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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 42 Documents
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The Level of Participation Among Non-English Major Students in English Classroom Activities Helena Tada; Chairil Anwar Korompot; Geminastiti Sakkir
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.v2i2.841

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.
EFL Students' Perceptions on the Integration of AI in Fostering Critical Thinking Skills Eka Fatmawati Hading; Dwi Rezki Hardianto Putra Rustan; Fentry Hernaningsi Ruing
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.466

Abstract

A developing discussion over the effects of Artificial Intelligence (AI) on students' critical thinking skills has emerged with their introduction into the classroom. Even if AI can provide several advantages, some worries depending too much on these technologies could impede the growth of critical thinking abilities. This research aims to analyze how students perceive the influence of AI on their critical thinking abilities. This research is descriptive qualitative research that involves collecting data from direct interviews. The respondents are 15 (fifteen) students from the English Literature study program, Letter Faculty, Sawerigading University Makassar. The research found that students perceive the following impact of AI use on their critical thinking abilities: 1) Hindering the development of critical thinking skills. 2) Assisting in the retrieval of information, data analysis, and the resolution of everyday issues. 3) Causing dependence on technology. 4) Helping to evaluate the information quickly; 5) Exploring alternative ideas; and 6) Improving reasoning ability. Overall, we need to balance the use of AI while prioritizing students' critical thinking. It is important to encourage students to use AI responsibly and judiciously, while also emphasizing the importance of critically evaluating the information provided by AI systems.
Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students Ikhwan Wahidin; Muhammad Syauqi
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.510

Abstract

This study explores the challenges, motivations, and benefits of paraphrasing for Marine and Fisheries EFL students, aiming to uncover factors that impact their ability to rephrase academic texts. Using a descriptive qualitative approach, data were collected through field notes and semi-structured interviews with 15 purposively sampled students. The findings reveal that students face significant challenges in paraphrasing due to limited vocabulary, difficulties in sentence restructuring, and low self-confidence. Some students perceive English proficiency as less relevant to their future careers, reducing motivation to enhance their language skills. However, regular paraphrasing practice was found to provide valuable benefits, including vocabulary expansion, improved understanding of sentence structures, and increased confidence in handling technical content. These outcomes underscore the potential of paraphrasing exercises to support academic skill-building and professional readiness in specialized fields. The study suggests the need for targeted pedagogical strategies that emphasize vocabulary development, structural flexibility, and confidence-building. These findings contribute to the understanding of paraphrasing in EFL contexts and offer practical recommendations for enhancing students’ language skills in discipline-specific academic environments.
Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course Mushaddiq Mushaddiq; Nurdin Noni; Abdullah Abdullah; Muhammad Tahir
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.591

Abstract

This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.
Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications La Ode Rasmin; Samsudin Samsudin
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.593

Abstract

Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings from various studies highlight the pedagogical value of translanguaging and other multilingual approaches that leverage Local languages as a bridge for understanding English. However, the review also underscores obstacles such as lack of teacher training, limited resources, and institutional constraints. This study emphasizes the need for a more inclusive EFL curriculum that respects linguistic diversity and promotes sustainable language practices in Indonesia. Recommendations for future research are provided, focusing on effective strategies for balancing local and global language competencies within EFL pedagogy.
Unveiling Hidden Meanings in the Lyrics of One Direction’s Story of My Life Mursyidah Mursyidah; Ilham Pratama Hasbi; Muhammad Hasbi
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.618

Abstract

This study delves into the hidden meanings in the lyrics of Story of My Life by One Direction, utilizing Ferdinand de Saussure’s semiotic framework, specifically the concepts of signifier and signified. Employing a qualitative descriptive approach, the research examines the song’s lyrics as the primary data, complemented by secondary data from scholarly sources to provide additional insights. The analysis reveals themes of emotional vulnerability, resilience, and memory, articulated through symbolic and metaphorical expressions in the lyrics. Key findings highlight the interplay between individual emotions and universal human experiences, such as love, loss, and perseverance, making the song relatable to a broad audience. The study demonstrates how the lyrics transcend mere entertainment, offering profound reflections on personal and cultural narratives. By applying semiotics, this research underscores the significance of song lyrics as a form of literary and cultural expression. It also paves the way for future studies to explore similar frameworks in analyzing music and its impact on audiences.
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. Global Research Collaboration

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.
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. Global Research Collaboration

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.
Enhancing Narrative Writing Skills through Digital Storytelling: An Experimental Study on High School Students Atika Puspitarini; Rafiqa Rafiqa; Ahmad Junaedi
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Global Research Collaboration

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.
Unveiling Wordsworth's Daffodils: A Semiotic Tapestry of Signs and Symbols Sulistiawati Sulistiawati; Nur Hikmah; Muhammad Hasbi
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.375

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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