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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 62 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 (In Press)
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 (In Press)
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.

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