GLENS: Global English Insights Journal
type: channel
description: GLENS: Global English Insights Journal
publisher: PT. Lontara Digitech Indonesia
language: en
publication name: GLENS: Global English Insights Journal
issn: 3026-734X
items: The Level of Participation Among Non-English Major Students in English Classroom Activities
items: Teachers’ Effective Strategies in Reducing Students’ Anxiety in Speaking English
items: A Pragmatic Study of Speech Acts in Poor Things (2023) Movie
items: Evaluating Teaching Effectiveness through Student Reflections: An Inquiry into English Language Instruction
items: Comparative Analysis of Metacognitive Reading Strategies of Freshmen Students
items: Unveiling Hidden Meanings in the Lyrics of One Direction’s Story of My Life
items: Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications
items: Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course
items: Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students
items: EFL Students' Perceptions on the Integration of AI in Fostering Critical Thinking Skills
items: Unveiling Wordsworth's Daffodils: A Semiotic Tapestry of Signs and Symbols
items: Analysis of the Main Character Costumes in ‘Enola Holmes’ Movie using CS Peirce’s Theory
items: YouTube for EFL Students: Perceptions on Building Speaking Confidence
items: Enhancing Narrative Writing Skills through Digital Storytelling: An Experimental Study on High School Students
items: Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking
items: The Effectiveness of Listen-Read-Discuss (LRD) on Students’ Reading Comprehension
items: The Correlation Between Students’ Translation Ability and Their Reading Comprehension
items: Decoding the Challenges: A Study of English Writing Errors Among EFL Students
items: Analyzing Deixis of English Speech by Kim Namjoon (BTS) at the United Nations
items: Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching

The Level of Participation Among Non-English Major Students in English Classroom Activities
type: item
description: This study investigates the level of classroom participation among non-English major students enrolled in English language courses. Employing a quantitative descriptive approach, data were collected through a structured questionnaire distributed to 20 randomly selected first-semester students from the Faculty of Sports and Health Sciences at Universitas Negeri Makassar. The results indicate that 80% of the participants demonstrated active (65%) or very active (15%) involvement in classroom activities, while 20% remained neutral. No students were categorized as passive. The mean participation score of 50 falls within the "active" category. Further analysis shows that students are more engaged in interactive activities such as asking questions (65%), expressing opinions (50%), and participating in discussions (60%). In contrast, passive indicators like sitting quietly or merely listening were less frequently reported. While 45% of students stated they mainly took notes, another 45% were unsure whether they only took notes or also engaged in discussion. These findings suggest that, despite not majoring in English, students exhibit a high level of participation in English classroom activities. This highlights the potential of incorporating interactive strategies to further enhance engagement in English as a Foreign Language (EFL) instruction.
subject: Articles
  topic: section
subject: English Classroom Activities
  topic: keywords
subject: Non-English Major
  topic: keywords
subject: Student Participation
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Helena Tada
creator: Chairil Anwar Korompot
creator: Geminastiti Sakkir
rights: Copyright (c) 2025 Helena Tada, Chairil Anwar Korompot, Geminastiti Sakkir (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-29
publication date: 2025-05-29
starting page: 92
ending page: 99
doi: 10.61220/glens.v2i2.841

Teachers’ Effective Strategies in Reducing Students’ Anxiety in Speaking English
type: item
description: This study explores the strategies used by English teachers to reduce students’ anxiety when speaking English in the classroom. Employing a qualitative approach, data were collected through semi-structured interviews with teachers and students at a junior high school. The findings reveal that students' speaking anxiety often stems from limited vocabulary, fear of making mistakes, and low self-confidence. To address these challenges, teachers implemented various strategies, including role-play activities, the use of dictionaries and digital pronunciation tools, interactive games, and emotional support through motivational feedback. These approaches helped create a supportive and engaging learning environment, encouraging students to participate more actively and confidently in speaking tasks. By tailoring instructional strategies to students’ needs and classroom conditions, teachers were able to foster a more positive attitude toward learning English. This study highlights the crucial role of effective teaching practices in mitigating language learning anxiety and offers practical insights for improving English-speaking skills among junior high school learners.
subject: Articles
  topic: section
subject: Anxiety
  topic: keywords
subject: Speaking
  topic: keywords
subject: Strategy
  topic: keywords
subject: Teachers
  topic: keywords
creator: Andi Mar’ah Muthmainnah
creator: Zul Astri
creator: Inul Inul
creator: Jumardi Jumardi
creator: Novalia Tanasy
creator: Nurul Fachrunnisa
rights: Copyright (c) 2025 Andi Mar’ah Muthmainnah, Zul Astri, Inul Inul, Jumardi Jumardi, Novalia Tanasy, Nurul Fachrunnisa (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-28
publication date: 2025-05-28
starting page: 83
ending page: 91
doi: 10.61220/glens.v2i2.840

