Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Wahana Pendidikan
Ana Mae M. Monteza
UM Digos College
Religion Humanities Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Maintaining Authenticity of AI-assisted Works for Indonesian and Philippines Creative Writing Learners: Students’ Experience and Reflection Khristianto Khristianto; Ana Mae M. Monteza; Ambhita Dhyaningrum; Ilham Rabbani
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: LALONGET VI
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.21628

Abstract

The advance in artificial intelligence (AI) are significantly influencing various fields, including literature and creative writing. In Indonesia and the Philippines, AI is increasingly used to assist novice writers in creating fictional works. Employing a qualitative approach, the research utilizes data sources: fictional texts created by learners (high school and college students) using AI; the learners' perceptions of their creative process. The findings shows that the majority of submitted work was of good quality (65%), with 30% rated as "excellent." High-quality work contained little AI-generated content (maximum 12.3%), reflecting a strong personal contribution from the authors. Despite limited prior experience in narrative writing (87%), AI tools played a significant role in improving students' narrative skills, as evidenced by the assessed quality of their work. While nearly half of students found AI useful for improving expression (44%) and generating ideas (30%), most (86%) doubted its ability to make writing more enjoyable, and many (69%) expressed concerns about overreliance and a loss of originality. The findings highlight the importance of structured pedagogical guidance to help students leverage AI effectively while maintaining their unique voice and developing their narrative skills. The findings are expected to offer practical recommendations for educators, policymakers, and the writing community on ethically and effectively integrating AI in creative learning, particularly in Indonesia and Philippines.
Maintaining Authenticity of AI-assisted Works for Indonesian and Philippines Creative Writing Learners: Students’ Experience and Reflection: Students’ experience and reflection Khristianto Khristianto; Ana Mae M. Monteza; Ambhita Dhyaningrum; Ilham Rabbani
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: LALONGET VI
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.21628

Abstract

The advance in artificial intelligence (AI) are significantly influencing various fields, including literature and creative writing. In Indonesia and the Philippines, AI is increasingly used to assist novice writers in creating fictional works. Employing a qualitative approach, the research utilizes data sources: fictional texts created by learners (high school and college students) using AI; the learners' perceptions of their creative process. The findings shows that the majority of submitted work was of good quality (65%), with 30% rated as "excellent." High-quality work contained little AI-generated content (maximum 12.3%), reflecting a strong personal contribution from the authors. Despite limited prior experience in narrative writing (87%), AI tools played a significant role in improving students' narrative skills, as evidenced by the assessed quality of their work. While nearly half of students found AI useful for improving expression (44%) and generating ideas (30%), most (86%) doubted its ability to make writing more enjoyable, and many (69%) expressed concerns about overreliance and a loss of originality. The findings highlight the importance of structured pedagogical guidance to help students leverage AI effectively while maintaining their unique voice and developing their narrative skills. The findings are expected to offer practical recommendations for educators, policymakers, and the writing community on ethically and effectively integrating AI in creative learning, particularly in Indonesia and Philippines.
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Rozanah Katrina Herda; Kiki Juli Anggoro; Ana Mae M. Monteza; Nur Hidayanto Pancoro Setyo Putro; Maida Cinta Islami; Eko Wardoyo; Nunik Sugesti
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
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).
Co-Authors Ambhita Dhyaningrum Eko Wardoyo Ilham Rabbani Khristianto Khristianto Kiki Juli Anggoro Maida Cinta Islami Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Rozanah Katrina Herda