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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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Constructing Political Image in Campaign Billboards: A Critical Discourse Analysis of Kaesang Pangarep Andi Mega Januarti Putri; Nurul Imansari; Putu Wahyu Sudewi
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.v3i2.563

Abstract

Political campaign billboards play an important role in shaping public perception and constructing political identities through the integration of linguistic and visual elements. This study examines how Kaesang Pangarep’s campaign billboards construct political meaning and image using a multimodal critical discourse approach through Critical Discourse Analysis. The data includes six campaign billboards, each containing a unique slogan and visual elements. The results suggest that informal and colloquial language, cultural references, metaphors, and playful use of lexis frame politics as accessible, youthful, and relatable. These messages are visually reinforced through smiling expressions, relaxed gestures, collective imagery, and deliberate composition. The steady presence of Jokowi’s name and image serves to reinforce the legitimacy of the candidate by associating him with a known leader. The synergy between words and pictures constructs a political image, portrayed as youthful, creative, approachable, progressive, and credible. How campaign billboards supplement the construction of political identity through persuasive discursive tools enriches the field of multimodal political communication research. Nonetheless, the analysis is limited to discursive representation and does not establish how audiences receive these productions. Future research may look at which levels resonate with voters, and whether or not multimodal campaign tactics are effective in shaping perceptions.
Flashcards for English Vocabulary Mastery in Indonesian Junior High School: A Systematic Review Ani Sumarni; Siti Hadianti; Henri Setiawan; Salah Khlief Almotairi
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.v3i2.615

Abstract

The purpose of this systematic review was to gather data on the effectiveness of flashcards in improving junior high school students' English vocabulary mastery. Studies were selected using pre-established inclusion criteria focusing on quasi-experimental and experimental designs after a thorough literature search across various academic databases. A total of seven papers were included in this evaluation because they met the eligibility requirements. The results indicated that students' vocabulary learning outcomes consistently improved with the use of flashcards, both digital and traditional. However, the magnitude of effectiveness varies depending on instructional design, learner characteristics, and implementation strategies, particularly those involving retrieval practice and spaced repetition. Digital flashcards tend to offer additional advantages such as flexibility and increased learner engagement, while traditional flashcards remain effective in structured classroom settings. Despite these positive findings, the evidence is limited by methodological constraints, including quasi-experimental designs and a focus on short-term learning outcomes. Overall, flashcards represent an effective instructional strategy for vocabulary acquisition, although their impact is highly dependent on how they are implemented. Future research should focus on long-term retention and more rigorous experimental designs to strengthen the evidence base.
Beyond Linguistic Failure: Disfluency as a Cognitive Coordination Strategy in International Diplomatic Oratory Farah Aulia Dewi; Dewi Kustanti; Cipto Wardoyo
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.v3i2.640

Abstract

Diplomatic speeches play a vital role in international relations, where precise language is essential to maintain national authority and avoid misinterpretation. Despite this expectation, speech disfluencies frequently occur even in high-stakes formal contexts. While previous studies have primarily examined disfluency in informal or media settings, its strategic role in diplomatic oratory remains underexplored. This study investigates the types, causes, and functions of speech disfluency in a keynote speech delivered by Indonesia’s Foreign Minister. Using a qualitative descriptive approach, this study analyzes a 30-minute speech consisting of 118 utterances, in which 72 instances of disfluency were identified. The data were transcribed and analyzed through classification based on Clark and Clark’s (1977) framework, followed by frequency analysis to determine dominant patterns. The findings show that filled pauses (33.33%) and silent pauses (29.17%) are the most prevalent types. These disfluencies function not merely as speech disruptions but as adaptive cognitive strategies that support lexical retrieval, manage cognitive load, and maintain speech continuity in a second language context. The study concludes that disfluency in diplomatic speech should be understood as a functional component of real-time language production, particularly in high-pressure communicative environments.
A Photovoice Study Representing Pre-practicum EFL Student Teachers' Emotion and Identity Construction Fauziah Fauziah; Jamaliah Jamaliah; Novita Diana
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.v3i2.645