A Pragmatic Study of Speech Acts in Poor Things (2023) Movie
type: item
description: This study explores the types and functions of speech acts employed by characters in Poor Things (2023), a film rich in philosophical, emotional, and ideological discourse. Drawing upon Yule’s classification of speech acts; declarative, representative, expressive, directive, and commissive, this research applies a descriptive qualitative approach to analyze 242 selected utterances from the movie’s script. The data were collected through careful viewing, transcription, and contextual interpretation of the dialogues. Findings reveal that representative speech acts dominate the film, indicating characters' tendencies to express beliefs and shape perceptions. Expressive and directive acts also occur frequently, reflecting the emotional depth and interpersonal influence present in the narrative. Notably, declarative acts, though rare, serve pivotal roles in reshaping social realities and character relationships. These patterns underscore how speech act theory can illuminate character development and thematic construction in cinematic dialogue. This study contributes to the field of pragmatics and film discourse analysis by demonstrating how language functions not merely as communication, but as a tool of agency, identity formation, and narrative progression in contemporary cinema.
subject: Articles
  topic: section
subject: Film Discourse Analysis
  topic: keywords
subject: Poor Things (2023)
  topic: keywords
subject: Pragmatics
  topic: keywords
subject: Speech Acts
  topic: keywords
subject: Yule’s Classification
  topic: keywords
creator: Syahrani Sam
creator: Muhammad Hasbi
rights: Copyright (c) 2025 Syahrani Sam, Muhammad Hasbi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-28
publication date: 2025-05-28
starting page: 74
ending page: 82
doi: 10.61220/glens.v2i2.834

Evaluating Teaching Effectiveness through Student Reflections: An Inquiry into English Language Instruction
type: item
description: This study investigated student perceptions of teaching effectiveness in an English for Specific Purposes (ESP) course using a mixed methods approach. The research involved 65 first-semester undergraduate students from seven academic disciplines at a private University in Indonesia. Data were collected through an end-of-semester evaluation form consisting of Likert-scale items and open-ended questions. Quantitative findings indicated that students perceived the course as most effective in enhancing their reading and vocabulary skills. Other language areas—speaking, writing, listening, and grammar—also received favorable ratings, although with more variability. Thematic analysis of qualitative responses revealed that students attributed their progress to specific instructional strategies such as text-based reading tasks, vocabulary drills, and interactive speaking activities. They also highlighted grammar instruction as helpful for improving sentence construction and clarity. Suggestions for improvement included increased integration of technology, hybrid learning modes, and more personalized support. Overall, the study demonstrated that student evaluations can serve as assessment tools and reflective instruments to inform and enhance teaching practice. The study offered a nuanced perspective on how ESP instructional strategies influenced student learning by combining numerical and narrative data. These findings support using student feedback as a dynamic resource for pedagogical development.
subject: Articles
  topic: section
subject: English for Specific Purposes (ESP)
  topic: keywords
subject: Language Skill Development
  topic: keywords
subject: Reflective Teaching
  topic: keywords
subject: Student Evaluation of Teaching
  topic: keywords
creator: Misnawati Misnawati
creator: Zul Astri
creator: Saidna Zulfiqar Bin Tahir
creator: Reski Pilu
creator: Alwi Sibali
rights: Copyright (c) 2025 Misnawati Misnawati, Zul Astri, Saidna Zulfiqar Bin Tahir, Reski Pilu, Alwi Sibali (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-28
publication date: 2025-05-28
starting page: 47
ending page: 57
doi: 10.61220/glens.v2i2.832

