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All Journal International Journal of Education OKARA: Jurnal Bahasa dan Sastra JEE (Journal of English Education) Journal of Language Development and Linguistics Asshika Rainbow : Journal of Literature, Linguistics and Culture Studies
Minoza, Joemar
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Facebook Commentaries in Leni Robredo’s Presidential Campaign: Sexism Illumination Capuyan, Ailyn; Capuyan, Mark Paul; Jayme, Percky Daffodil; Minoza, Joemar; Flores, Rogela
OKARA: Jurnal Bahasa dan Sastra Vol. 17 No. 2 (2023): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v17i2.10271

Abstract

Sexism in social media sites has rarely been looked into and has been scarcely seen as a crucial subject to research studies, which is alarming to the desire to achieve an equal and just society. This study focused on the sexist rhetoric used in the commentaries on 2022 Presidentiable Leni Robredo to reveal how prevalent and existing sexism in the Philippines through language is. Comments are gathered from Facebook posts pertaining to Atty. Leni Robredo. The study employed a qualitative-descriptive research design, specifically content analysis, to analyze sexist words and phrases. The weight and capability of each word's sexism were compared when it is used to insult, degrade, and malign a woman to determine its level of sexism. The study revealed that deep-rooted gender biases and sexism through language are still highly functioning in society, as is observed and experienced online. Hostile sexism is the most pervasive level of sexism and hence contributes to widespread sexism in the country and is more commonly done by the majority of males than females. It is recommended that academe should promote unbiased gender language by making every term and phrase gender inclusive as an introduction lesson/subject) to avoid sexism.
EMI OR BILINGUAL INSTRUCTION? AN EXPERIMENTAL STUDY IN THE TEACHING OF ORAL COMMUNICATION AMONG PHILIPPINE SENIOR HIGH SCHOOL STUDENTS Minoza, Joemar; Albiso, Maria Concepcion; Armas, Ayessa Keith; Calisang, Angelica
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.61456

Abstract

Bilingual instruction has gained its popularity and importance as an alternative instructional strategy of English as medium of instruction in a classroom setting. Bilingual instruction is oftentimes associated with the use of code-switching, which is still presumed as an asset during the giving of the lessons which includes teaching and learning interaction between the learners and the teacher. This study examines the use of code-switching and measures the effectiveness of bilingual instruction by looking into the mean gain of the pre-and post-test scores of the control (EMI) and experimental (Bilingual Instruction) groups employing a quasi-experimental method. Senior high school students who are non-native speakers of English were involved in this study. Two classes who were under different teaching modalities with regards to the aligned competency used during the conduct of the study; had undergone observation, and audio recording, which was transcribed to analyze why and how bilingual instruction was used. The analysis of bilingual instruction revealed that both bilingual instruction and EMI are effective tools in improving the language proficiency of the teacher and understanding of the subject Oral Communication as manifested in the mean gain. Therefore, whatever medium is used, they could be effective as long as the teacher knows what he is teaching and applies appropriate strategies in the teaching and learning process. This calls for the school administrators to encourage the use of bilingual instruction since there are students that are still left behind when it comes to communicative competence and have lower cognitive skills when English is used as medium of instruction.
Gender exposition in the select interview and speech of Miriam Defensor Santiago Lawas, Lyra Erika; Magdadaro, Jehan; Pilapil, Jiza Mae; Minoza, Joemar
Rainbow : Journal of Literature, Linguistics and Culture Studies Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v14i1.21777

Abstract

  This research intends to expose the gender of Miriam Defensor Santiago using Women's Language Features by Robin Lakoff and Tannen's Difference Theory and the types of informal communication to determine Miriam Santiago's utterances in one interview on six topics and her speech at the University of Perpetual Help System as the main sources of data. Findings revealed that the selected interview and speech of Miriam Santiago have gender exposition. Analysis of the feminine or masculine language features of Miriam Santiago demonstrated that Robin Lakoff and Deborah Tannen's theories are significant in determining the language of one's sex. The study concludes that the language of Miriam Defensor Santiago is masculine. It recommends that the two theories from the 1970s and 1990s are still valuable for researching language and gender. Delving the language of Miriam Defensor Santiago in her younger years is recommended for future research.      
READING COMPREHENSION FACTORS AND PERFORMANCE OF EFL SECONDARY STUDENTS IN THAI EDUCATION LANDSCAPES: A MULTI-REGRESSION ANALYSIS Arguedo, Adelyn; Cabiladas, Rex; Minoza, Joemar; Nidoy, Christy Pansy; Moneva, Jerald
JEE (Journal of English Education) Vol. 9 No. 2 (2023): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v9i2.2050