Abstract

Teacher education generally aims to shape student teachers’ (STs) awareness of the teaching profession as a dynamic process through which they construct their professional identities as learners and future teachers. This study explores STs’ emotions and identity construction through the use of a photovoice-based approach as a reflective and participatory research method. Data were collected from STs (n=13) enrolled in an English language teacher education program, who documented their lived experiences through photographs and reflective narratives, supplemented by semi-structured interviews. This study follows Wang’s (1999) photovoice framework, which emphasizes participant-driven image production, critical reflection, and collective meaning-making. Trustworthiness was ensured through triangulation of photovoice and interview data, transparent analytic procedures, and grounding interpretations in participants’ narratives. The findings reveal that visual narrative (photovoice) serves as a powerful medium for articulating complex emotional landscapes encompassing a range of positive and negative emotions. Participants’ evolving professional identities are shaped by social interactions, institutional expectations, and personal beliefs about teaching, intertwined with their emotions. Participants' evolving professional identities, shaped by social interactions, institutional expectations, and personal beliefs about teaching, were found to be deeply intertwined with their emotions. This study highlights the methodological and pedagogical value of photovoice in teacher education.
Corpus Analysis of Collocation Errors and Corpus Informed Instruction Outcomes in Indonesian Junior High EFL Learners Nurul Aeni; Yudhi Arifani; Morve Roshan Khalil
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.v3i2.671

Abstract

Lexical collocation errors persist among Indonesian Junior High School EFL learners (A1–A2 CEFR), mainly due to L1 transfer and limited authentic input. These errors appear in unnatural verb–noun (e.g., do mistake), adjective–noun (e.g., strong rain), and verb–preposition pairings. This sequential mixed-methods study investigates error patterns and the effects of corpus-informed instruction. Twenty learners generated a 10,000-word descriptive corpus, analyzed via AntConc 4.0 (MI > 3.0, 5L:5R span, min. freq. = 3) against British National Corpus benchmarks to spot deviant collocations. A six-session (60-min each) intervention used data-driven activities like concordance lines, matching games, and guided tasks targeting verb–noun and adjective–noun pairs. Pre/post-tests (30 items; α = 0.87–0.89) and questionnaires assessed outcomes. Errors dropped 53.7% (95 to 44), with verb–noun errors down 55.6% (45 to 20). Scores rose from M = 52.3 (SD = 9.2) to 72.1 (SD = 8.5); t (19) = −8.42, p < 0.001, d = 1.62. ANCOVA showed strong intervention effect: F (1,18) = 12.45, p = 0.002, η² = 0.41. Learners reported better error awareness and confidence. This advances corpus pedagogy for beginner EFL contexts in resource-limited settings.
A Comparative Study of Two Game-Based Digital Platforms on Students’ Vocabulary Mastery in EFL Classrooms Etik Umayah; Nirwanto Maruf
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.v3i2.672

Abstract

Vocabulary mastery is essential for EFL learners because it supports comprehension, communication, and classroom participation. However, many vocational students struggle when vocabulary instruction relies on memorization and teacher explanation. This study investigated the effectiveness of Wordwall and Baamboozle in improving students’ vocabulary mastery and compared which platform produced stronger learning gains. It employed a quantitative quasi-experimental pre-test–post-test non-equivalent group design. The participants were 86 tenth-grade students from two intact classes at a vocational high school in Gresik, Indonesia: 43 students learned through Wordwall and 43 through Baamboozle across six sessions on jobs and professions vocabulary. Data were collected using vocabulary pre-tests and post-tests and analyzed through descriptive statistics, paired sample t-tests, an independent sample t-test, and effect size analysis. The results showed that both groups improved significantly, p < .001. Wordwall scores increased from 61.25 to 76.48, while Baamboozle scores increased from 60.87 to 80.36. Baamboozle produced significantly greater gains, t(84) = -4.17, p < .001, with very large effects. This study is limited by its single-school sample, short treatment period, and one vocabulary topic. The findings imply that EFL teachers should select game-based platforms based on interaction, retrieval practice, and instructional fit.
Machine Translation in Translation Education: Pedagogical Potential, Cultural Limits, and Critical Practice Tirza Annette Kumayas; Maniku Jein; Jeihn Novita Christanty Budiman; Fergina Lengkoan; Imelda Seska Lolowang; Vidi Ferdinand Wenas Sampow
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.v3i2.636

Abstract

The growing integration of machine translation (MT) in higher education translation courses raises important questions about cultural nuance, pedagogical design, and student competence development. This qualitative case study examines how students and lecturers in a Translation and Interpreting course at a university in Manado, North Sulawesi, Indonesia, perceive and engage with MT tools in their learning and teaching. Data were generated through semi-structured interviews with fourteen students and two lecturers, documentary analysis of translation assignments comparing raw MT output with post-edited final versions, and classroom reflections. Thematic analysis revealed three interconnected patterns: MT functions productively as a pedagogical scaffold when embedded in structured comparison and post-editing tasks; MT consistently fails to handle culturally embedded language, including idioms, humor, and pragmatic markers of address; and students demonstrate meaningful shifts toward critical MT use following sustained instructional engagement, though dependency risks persist. These findings indicate that MT should be positioned as a tool for developing evaluative literacy rather than a substitute for translator competence, and that effective integration requires explicit pedagogical guidance and institution-level policy frameworks.
A Phenomenological Study of Motivational–Emotional Tension and Communicative Engagement in Competitive Gamified EFL Learning Rizkiy Mufida; Nirwanto Maruf
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.v3i2.676