Comparative Analysis of Metacognitive Reading Strategies of Freshmen Students
type: item
description: This study examined the metacognitive reading strategies employed by freshmen students at Patria Sable, Cagayan Valley Computer and Information Technology College, and the University of La Salette Incorporated. Specifically, it explored the most frequently used strategies and differences in strategy use based on students' profiles. A descriptive-comparative research design was utilized, incorporating the Metacognitive Reading Strategies Inventory and a reading test. The study included 176 respondents from Business Administration and Accountancy programs, with a majority preferring printed over digital reading materials. Findings indicated that Problem-Solving Strategies were the most frequently used, followed by Global Strategies and Support Strategies. However, overall metacognitive strategy use was inconsistent, suggesting limited awareness and self-regulation. While sex and reading material preference had minimal influence on strategy use, students' academic programs significantly affected their metacognitive engagement. Notably, Accountancy students demonstrated greater strategy use compared to Marketing Management students, highlighting possible curriculum-related differences. These findings underscore the need for targeted interventions to enhance students' metacognitive awareness and independence in reading.
subject: Articles
  topic: section
subject: Metacognitive Awareness
  topic: keywords
subject: Metacognitive Reading Strategies
  topic: keywords
subject: Reading
  topic: keywords
subject: Reading Materials
  topic: keywords
subject: Self Regulation
  topic: keywords
creator: Veicel Joi Tejida
creator: Jennelyn Lacar Raymundo
rights: Copyright (c) 2025 Veicel Joi Tejida, Jennelyn Lacar Raymundo (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-28
publication date: 2025-05-28
starting page: 58
ending page: 73
doi: 10.61220/glens.v2i2.830

Unveiling Hidden Meanings in the Lyrics of One Direction’s Story of My Life
type: item
description: This study delves into the hidden meanings in the lyrics of Story of My Life by One Direction, utilizing Ferdinand de Saussure’s semiotic framework, specifically the concepts of signifier and signified. Employing a qualitative descriptive approach, the research examines the song’s lyrics as the primary data, complemented by secondary data from scholarly sources to provide additional insights. The analysis reveals themes of emotional vulnerability, resilience, and memory, articulated through symbolic and metaphorical expressions in the lyrics. Key findings highlight the interplay between individual emotions and universal human experiences, such as love, loss, and perseverance, making the song relatable to a broad audience. The study demonstrates how the lyrics transcend mere entertainment, offering profound reflections on personal and cultural narratives. By applying semiotics, this research underscores the significance of song lyrics as a form of literary and cultural expression. It also paves the way for future studies to explore similar frameworks in analyzing music and its impact on audiences.
subject: Articles
  topic: section
subject: Ferdinand de Saussure
  topic: keywords
subject: Hidden Meanings
  topic: keywords
subject: Semiotic Analysis
  topic: keywords
subject: Song Lyrics
  topic: keywords
creator: Mursyidah Mursyidah
creator: Ilham Pratama Hasbi
creator: Muhammad Hasbi
rights: Copyright (c) 2024 Mursyidah Mursyidah, Ilham Pratama Hasbi, Muhammad Hasbi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-11-18
publication date: 2024-11-18
starting page: 39
ending page: 46
doi: 10.61220/glens.v2i1.618

Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications
type: item
description: Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings from various studies highlight the pedagogical value of translanguaging and other multilingual approaches that leverage Local languages as a bridge for understanding English. However, the review also underscores obstacles such as lack of teacher training, limited resources, and institutional constraints. This study emphasizes the need for a more inclusive EFL curriculum that respects linguistic diversity and promotes sustainable language practices in Indonesia. Recommendations for future research are provided, focusing on effective strategies for balancing local and global language competencies within EFL pedagogy.
subject: Articles
  topic: section
subject: EFL
  topic: keywords
subject: Local Languages
  topic: keywords
subject: Multilingual Education
  topic: keywords
subject: Translanguaging
  topic: keywords
creator: La Ode Rasmin
creator: Samsudin Samsudin
rights: Copyright (c) 2024 La Ode Rasmin, Samsudin Samsudin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-11-18
publication date: 2024-11-18
starting page: 28
ending page: 38
doi: 10.61220/glens.v2i1.593

Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course
type: item
description: This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.
subject: Articles
  topic: section
subject: AI Chatbot
  topic: keywords
subject: Creativity
  topic: keywords
subject: EFL Students
  topic: keywords
subject: Engagement
  topic: keywords
subject: Web-based Learning
  topic: keywords
creator: Mushaddiq Mushaddiq
creator: Nurdin Noni
creator: Abdullah Abdullah
creator: Muhammad Tahir
rights: Copyright (c) 2024 Mushaddiq Mushaddiq, Nurdin Noni, Abdullah Abdullah, Muhammad Tahir (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-11-18
publication date: 2024-11-18
starting page: 19
ending page: 27
doi: 10.61220/glens.v2i1.591

Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students
type: item
description: This study explores the challenges, motivations, and benefits of paraphrasing for Marine and Fisheries EFL students, aiming to uncover factors that impact their ability to rephrase academic texts. Using a descriptive qualitative approach, data were collected through field notes and semi-structured interviews with 15 purposively sampled students. The findings reveal that students face significant challenges in paraphrasing due to limited vocabulary, difficulties in sentence restructuring, and low self-confidence. Some students perceive English proficiency as less relevant to their future careers, reducing motivation to enhance their language skills. However, regular paraphrasing practice was found to provide valuable benefits, including vocabulary expansion, improved understanding of sentence structures, and increased confidence in handling technical content. These outcomes underscore the potential of paraphrasing exercises to support academic skill-building and professional readiness in specialized fields. The study suggests the need for targeted pedagogical strategies that emphasize vocabulary development, structural flexibility, and confidence-building. These findings contribute to the understanding of paraphrasing in EFL contexts and offer practical recommendations for enhancing students’ language skills in discipline-specific academic environments.
subject: Articles
  topic: section
subject: Academic Writing
  topic: keywords
subject: EFL Students
  topic: keywords
subject: Marine and Fisheries Education
  topic: keywords
subject: Paraphrasing Challenges
  topic: keywords
subject: Vocabulary Development
  topic: keywords
creator: Ikhwan Wahidin
creator: Muhammad Syauqi
rights: Copyright (c) 2024 Ikhwan Wahidin, Muhammad Syauqi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-11-18
publication date: 2024-11-18
starting page: 11
ending page: 18
doi: 10.61220/glens.v2i1.510

EFL Students' Perceptions on the Integration of AI in Fostering Critical Thinking Skills
type: item
description: A developing discussion over the effects of Artificial Intelligence (AI) on students' critical thinking skills has emerged with their introduction into the classroom. Even if AI can provide several advantages, some worries depending too much on these technologies could impede the growth of critical thinking abilities. This research aims to analyze how students perceive the influence of AI on their critical thinking abilities. This research is descriptive qualitative research that involves collecting data from direct interviews. The respondents are 15 (fifteen) students from the English Literature study program, Letter Faculty, Sawerigading University Makassar. The research found that students perceive the following impact of AI use on their critical thinking abilities: 1) Hindering the development of critical thinking skills. 2) Assisting in the retrieval of information, data analysis, and the resolution of everyday issues. 3) Causing dependence on technology. 4) Helping to evaluate the information quickly; 5) Exploring alternative ideas; and 6) Improving reasoning ability. Overall, we need to balance the use of AI while prioritizing students' critical thinking. It is important to encourage students to use AI responsibly and judiciously, while also emphasizing the importance of critically evaluating the information provided by AI systems.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Critical Thinking
  topic: keywords
subject: EFL Students
  topic: keywords
creator: Eka Fatmawati Hading
creator: Dwi Rezki Hardianto Putra Rustan
creator: Fentry Hernaningsi Ruing
rights: Copyright (c) 2024 Eka Fatmawati Hading, Dwi Rezki Hardianto Putra Rustan, Fentry Hernaningsi Ruing (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-11-18
publication date: 2024-11-18
starting page: 1
ending page: 10
doi: 10.61220/glens.v2i1.466