Abstract

The study aimed to find out the reading comprehension of the Grade 12 EFL students of Rittiyawannalai School under the international program of Bangkok Thailand and to quantify its relationship to different factors such as availability of reading materials, reading habits, family economic status, parent's educational attainment, after school tutoring, teacher's experience and qualification, grammar and vocabulary knowledge, classroom management and motivation. The design used was quantitative using a semi-structured questionnaire to elicit the demographic data and quantifiable elements and analyzed using multi-regression analysis through SPSS. Generally, it was concluded that family economic status (p-value=0.007), after-school tutoring (p-value=0.028), qualification of teachers (p-value=.000), vocabulary knowledge (p-value=0.003), and grammar (p-value=.000) are the dominant factors to the improvement of reading comprehension of the students. On the contrary, other factors obtained more than the level of significance at .05 which made them not significant to student respondents' reading comprehension performance. This paper recommends exploring more on other factors that would significantly impact reading comprehension performance to continually improve the reading experience of the learners.
Stylistic Analysis of E.E. Cummings "she being Brand" Gomez, Johannah; Manayon, Kelly Reign; Batal, Deebee Lyca; Serato, Floramel; Minoza, Joemar
JEE (Journal of English Education) Vol. 10 No. 1 (2024): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v10i1.2354

Abstract

The study delves into the stylistic deviations present in E.E. Cummings' poem "She Being Brand," a work known for intentional phonetic style, creative spelling, and unique syntax. Stylistics, a linguistic branch, provides a systematic approach to comprehend literature by scrutinizing linguistic choices, especially crucial in understanding modern and postmodern literature's deviations from regular language patterns. The paper's objectives are to identify and analyze linguistic deviations in the poem, focusing on graphological, lexical, grammatical, and semantic aspects. Additionally, it aims to describe, analyze, and interpret linguistic parallelism, such as anaphora, asyndeton, and epiphora, unveiling their contribution to the poem's meaning. The study concludes with an original poem inspired by Cummings' work, showcasing an understanding and admiration for his distinctive style. The comprehensive methodology integrates qualitative analysis to explore the diverse stylistic choices within "She Being Brand." The poem serves as a genuine source reflecting Cummings' intentional and inventive language during the transformative literary era of modernism. Results and discussions reveal graphological deviations through capitalization, decapitalization, punctuation, and hyphenation, contributing to thematic depth and aesthetic appeal. Lexical deviations include compelling word combinations intensifying emotional depth. Grammatical deviations, like errors and enjambment, disrupt conventional structures, emphasizing the speaker's emotional state. Semantic deviations, including oxymoron, paradox, and metaphor, introduce layers of meaning. Linguistic parallelism, employing anaphora and asyndeton, enhances rhythmic flow and vividly portrays the speaker's interaction with the new car. The study concludes that Cummings' deliberate deviations enrich "She Being Brand," establishing him as a noteworthy contemporary poet. Keywords: Deviations, Grammatically, Graphological, Semantical, Parallelism
Enhancing Students’ Engagement and Speaking Skills through Interactive Activities in English Language Teaching: Teachers’ and Students’ Perspectives Saura, Honey Jean; Capao, Pit Dhale; Campos, Liera; Bubuli, Shelou Marie; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.435

Abstract

This literature review explores traditional and innovative English teaching activities that enhance students’ engagement and speaking skills. Thirty peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically. Traditional approaches such as role-playing, storytelling, language clubs, and group discussions, together with innovative practices like vlog creation, gamified learning, mobile-assisted learning, and TikTok-based tasks, have been found effective in improving fluency, confidence, and motivation. Both teachers and students expressed positive attitudes toward these activities. However, long-term implementation across diverse contexts remains underexplored. This review highlights the importance of blended pedagogical approaches and calls for future research into sustainable engagement-based English instruction.
Language Anxiety among EFL Learners: A Review of Causes and Effects Gapo, Hydie Claire; Antolijao, Cryshia Vyneth; Angob, Renalyn; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.440

