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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 5 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): GLENS, May 2025" : 5 Documents clear
Comparative Analysis of Metacognitive Reading Strategies of Freshmen Students Tejida, Veicel Joi; Raymundo, Jennelyn Lacar
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.830

Abstract

This study examined the metacognitive reading strategies employed by freshmen students at Patria Sable, Cagayan Valley Computer and Information Technology College, and the University of La Salette Incorporated. Specifically, it explored the most frequently used strategies and differences in strategy use based on students' profiles. A descriptive-comparative research design was utilized, incorporating the Metacognitive Reading Strategies Inventory and a reading test. The study included 176 respondents from Business Administration and Accountancy programs, with a majority preferring printed over digital reading materials. Findings indicated that Problem-Solving Strategies were the most frequently used, followed by Global Strategies and Support Strategies. However, overall metacognitive strategy use was inconsistent, suggesting limited awareness and self-regulation. While sex and reading material preference had minimal influence on strategy use, students' academic programs significantly affected their metacognitive engagement. Notably, Accountancy students demonstrated greater strategy use compared to Marketing Management students, highlighting possible curriculum-related differences. These findings underscore the need for targeted interventions to enhance students' metacognitive awareness and independence in reading.
Evaluating Teaching Effectiveness through Student Reflections: An Inquiry into English Language Instruction Misnawati, Misnawati; Astri, Zul; Tahir, Saidna Zulfiqar Bin; Pilu, Reski; Sibali, Alwi
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Lontara Digitech Indonesia

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.
A Pragmatic Study of Speech Acts in Poor Things (2023) Movie Sam, Syahrani; Hasbi, Muhammad
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.834

Abstract

This study explores the types and functions of speech acts employed by characters in Poor Things (2023), a film rich in philosophical, emotional, and ideological discourse. Drawing upon Yule’s classification of speech acts; declarative, representative, expressive, directive, and commissive, this research applies a descriptive qualitative approach to analyze 242 selected utterances from the movie’s script. The data were collected through careful viewing, transcription, and contextual interpretation of the dialogues. Findings reveal that representative speech acts dominate the film, indicating characters' tendencies to express beliefs and shape perceptions. Expressive and directive acts also occur frequently, reflecting the emotional depth and interpersonal influence present in the narrative. Notably, declarative acts, though rare, serve pivotal roles in reshaping social realities and character relationships. These patterns underscore how speech act theory can illuminate character development and thematic construction in cinematic dialogue. This study contributes to the field of pragmatics and film discourse analysis by demonstrating how language functions not merely as communication, but as a tool of agency, identity formation, and narrative progression in contemporary cinema.
Teachers’ Effective Strategies in Reducing Students’ Anxiety in Speaking English Muthmainnah, Andi Mar’ah; Astri, Zul; Inul, Inul; Jumardi, Jumardi; Tanasy, Novalia; Fachrunnisa, Nurul
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Lontara Digitech Indonesia

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.
The Level of Participation Among Non-English Major Students in English Classroom Activities Tada, Helena; Korompot, Chairil Anwar; Sakkir, Geminastiti
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.841

Abstract

This study investigates the level of classroom participation among non-English major students enrolled in English language courses. Employing a quantitative descriptive approach, data were collected through a structured questionnaire distributed to 20 randomly selected first-semester students from the Faculty of Sports and Health Sciences at Universitas Negeri Makassar. The results indicate that 80% of the participants demonstrated active (65%) or very active (15%) involvement in classroom activities, while 20% remained neutral. No students were categorized as passive. The mean participation score of 50 falls within the "active" category. Further analysis shows that students are more engaged in interactive activities such as asking questions (65%), expressing opinions (50%), and participating in discussions (60%). In contrast, passive indicators like sitting quietly or merely listening were less frequently reported. While 45% of students stated they mainly took notes, another 45% were unsure whether they only took notes or also engaged in discussion. These findings suggest that, despite not majoring in English, students exhibit a high level of participation in English classroom activities. This highlights the potential of incorporating interactive strategies to further enhance engagement in English as a Foreign Language (EFL) instruction.

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