Unveiling Wordsworth's Daffodils: A Semiotic Tapestry of Signs and Symbols
type: item
description: This research aims to identify and analyze signs and symbols in William Wordsworth’s poem I Wandered Lonely as a Cloud. This study employs a descriptive qualitative research design through a semiotic approach to investigate the function of signs and symbols in poetic discourse. The data in this research was collected from Wordsworth’s. I Wandered Lonely as a Cloud as the primary data source, while the secondary data sources are books, articles, and other online sources that support the primary data. The obtained data were analyzed using Charles Sanders Peirce’s semiotic model, which consists of an icon, index, and symbol. The data analysis was conducted in three stages: classification, display, and verification. The result of this research shows that the poem employs various phrases, which can be categorized as icons, indexes, and symbols. The signs function to surpass linguistic barriers and convey significant insights about the human spirit and its connection to the natural world. These can also serve as a reminder that even the most basic words, when skillfully composed and infused with symbolic significance, can have a lasting effect on readers, encouraging them to delve into their feelings and establish a stronger bond with the world.
subject: Articles
  topic: section
subject: Charles Sanders Peirce
  topic: keywords
subject: Poetry
  topic: keywords
subject: Semiotic Analysis
  topic: keywords
subject: Signs and Symbols
  topic: keywords
subject: William Wordsworth’s Poem
  topic: keywords
creator: Sulistiawati
creator: Nur Hikmah
creator: Muhammad Hasbi
rights: Copyright (c) 2024 Sulistiawati, Nur Hikmah, Muhammad Hasbi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-05-29
publication date: 2024-05-29
starting page: 76
ending page: 88
doi: 10.61220/glens.v1i2.375

Analysis of the Main Character Costumes in ‘Enola Holmes’ Movie using CS Peirce’s Theory
type: item
description: This study aims to analyze the costumes that the main character wears in the movie ‘Enola Holmes’ by using Charles Sanders (CS) Peirce’s theory. The data in this study was collected by watching the movies several times and taking notes on the costumes worn by Enola Holmes, the main character in this movie. The data analysis was done by identifying the signs in the costumes and interpreting their meanings based on CS Peirce’s semiotic theory, which divides signs into icons, indexes, and symbols. The result of this study shows that Enola Holmes’ costumes function as icons, indexes, and symbols. As icons, the costumes directly represent the Victorian era and Enola’s various disguises. As indexes, the costumes reflect Enola’s actions, emotions, and experiences. Furthermore, as symbols, the costumes convey meanings related to gender roles, courage, independence, and family heritage. This study helps in gaining an understanding of how film costumes can be used to communicate storylines and to develop characters.
subject: Articles
  topic: section
subject: Charles Sanders Peirce
  topic: keywords
subject: Costumes
  topic: keywords
subject: English Movie
  topic: keywords
subject: Enola Holmes
  topic: keywords
subject: Semiotic Analysis
  topic: keywords
creator: Ardia Idris
creator: Muhammad Hasbi
rights: Copyright (c) 2024 Ardia Idris, Muhammad Hasbi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-05-23
publication date: 2024-05-23
starting page: 55
ending page: 65
doi: 10.61220/glens.v1i2.365

YouTube for EFL Students: Perceptions on Building Speaking Confidence
type: item
description: 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.
subject: Articles
  topic: section
subject: EFL Students
  topic: keywords
subject: Perception
  topic: keywords
subject: Speaking
  topic: keywords
subject: YouTube
  topic: keywords
creator: Musdayanti
creator: Putu Wahyu Sudewi
creator: Nurhaeni
rights: Copyright (c) 2024 Musdayanti, Putu Wahyu Sudewi, Nurhaeni (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-05-30
publication date: 2024-05-30
starting page: 89
ending page: 97
doi: 10.61220/glens.v1i2.350

Enhancing Narrative Writing Skills through Digital Storytelling: An Experimental Study on High School Students
type: item
description: This research aims to find out the improvement of the 1st-grade students’ narrative writing by using digital storytelling and how they perceive that. The researchers used a quasi-experimental design to conduct this research. The population was 93 students and the sample elected was 15 students for both experiment and control classes. Test and questionnaire were employed to address the research questions. The data analysis was conducted using SPSS 25. The findings revealed that students’ narrative writing improved after digital storytelling was integrated into the lessons. The independent sample test showed that sig. 2 tailed < 0.05. Consequently, the alternative hypothesis was accepted, indicating a significant difference in narrative writing between students taught with digital storytelling and those taught without using digital storytelling. Moreover, the n-gain score result showed that the mean score of the experiment class was 62.09 included in the effective enough category. Therefore, it can be concluded that the use of digital storytelling is effective enough in enhancing the narrative writing of the 1st-grade students of MAN 2 Polman. Furthermore, the data from the questionnaire showed that the students had positive perceptions of using digital storytelling in classroom activities.
subject: Articles
  topic: section
subject: Digital Storytelling
  topic: keywords
subject: Narrative Writing
  topic: keywords
subject: Perception
  topic: keywords
creator: Atika Puspitarini
creator: Rafiqa
creator: Ahmad Junaedi
rights: Copyright (c) 2024 Atika Puspitarini, Rafiqa, Ahmad Junaedi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-05-27
publication date: 2024-05-27
starting page: 66
ending page: 75
doi: 10.61220/glens.v1i2.348