Abstract

This paper reviews various studies on students' fear of using the English language, commonly known as language anxiety. Many students, especially non-native speakers, experience anxiety when speaking English due to fear of making mistakes, being judged, or lacking confidence. This review analyzed 21 articles published between 2011 and 2024 that investigate students' anxiety in language learning and its effects, organized thematically and in chronological order. All the key influences such as psychological factors, emotional responses, environmental influences, and the cultural factors that affect students’ fear of using the English language will be examined on how they are interconnected with each other. The findings show that language anxiety can seriously harm a student’s academic performance and self-confidence. The review suggests that supportive, friendly, and less judgmental learning environments can help students become more comfortable and confident in using English. It is recommended that further research is needed to develop tailored interventions and include diverse learner populations and every factor that could potentially contribute to the student’s English language anxiety, not only focusing on one factor.
Improving Speaking Skills Through Communicative Language Teaching (CLT): A Literature Review Judilla, Gregian Carl; Morre, Reyna Mae; cayanong, Marven; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.441

Abstract

Communicative Language Teaching (CLT) is an approach that prioritizes meaningful interaction and student engagement to enhance language proficiency particularly in speaking. In today’s globalized world, where communication is key, CLT proves valuable for English as a Second Language (ESL) learners who often struggle with limited vocabulary, low confidence, and insufficient speaking practice. This literature review, analyzing 30 studies from 2017 to 2025, affirms CLT’s effectiveness in boosting fluency, accuracy, vocabulary, and confidence through interactive activities such as role-plays and discussions. It also fosters creativity, autonomy, and enjoyment in learning. Despite these benefits, challenges like overcrowded classrooms, limited resources, insufficient teacher training, and student anxiety can hinder CLT’s success. To address these, the study recommends enhanced teacher training, resource-rich and supportive environments, confidence-building activities, and integrating CLT into broader educational policies, including MTB-MLE in the Philippines. In conclusion, CLT is not just a technique, it’s a transformative approach that empowers learners to use language with confidence and real-world purpose.
Classroom Interaction and Second Language Speaking Fluency: A Systematic Review Dayanan, Mary Rose; Jakosalem, Angel Rhaine; Quimco, Jean Lica; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.442

Abstract

This systematic review explores the role of classroom interaction in enhancing second language (L2) speaking fluency. Twenty-one peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically from ERIC, Scopus, and Google Scholar databases. Findings indicate that teacher-student and peer-to-peer interactions significantly improve learners’ confidence, engagement, and oral fluency. Structured classroom dialogue and feedback foster natural speech development, while collaborative tasks such as group discussions and role-plays encourage communicative competence. However, anxiety, fear of criticism, and large class sizes remain barriers to participation. The review suggests adopting balanced interactive strategies, low-stakes speaking tasks, and supportive classroom environments enhanced by digital tools to optimize fluency outcomes. Future studies should explore long-term impacts and the integration of emerging technologies in L2 pedagogy.
The Role of YouTube in Pronunciation Development: A Literature Review Melgazo, Arnel; Cuevas, Edrian; Villagantol, Cleversel July; Aredidon , Maria Lovelyn; Minoza, Joemar
Journal of Language Development and Linguistics Vol. 4 No. 2 (2025): September 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jldl.v4i2.14673

Abstract

This literature review explores how YouTube helps students improve their speaking skills, especially their pronunciation. It looks at 20 studies published between 2020 and 2025 and compares YouTube-based learning to more traditional teaching methods. The review also covers how YouTube affects other speaking aspects like fluency and vocabulary, and what students and teachers think about using it. Most of the studies showed that YouTube is helpful because it gives real-life examples, native speaker input, and interactive features that keep learners interested. Still, there are some things that haven’t been studied enough—like whether the improvements last over time, how students use YouTube on their own, and how comfortable they are with using technology. In the end, the review suggests that YouTube can be a great tool for learning if it’s used with the right support and teaching approach.
Co-Authors Albiso, Maria Concepcion Angob, Renalyn Antolijao, Cryshia Vyneth Aredidon , Maria Lovelyn Arguedo, Adelyn Armas, Ayessa Keith Batal, Deebee Lyca Bubuli, Shelou Marie Cabiladas, Rex Calisang, Angelica Campos, Liera Capao, Pit Dhale Capuyan, Ailyn Capuyan, Mark Paul cayanong, Marven Cuevas, Edrian Dayanan, Mary Rose Flores, Rogela Gapo, Hydie Claire Gomez, Johannah Jakosalem, Angel Rhaine Jayme, Percky Daffodil Judilla, Gregian Carl Lawas, Lyra Erika Magdadaro, Jehan Manayon, Kelly Reign Melgazo, Arnel Moneva, Jerald Morre, Reyna Mae Nidoy, Christy Pansy Pilapil, Jiza Mae Quimco, Jean Lica Saura, Honey Jean Serato, Floramel Villagantol, Cleversel July Yahya Himni, M. Saleh