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Adi Isma
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GLENS: Global English Insights Journal
Published by PT. Global Research Collaboration
ISSN : 3026734X     EISSN : 3026569X     DOI : https://doi.org/10.66314/glens
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
English Language Teaching (ELT), covering innovative teaching methods, curriculum development, classroom strategies, language assessment, digital learning, and pedagogical practices in English education. English Linguistics, focusing on studies of language structure, applied linguistics, sociolinguistics, psycholinguistics, discourse analysis, pragmatics, semantics, phonology, morphology, and syntax in English language contexts. English Literature, examining literary texts, critical theory, comparative literature, cultural representation, interpretation of genres, and contemporary issues in English literary studies.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 25 Documents
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Decoding the Challenges: A Study of English Writing Errors Among EFL Students Adi Isma; La Ode Rasmin; Samsudin Samsudin
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Global Research Collaboration

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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 Effect of ReadToMe Application on Reading Fluency and Motivation in Narrative Texts Agitha Ramadhani Riasang; Ridwan Ridwan; Adi Isma; Dwi Adi Nugroho; Nur Husnil Khatimah
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i1.314

Abstract

This quasi-experimental study examined the effect of the ReadToMe application on reading fluency and motivation among eighth-grade Indonesian EFL learners. Twenty-six students from SMP Negeri 1 Tutallu were randomly assigned to experimental (n=13) and control (n=13) groups. The experimental group received instruction using the ReadToMe application with narrative texts, while the control group followed conventional textbook-based methods over six weeks. Reading fluency was assessed through pre-test and post-test measurements using validated rubrics evaluating accuracy, pronunciation, and intonation. Student motivation was measured post-intervention through a 15-item Likert-scale questionnaire examining five dimensions: curiosity, challenge, grades, involvement, and competition. Results revealed significant improvements in the experimental group, with mean scores increasing from 45.85 to 76.00 (N-Gain=0.5484), compared to the control group's increase from 46.31 to 56.77 (N-Gain=0.2015). Independent samples t-test confirmed statistical significance (p<.001) with a very large effect size (Cohen's d=2.67). Questionnaire analysis indicated high motivation levels (80.00%) among experimental group students. These findings suggest that the ReadToMe application effectively enhances both reading fluency and motivation in narrative text instruction, offering practical implications for EFL teachers seeking technology-integrated approaches to address reading challenges in Indonesian educational contexts.
Phenomenological Study of ESL Students’ Lived Experiences with AI-Powered Language Learning Tools Jamaine Cristobal; Bryan Credo; Juquir Esguerra; Russel Mhilo Mabagos; Cielo Mae Mamaril; Pia Bianca Ordoña; Jennelyn Lacar Raymundo
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

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Abstract

This qualitative phenomenological study explored the lived experiences of ESL students at the College of Education, Isabela State University-Echague Campus, in using AI-powered language learning tools such as Grammarly, Gemini Bard, ChatGPT, QuillBot, and Bing AI. It responds to the growing need to understand how these emerging tools are transforming language learning. This study was anchored in Lev Vygotsky’s social constructivist framework, focusing not just on tool effectiveness, but on how learners perceive, interact with, and are challenged by these tools in the context of language learning. There were 25 respondents selected among the first to fourth year Bachelor of Secondary Education English students, specifically those with experience using AI-powered language learning tools. The Interpretative Phenomenological Analysis (IPA) was used to analyze the data. Findings revealed that AI tools enhanced students’ grammar, vocabulary, reading comprehension, and writing skills through personalized feedback and support. However, it also revealed significant issues such as over-reliance, data privacy concerns, and issues with output accuracy and bias. Therefore, the study highlights the importance of a student-focused capacity development program that equips ESL learners with digital literacy, critical thinking, and responsible AI use skills to maximize the benefits and minimize the drawbacks of AI-powered tools in language learning.
English Terminology in Mobile Legends: A Digital Linguistics Perspective on Player Navigation Nur Rifda Dzhalzhabillah; Andi Samsu Rijal; Dahniar Dahniar
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

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Abstract

This study examines how English terminology functions within the Mobile Legends: Bang Bang (MLBB) game interface, focusing on its role in player navigation and decision-making. Through qualitative analysis of the game's interface over three weeks, we identified 27 specialized English terms across four key areas: starting menu, hero classifications, positional roles, and battle spell icons. Our findings reveal that these terms form a structured linguistic system rather than random labels, each term serves a specific navigational purpose and helps players make quick strategic decisions during gameplay. The terminology shows interesting linguistic features, including semantic narrowing and the creation of game-specific words, particularly among battle spells. To strengthen our analysis, we gathered feedback from five active MLBB players about their experiences with interface terminology and consulted a linguistics expert to validate our interpretations. The results suggest that MLBB's English terminology operates as a controlled vocabulary that standardizes gameplay communication across different language backgrounds. However, this study primarily analyzed the interface itself rather than extensively exploring how diverse players actually interpret these terms. Future research should include broader player perspectives, especially from users with varying English proficiency levels, to better understand the cognitive processes behind terminology comprehension in multilingual gaming communities.
Corpus Linguistics in English for Specific Purposes (ESP): A Systematic Literature Review Misnawati Misnawati; Iskandar Iskandar; Saidna Zulfiqar bin Tahir
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

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Abstract

This study aims to explore the results of empirical research on the corpus linguistics approach in identifying or building vocabulary in English for Specific Purposes (ESP). In ESP, the corpus-based approach has been used in determining specific vocabulary that learners will need within a particular discipline. This study tried to determine how the corpus identifies word lists through a brief overview of the article's reviewed subject. Forty selected articles of 2028 were collected by journals indexed by Scopus, Google Scholars, and Crossref from 1980-April 2022. The results have shown that studies on corpus in ESP are still less attractive among researchers than studies in other fields. There is a lack of publications from year to year, and it even tends to decrease. In addition, many different fields of study have not been the author's concern in building a corpus, such as administration, anthropology, or others. Also, needs analysis and expert validation seem to be ignored, yet they are essential indicators in designing teaching products. So, for further research, it is highly recommended to consider the gaps mentioned to conduct more studies related to corpus compilation in ESP, especially in several fields of science that have never been done before.
The Role of Grammar Awareness in Students’ Writing Performance Anugrah Puspita Ayu Muhammad; Asna Wirayanti; Waode Ade Sarasmita Uke
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

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Abstract

This study investigates the role of grammar awareness in students’ writing performance among English Department students. The research aims to explore how students’ awareness and understanding of grammatical structures contribute to the accuracy, coherence, and overall quality of their writing. The study employed a quantitative descriptive method with a correlational design. Data were collected from 40 English Department students through a grammar awareness questionnaire and written essay assessments. The data were analyzed using descriptive statistics and Pearson correlation analysis to examine the relationship between grammar awareness and writing performance. The findings revealed a significant positive correlation between students’ grammar awareness and their writing performance, indicating that students with higher grammatical awareness tend to produce more accurate and cohesive written texts. The results suggest that explicit grammar awareness instruction should be integrated into writing courses to enhance students’ linguistic competence and writing quality. This study highlights the importance of raising students’ awareness of grammar not only as a set of rules but also as a tool for effective communication in academic writing contexts.
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

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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.
Comparative Analysis of Metacognitive Reading Strategies of Freshmen Students Veicel Joi Tejida; Jennelyn Lacar Raymundo
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Global Research Collaboration

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

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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 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

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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.

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