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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 65 Documents
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Signifying Emotions: A Structural Analysis of Love in NIKI’S Nicole Album Marshanda Chairunissa; Dedi Sulaeman; R. Myrna Nur Sakinah
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1115

Abstract

Love is one of the most universal yet complex human emotions, often represented in song lyrics through symbolic and figurative language rather than direct statements. This study examines the representation of love in NIKI's Nicole album using Ferdinand de Saussure's semiotic theory, focusing on the relationship between signifier and signified in constructing emotional meaning. Using a descriptive qualitative design, this study analyzes the official lyrics of all twelve songs through documentation, close reading, and semiotic interpretation. The findings reveal that love is represented through interconnected emotional dimensions, including longing, heartbreak, emotional dependency, nostalgia, vulnerability, hope, acceptance, and healing. Rather than being expressed directly, these meanings are constructed through symbolic words, phrases, and recurring imagery whose signifieds develop across the album's narrative progression. The study concludes that Saussure's semiotic theory provides a systematic framework for explaining how linguistic signs construct emotional meaning and represent love as a dynamic emotional journey throughout the album.
Beyond Membership: The Correlation Between English Club Engagement and Students’ Self-Confidence Yuniarsih Azizah; La Sunra; Chairil Anwar Korompot
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1135

Abstract

This study examined the correlation between students’ engagement in the English Club and their self-confidence in an Indonesian senior high school EFL context. A quantitative correlational design was employed with 50 active members of Collage English Club at SMAN 22 Makassar during the 2025/2026 academic year. Data were collected using two five-point Likert-scale questionnaires measuring student engagement and self-confidence. The scoring sets comprised 16 engagement items representing behavioral, emotional, and cognitive engagement and 21 self-confidence items representing students’ perceived confidence across speaking, listening, reading, writing, and grammatical knowledge. The scoring sets demonstrated strong internal consistency, with Cronbach’s alpha values of .900 for engagement and .952 for self-confidence. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and Pearson Product-Moment correlation in SPSS. Students’ engagement had a mean score of 3.9738 (SD = .61809), while self-confidence had a mean score of 3.4600 (SD = .72548). The correlation analysis revealed a statistically significant moderate positive correlation between engagement and self-confidence, r(48) = .568, p < .001. The findings indicate that students with higher engagement scores tended to report higher self-confidence scores.
Local Wisdom in English Vocabulary Instruction: A Systematic Review of Trends, Practices, and Future Directions Nur Asiza; Nurul Hasanah; Kalsum Kalsum; Syaiful Syaiful; Suci Pratiwi
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1136

Abstract

This systematic literature review synthesizes empirical evidence on the integration of local wisdom into English vocabulary instruction to identify research trends, pedagogical practices, learning outcomes, and future research directions. Following the PRISMA 2020 guidelines, 58 peer-reviewed empirical studies published between 2018 and 2026 were systematically retrieved from the Scopus and ERIC databases and analyzed using thematic synthesis. The findings reveal a substantial increase in research on local wisdom-based vocabulary instruction, with Indonesia contributing the largest proportion of studies. Five interconnected themes emerged: contextualized vocabulary learning, culturally responsive pedagogy, technology-enhanced instruction, learner engagement and cultural identity, and sustainable directions for English language education. Across diverse educational contexts, integrating local wisdom consistently improved vocabulary acquisition, retention, learner motivation, classroom engagement, communicative competence, and intercultural awareness by connecting English learning with authentic cultural experiences. Beyond synthesizing existing evidence, this review proposes an integrated pedagogical ecosystem that conceptualizes how contextual authenticity, culturally responsive pedagogy, sociocultural interaction, learner engagement, and technology-enhanced learning collectively support sustainable English vocabulary development. Despite these contributions, important research gaps remain, including limited geographical diversity, insufficient longitudinal evidence, and the underexplored use of culturally responsive artificial intelligence.
Ethnolinguistic Study of Uci Dowong Ritual: Sulamadaha Community’s Bad Luck Rejection in Ternate Hujaefa Hi Muhamad; Farida Maricar; Ramis Rauf; Ratu Balgis Ibrahim
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.918

Abstract

This study aims to investigate the ethnolinguistic dimensions of the Uci Dowong ritual, a traditional ceremony in the Sulamadaha community of Ternate, Indonesia, which serves to reject bad luck and reinforce cultural identity. Using an ethnographic approach, the research involved six months of fieldwork across four villages, employing in-depth interviews, participant observations, and field documentation to collect qualitative data. Thematic analysis was applied to identify recurring linguistic patterns, symbolic meanings, and ecological elements embedded in ritual language and actions. The analysis focused on how prayers, chants, ritual movements, and traditional tools serve as mediums for spiritual communication and cultural preservation. Findings reveal that ritual language—characterized by imperative and declarative forms—functions not only to coordinate ceremonial acts but also to transmit ecological values, reinforce respect for ancestors, and maintain social cohesion. Natural symbols such as the sea and mountains are personified in ritual discourse, reflecting the community’s worldview of interconnectedness between humans, nature, and ancestral spirits. The study concludes that Uci Dowong ritual language operates as a dynamic force for cultural transmission, ecological awareness, and communal resilience, offering significant insights into the ethnolinguistic processes underpinning traditional ceremonies in Indonesia.
Translanguaging as a Pedagogical Bridge for Mindful Learning in EFL Secondary Classrooms Devilito Prasetyo Tatipang; Syarifuddin Dollah; Murni Mahmud; Andi Asrifan; Nursalim Nursalim; Ceisy Nita Wuntu; Fergina Lengkoan
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1118

Abstract

The implementation of deep learning in Indonesia’s education policy emphasizes mindful learning, yet its manifestation in English as a foreign language (EFL) classrooms remains underexplored. This study investigates how mindful learning is manifested in EFL classrooms and how translanguaging pedagogy facilitates learning awareness and meaning-making. A qualitative case study was conducted with three English teachers and tenth-grade students at a senior high school in Manado, Indonesia. Data were collected through classroom observations, semi-structured interviews with three teachers and three students, and document analysis, and analyzed using thematic analysis. The findings reveal two interconnected components of mindful learning: learning awareness, developed through active noticing, self-monitoring, and reflective engagement; and meaning-making, constructed through interpretation, negotiation of meaning, and collaborative knowledge construction. The study further suggests that translanguaging functions not merely as a linguistic strategy but as a pedagogical mechanism that provides linguistic flexibility and cognitive scaffolding, enabling students to engage more consciously and meaningfully in learning. Based on these findings, the study proposes a conceptual model positioning translanguaging pedagogy as a bridge connecting linguistic flexibility, learning awareness, and meaning-making to foster mindful learning in EFL classrooms.

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