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Adi Isma
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INDONESIA
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 Promotional Meaning Through Code-Mixing and Visual Elements in Roti’O Indonesia’s Instagram Content Tri Ramadani; Erlan Aditya Ardiansyah; Fourus Huznatul Abqoriyyah
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.v3i2.765

Abstract

This study aims to examine how code-mixing and visual elements work together in constructing promotional meaning. The use of code-mixing and visual elements in digital promotion has become increasingly widespread as a marketing communication strategy to attract audiences and build a modern product image. However, studies integrating code-mixing and multimodal analysis in social media promotional content remain limited. This study focused on single-image promotional posts uploaded on the official Instagram account Roti’O Indonesia. Using a qualitative descriptive approach, the study analyzed nine selected Instagram posts through purposive sampling based on the presence of code-mixing and visual promotional elements. Verbal data were analyzed through code-mixing and communicative function approaches, while visual data were analyzed using a multimodal approach. The findings indicate that insertion was the most dominant type of code-mixing used in the promotional content. The use of English in the captions is intended to construct a modern, attractive, and persuasive product image. Visual elements reinforced emotional appeal and promotional meaning. The integration of language and visual elements strengthens the process of delivering promotional messages. This study contributes to the discussion of code-mixing and multimodal discourse in digital promotion, particularly in the context of Instagram social media marketing.
Google Classroom for EFL Reading Task Management: Student Perceptions, Practices, and Challenges Adi Isma; Ikhsan Ikhsan; Ridwan Ridwan; Rusdiah Rusdiah
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.v3i2.829

Abstract

Google Classroom (GC) has been widely adopted as a learning management system in higher education; however, limited studies have specifically examined its role as a task management platform in EFL reading courses, particularly in regional universities with digital infrastructure disparities. This study examines the perceptions, practices, and challenges of 98 third-semester EFL students enrolled in the Reading for Information course at Universitas Sulawesi Barat, Indonesia. A concurrent mixed-methods design was employed, combining a structured questionnaire with Focus Group Discussion (FGD) sessions involving 34 student groups across five class sections. The findings show that 94.9% of students use GC regularly, with Likert-scale effectiveness ratings ranging from M = 4.31 to M = 4.57 across four task management dimensions. The deadline notification feature was identified as most beneficial by 95.9% of respondents; as a key external scaffold, it actively supported students' academic self-regulation throughout the course. Students widely appreciated GC's role in consolidating task organization and enhancing instructional transparency. However, unstable internet connectivity remained the primary structural challenge, disproportionately affecting students in rural areas. Interpreted through TAM and SRL theory, the findings underscore GC's pedagogical value and the urgent need for equity-responsive institutional connectivity policies in digitally underserved higher education contexts.

Page 5 of 5 | Total Record : 42

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