Abstract

This study explores learners’ lived experiences of motivational-emotional tension in competitive gamified EFL learning and examines how this tension shapes their communicative engagement. A phenomenologically informed qualitative inquiry was conducted with 15 seventh-grade students from a junior high school in Gresik, East Java, Indonesia. Data were collected through semi-structured interviews, classroom observations, and student reflective notes and were analyzed using phenomenologically oriented thematic analysis supported by bracketing, repeated reading, coding, theme development, and cross-source triangulation. The analysis showed that learners experienced emotional fluctuation, social comparison, and differentiated responses to competitive pressure. These experiences shaped communicative engagement in three ways: motivational activation encouraged students to speak and participate, emotional pressure reduced verbal engagement through hesitation or silence, and learners' participation became selective depending on their confidence, anxiety, and perceived classroom position. The study contributes to EFL gamification research by showing that communicative engagement in competitive gamified learning is not a stable outcome of motivation alone, but a context-dependent process shaped by the interaction of motivational stimulation and emotional vulnerability. This study, therefore, recommends that gamified EFL instruction integrate emotional regulation, supportive feedback, and balanced competition alongside motivational incentives.
Instagram Digital Storytelling in Teaching English Literature: Students’ Interpretation, Classroom Engagement, and Pedagogical Challenges Agustine Clara Mamentu; Fridolin Joseph Philip Kukus; Yapi Henri Wongkar; Firjinia Putri Utami Sukirman; Sabrina Wardatul Jannah Husain; Samuel Frederick Lasut
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.v3i2.696

Abstract

Instagram Digital Storytelling is a teaching method in which students use or create, compose, and share narratives using various features; this is not just uploading photos, but a pedagogical process. This study examines students' and lecturers' interpretations of the use of Instagram digital storytelling in English literature learning. The data were collected through semi-structured interviews with three lecturers and fifteen students, as well as documentation in the form of Instagram content, learning notes, and student interpretive assignments. The results showed that students interpreted digital storytelling on Instagram as a multimodal literary text that combines captions, images, colors, videos, sounds, symbols, expressions, and personal experiences. Student interpretations focused not only on plot and messages but also encompassed moral, social, and humanistic values ​​such as empathy, responsibility, respect for differences, and concern for human emotional experiences. Furthermore, Instagram increased student engagement emotionally, cognitively, and behaviorally through discussions, comments, content creation, assignment uploads, and literary reflections. However, the use of Instagram also faces challenges such as shallow content, the dominance of visual aspects, potential distractions, misinterpretations, technical limitations, and the need for lecturer guidance. Therefore, Instagram is most effectively used as a complementary medium before students are directed to more in-depth literary analysis.
Implementing Pedagogical Competence in Developing ESP Curriculum at Vocational High Schools Mustaqimah Mustaqimah; M.N. Jamalia; Sri Fatta Meldawati; Rafiqa Rafiqa
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.v3i2.743

Abstract

The implementation of the Merdeka Curriculum in Indonesian vocational education mandates a shift toward instructional autonomy and industry-aligned pedagogy. In fact, the transition from standardized English instruction to contextualized English for Specific Purposes (ESP) remains uneven across different institutional frameworks. This study aims to investigate how vocational English teachers integrate students’ needs and industry demands into curriculum development within the public and private school sectors. Following a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving five English teachers in Parepare, South Sulawesi. The findings indicate that while all participants attempt to synchronize their instruction with vocational requirements, their pedagogical agency is heavily mediated by institutional resources. Teachers in public schools demonstrate a designer approach, utilizing collaborative networks to develop customized modules. In contrast, private school teachers often adopt a consumer approach, relying on standardized textbooks while employing spontaneous improvisation to maintain classroom relevance. This study suggests that teacher agency is not merely an individual capacity but a situated achievement facilitated by professional learning communities. These results imply that policymakers must provide targeted material support and formalized collaborative time, particularly for resource-constrained private institutions, to ensure equitable curriculum innovation.

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