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking
type: item
description: The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.
subject: Articles
  topic: section
subject: Active Learning
  topic: keywords
subject: Blended Snowballing Discussion
  topic: keywords
subject: Collaborative Pedagogy
  topic: keywords
subject: Speaking
  topic: keywords
creator: Ranta Butarbutar
creator: Seeni Mehraj Begam Binti V.K.S. Vyzul Karnine
rights: Copyright (c) 2024 Ranta Butarbutar, Seeni Mehraj Begam Binti V.K.S. Vyzul Karnine (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-05-20
publication date: 2024-05-20
starting page: 42
ending page: 54
doi: 10.61220/glens.v1i2.338

The Effectiveness of Listen-Read-Discuss (LRD) on Students’ Reading Comprehension
type: item
description: 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.
subject: Articles
  topic: section
subject: Effectiveness
  topic: keywords
subject: LRD Strategy
  topic: keywords
subject: Reading Comprehension
  topic: keywords
creator: Hermin Kondo
creator: Dwi Adi Nugroho
creator: Nurul Imansari
rights: Copyright (c) 2023 Hermin Kondo, Dwi Adi Nugroho, Nurul Imansari (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2023-11-05
publication date: 2023-11-05
starting page: 19
ending page: 25
doi: 10.61220/glens.v1i1.2023a3

The Correlation Between Students’ Translation Ability and Their Reading Comprehension
type: item
description: 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 dtudy 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.
subject: Articles
  topic: section
subject: Translation Ability
  topic: keywords
subject: Reading Comprehension
  topic: keywords
subject: Correlation
  topic: keywords
creator: Nurul Hastini
creator: Andi Mega Januarti Putri
creator: Nur Husnil Khatimah
rights: Copyright (c) 2023 Nurul Hastini, Andi Mega Januarti Putri, Nur Husnil Khatimah (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2023-11-06
publication date: 2023-11-06
starting page: 32
ending page: 41
doi: 10.61220/glens.v1i1.2023a5

Decoding the Challenges: A Study of English Writing Errors Among EFL Students
type: item
description: This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.
subject: Articles
  topic: section
subject: English Language Teaching
  topic: keywords
subject: Error Analysis
  topic: keywords
subject: Writing Skill
  topic: keywords
creator: Adi Isma
creator: La Ode Rasmin
creator: Samsudin
rights: Copyright (c) 2023 Adi Isma, La Ode Rasmin, Samsudin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2023-11-02
publication date: 2023-11-02
starting page: 1
ending page: 9
doi: 10.61220/glens.v1i1.2023a1

Analyzing Deixis of English Speech by Kim Namjoon (BTS) at the United Nations
type: item
description: 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.
subject: Articles
  topic: section
subject: Deixis
  topic: keywords
subject: English Speech
  topic: keywords
subject: Kim Namjoon
  topic: keywords
subject: Linguistics
  topic: keywords
subject: Pragmatics
  topic: keywords
creator: St. Ika Susanti
creator: Iin Widya Lestari
creator: Khoirul Wafa
rights: Copyright (c) 2023 St. Ika Susanti, Iin Widya Lestari, Khoirul Wafa (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2023-11-05
publication date: 2023-11-05
starting page: 26
ending page: 31
doi: 10.61220/glens.v1i1.2023a4

Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching
type: item
description: 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.
subject: Articles
  topic: section
subject: Microteaching
  topic: keywords
subject: Pre-Service English Teachers
  topic: keywords
subject: Virtual Teaching Practice
  topic: keywords
creator: Fitria Handayani
creator: Iin Widya Lestari
creator: Aprilia Susanti
rights: Copyright (c) 2023 Fitria Handayani, Iin Widya Lestari, Aprilia Susanti (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2023-11-03
publication date: 2023-11-03
starting page: 10
ending page: 18
doi: 10.61220/glens.v1i1.2023a2