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All Journal Jurnal Wahana Pendidikan J-Lalite: Journal of English Studies La Ogi : English Language Journal Lingua : Journal of Linguistics and Language
Monteza, Ana Mae M.
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Feminist Linguistic Analysis on Selected Poems of Language Discipline Lopez, Kyth Guenevere; Dela Torre, Christine M.; R. Eugenio, Chaaziel; Monteza, Ana Mae M.
J-Lalite: Journal of English Studies Vol 5 No 2 (2024): December (2024)
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2024.5.2.13998

Abstract

This study focuses on analyzing the eight selected poems in language discipline, particularly in the context of women’s objectification. The objective of this study is communication patterns of women's objectification from Sara Mills' Feminist Stylistics. This exploration applied a content analysis approach and Fredrickson and Roberts’ objectification theory. The major findings reveal that women are expected to be obedient and do household chores, are being reduced by their body parts for men’s sexual desires, and are used to objectify them. Further, women are treated based on their clothes, as what they wear highlights their sexuality and beauty, amplifying the notion of women being reduced to sexual objects rather than treating them as a person with identities. More distressing is the revelation of women being labeled with different names if they do not conform to society's expectations, which emphasized women as being passive and unwilling to receive the actions from men. Finally, this study is highly significant for language learners as it could help them to be more adept in analyzing literary texts while enhancing their critical thinking skills on language and gender representation, aligning with Sustainable Development Goal No. 5 on Gender Equality, mainstreaming eradication of any forms of discrimination
IMPROVING STUDENT PRONUNCIATION SKILLS THROUGH PHONETIC SYMBOLS Hermansyah, Sam; Kaur, Parwinder; Monteza, Ana Mae M.; Dennison.J, Evans; Mohamed S.H, Sheik
La Ogi : English Language Journal Vol 11 No 1 (2025): January
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v11i1.1989

Abstract

This study aimed to explore the effectiveness of phonetic symbols in enhancing the pronunciation skills of second-semester students in the English Department at the University of Muhammadiyah Sidenreng Rappang. The research utilized a quasi-experimental design involving two groups: an experimental group that was taught using phonetic symbols and a control group that followed conventional pronunciation methods. Both groups underwent pre-tests and post-tests to evaluate their pronunciation abilities. Results were analyzed using t-tests with the aid of SPSS software. The findings revealed a significant improvement in the pronunciation skills of the experimental group, with the post-test scores showing a substantial increase compared to the control group. Additionally, the students expressed a strong interest in using phonetic symbols for pronunciation practice, as indicated by their responses to a questionnaire. This study concludes that teaching pronunciation through phonetic symbols effectively enhances students' pronunciation abilities and is well-received by learners.
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Herda, Rozanah Katrina; Anggoro, Kiki Juli; Monteza, Ana Mae M.; Putro, Nur Hidayanto Pancoro Setyo; Islami, Maida Cinta; Wardoyo, Eko; Sugesti, Nunik
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
Revisiting the Syntax–Semantics Interface: Theoretical, Empirical, and Computational Insights Monteza, Ana Mae M.; Hermansyah, Sam
Lingua : Journal of Linguistics and Language Vol. 3 No. 2 (2025): June 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i2.1045

Abstract

The syntax–semantics interface has become a central focus in linguistics, as it explains how structural configurations shape meaning and how interpretation constrains syntactic possibilities. This review aims to synthesize theoretical, empirical, computational, and cross-linguistic perspectives to provide a comprehensive account of the interface. Findings indicate that generative and minimalist theories emphasize structural roles, while constructionist and distributional models highlight usage and context. Empirical studies reveal challenges for bilingual and heritage speakers, and computational approaches demonstrate the value of hybrid models bridging theory and data. The review contributes to advancing linguistic theory and practice by underscoring the need for integrative models that combine formal rigor, empirical validation, and cross-linguistic inclusivity.
Co-Authors Anggoro, Kiki Juli Dela Torre, Christine M. Dennison.J, Evans Islami, Maida Cinta Kaur, Parwinder Lopez, Kyth Guenevere Mohamed S.H, Sheik Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro R. Eugenio, Chaaziel Rozanah Katrina Herda, Rozanah Katrina Sam Hermansyah Wardoyo, Eko