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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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YouTube for EFL Students: Perceptions on Building Speaking Confidence Musdayanti Musdayanti; Putu Wahyu Sudewi; Nurhaeni Nurhaeni
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.v1i2.350

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.
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. Global Research Collaboration

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.
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. Global Research Collaboration

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.
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. Global Research Collaboration

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.
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. Global Research Collaboration

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 study 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.
Promoting Inferential Reading Skills through Contextual Clues in EFL Instruction Awaludin Rizal; Abdulhalim Daud; Silvani Umar Ali; Fachria Yamin Marasabessy; Hamida Ahmad Jasin; Ridayani Ridayani; Nursalim Nursalim
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.442

Abstract

This study examines the effect of teaching contextual clues on enhancing inferential reading skills among English as a Foreign Language (EFL) learners. A quasi-experimental design was employed, involving two intact classes of intermediate EFL students who were divided into experimental and control groups. The experimental group received specialised instruction on recognising and using contextual clues to draw inferences while reading, whereas the control group continued with traditional reading instruction without a focus on inferential strategies. Both groups participated in pre- and post-tests to measure their inferential reading abilities. The results showed a significant improvement for the experimental group, whose average score increased from 65.97 on the pre-test to 86.72 on the post-test. In contrast, the control group’s mean score rose only slightly, from 68.44 to 73.59, with minimal change in standard deviation, indicating limited progress using standard teaching methods. These outcomes emphasize the importance of integrating contextual clue instruction into EFL reading curricula to develop stronger inference-making and overall reading comprehension skills. The study highlights the significant benefits that such instructional strategies offer EFL learners and suggests that curriculum designers and educators should consider incorporating these approaches to better support students’ language development and academic success.
Student Engagement in English for Nutrition: A Content-Based Instruction Implementation Kartini Kartini; Sri Hariati Mustari; Riska Arnas; Muhammad Azwar Assiddiq
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.443

Abstract

In the era of global health communication, Content-Based Instruction (CBI) has emerged as a crucial pedagogical approach in English for Specific Purposes (ESP). Although widely implemented in vocational education, its impact on student engagement among Nutrition students who require specialized English skills for international health literature and clinical counseling remains underexplored. This qualitative case study examines behavioral, emotional, and cognitive engagement during the implementation of CBI in an English for Nutrition course at Makassar State University. Data were collected through semi-structured interviews, classroom observations, and document analysis. Participants involved 30 undergraduate Nutrition students. The study utilized triangulation of data sources and methods, expert validation of the research instrument, and member checking to verify participant responses. Data were analyzed using reflective thematic analysis, involving transcription, coding, and categorization. Findings indicated that CBI significantly increased student engagement; behaviorally, students actively analyzed real-world clinical cases; emotionally, the relevance of the content reduced language anxiety; and cognitively, students demonstrated greater persistence in mastering complex terminology. However, varying levels of proficiency and limited medical vocabulary remained challenges. Overall, CBI effectively aligned language learning with professional development in healthcare.
Lexical Transformations in Song Translation: A Qualitative Study of Lana Del Rey’s Lyrics Salma Mufidah; Sajarwa Sajarwa
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.539

Abstract

This study examines lexical transformations in the Indonesian translation of Lana Del Rey’s song lyrics, focusing on how meaning is reconfigured to maintain naturalness and stylistic quality in the target language. A qualitative descriptive method was employed through the analysis of five selected songs from the LyricsTranslate website. The songs were selected for their extensive use of cultural references, figurative language, and metaphorical expressions. A total of 110 instances of lexical transformation were identified and analysed based on categories of lexical substitution, compensation, metaphorical transformation, and zero transformation. The findings show that lexical substitution, particularly modulation, is the most frequently employed strategy, followed by specification, generalization, and differentiation. Compensation and metaphorical transformation are also used to address cultural and stylistic differences between the source and target languages. The study indicates that the translations prioritise communicative clarity and natural expression over literal equivalence. Overall, lyric translation involves not only linguistic transfer but also semantic and stylistic adaptation. However, the findings should be interpreted cautiously due to the use of unofficial online translations and the limited number of songs analysed.
AI-Assisted Media in Language Learning: A SWOT Analysis from Lecturers’ and Students’ Perspective Miftah Al Farhan; Istiqamah Istiqamah
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.553

Abstract

This study explores the use of AI-assisted media in Indonesian and English language learning in Indonesian universities, focusing on media types, integration patterns, and lecturers’ and students’ perspectives on its SWOT aspects. The method used was explanatory qualitative research through in-depth interviews and focus group discussions with 6 lecturers and 6 students from five universities across Indonesia. The collected data were analyzed through developing themes, generating matrices, and establishing conclusions. The findings indicate that ChatGPT, Canva AI, and Gemini are the most frequently used AI media. The integration of AI tools occurs at nearly every stage of the learning process. It offers benefits such as improved access, information acquisition, and personalized learning, but it also presents drawbacks such as a reliance on technology that could potentially undermine social interaction and critical thinking. It brings opportunities for increased technological literacy and innovation, as well as threats like the digital divide, unclear regulations, plagiarism, and a decline in creativity. This study makes a theoretical contribution by developing a holistic framework for the integration of AI in learning that encompasses strengths, weaknesses, opportunities, and threats, and a methodological contribution through the systematic mapping of AI use across all stages of the learning process.
Integrating AI in ELT: A Case Study of Self-Directed Sustainable Learning in Education 5.0 Abdul Rahman; Gunawan Gunawan; Abdul Rahman R; Fahriadi Muhdar; Dewi Sartika
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.561

Abstract

This study investigates the integration of artificial intelligence in English language teaching (ELT) within the Education 5.0 framework to support adaptive and sustainable learning, particularly to address the gap between technical AI use and pedagogical integration. A qualitative case study was conducted at Cahaya Prima University in Bone Regency over eight weeks, involving 23 students from diverse non-English disciplines (Public Administration, Retail Management, and Library Science) and three lecturers selected through purposive sampling. Data were collected through observations, interviews, and documentation, and analyzed using thematic analysis. The findings highlight three key outcomes. First, AI tools, primarily ChatGPT, Gemini, Dola, and Google Translate promote self-directed learning through flexible access, personalized feedback, and autonomous practice, improving vocabulary, grammar, and productive skills. Second, AI fosters adaptive and sustainable learning by enhancing engagement, intrinsic motivation, and personalized learning experiences while reducing linguistic barriers in a supportive human-centered learning environment. Third, AI improves students’ learning experiences by increasing confidence and addressing limitations in language use. However, the risk of cognitive dependency remains, requiring balanced pedagogical strategies. These findings provide practical implications for higher education institutions and policymakers in designing AI-integrated, student-centered learning models. Overall, AI supports a more flexible, adaptive, and sustainable ELT environment.

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