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All Journal Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris International Journal of Education and Literature
Nabila Shaini Putri
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

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Masculinity in Stephen Graham & Jack Thorne’s Film Adolescence Yosi Evelyn Tondang; Nabila Shaini Putri; Annisa Ananda; Syamsul Bahri
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 2 (2025): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v3i2.1735

Abstract

From past to present, masculinity has continuously shaped how men are expected to behave in society, especially in adolescence. The television series Adolescence highlights these expectations by portraying different male characters in their daily interactions, reflecting how masculinity operates in real life. This study aims to explore the types of masculinity displayed in the series based on R.W. Connell’s theory (2005), which classifies masculinity into hegemonic, complicit, subordinate, and marginalized types. The research applies a qualitative descriptive method to examine social realities through selected dialogues and scenes. The findings reveal that hegemonic masculinity (64%) is the most frequently represented form, where dominance, toughness, and emotional restraint are highlighted as masculine ideals. Subordinate masculinity (27%) follows, showing that expressions such as emotional openness or queerness are still viewed as less masculine. Marginalized masculinity (9%) appears in contexts involving race and class, while complicit masculinity (5%) is rarely shown, suggesting that most characters either fully embody or struggle against dominant norms. The data shows how the media continues to uphold hegemonic masculinity while only subtly acknowledging its alternatives, offering insight into the gender dynamics experienced by teenage boys today.
Grammarly and Paraphraser.io in Supporting Rewriting Skills: A Comparative Study Intan Nia Salsabila; Nabila Shaini Putri; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i1.2460

Abstract

This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.
Critical Discourse Analysis of International Media Framing of the Iran–United States Conflict Nabila Shaini Putri; Farid Rizaldi; Fitra Aulia Simatupang; Indi Azizah Nailah; Muhammad Natsir
International Journal of Education and Literature Vol. 5 No. 1 (2026): International Journal of Education and Literature
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v5i1.362

Abstract

A single paragraph, maximum 250 words. Abstract content must contain (1) an overview of the object of research, (2) problems, and research objectives, (3) proposed methods, (4) main findings and results and synthesis of main ideas, and (5) conclusions. In recent years, the Iran–United States conflict has not only unfolded within the geopolitical arena but has also been intensively constructed through international media framing that shapes how global audiences understand this reality. In the context of the digital information overflow, media no longer function merely as conveyors of facts; rather, they act as agents that construct meaning, evoke emotions, and shape the social perceptions of audiences. This study aims to analyze how international media framing constructs representations of the Iran–United States conflict and how audiences interpret such discourse within their social experiences. This research adopts a qualitative approach with a Critical Discourse Analysis (CDA) design. Data were collected through document analysis of 25 news articles from both Western and non-Western media, as well as exploratory interviews with nine participants from academic backgrounds. Data analysis was conducted using a thematic approach based on Norman Fairclough’s three-dimensional model. The findings reveal three main patterns: the construction of threat through media language, moral polarization that produces a dichotomy of “us versus them,” and the negotiation of meaning by audiences, which is reflective and not always linear. These findings indicate that audiences are not entirely passive; rather, they actively interpret and, at times, question media framing. Theoretically, this study extends Critical Discourse Analysis by incorporating the dimension of audience experience into the discursive process. Practically, it underscores the importance of critical media literacy in navigating the complexity of global information and opens avenues for further exploration of the relationship between discourse, power, and social experience.
Co-Authors Annisa Ananda Farid Rizaldi Fitra Aulia Simatupang Indi Azizah Nailah Intan Nia Salsabila Muhammad Natsir Rita Hartati Syamsul Bahri Yosi Evelyn Tondang