles, and other online sources that support the primary data. The obtained data were analyzed using Charles Sanders Peirce’s semiotic model, which consists of an icon, index, and symbol. The data analysis was conducted in three stages: classification, display, and verification. The result of this research shows that the poem employs various phrases, which can be categorized as icons, indexes, and symbols. The signs function to surpass linguistic barriers and convey significant insights about the human spirit and its connection to the natural world. These can also serve as a reminder that even the most basic words, when skillfully composed and infused with symbolic significance, can have a lasting effect on readers, encouraging them to delve into their feelings and establish a stronger bond with the world.

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