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All Journal Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Studies in English Language and Education
Andi Muhammad Irawan
Universitas Negeri Makassar
Humanities Languange, Linguistic, Communication & Media

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PATRIARCHAL IDEOLOGY AND GENDERED AUTHORITY IN BUGIS PAPPASENG: A CRITICAL DISCOURSE ANALYSIS OF CLASSICAL TEXTS Syamsudduha Syamsudduha; Andi Muhammad Irawan; Sultan Sultan
Jurnal Gramatika Vol 12, No 1 (2026): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i1.10542

Abstract

Gender inequality and patriarchal social order continue to shape many contemporary societies, often rooted in long-standing cultural texts that are rarely questioned critically. In Bugis society, pappaseng, classical advisory texts transmitted across generations, are widely regarded as sources of moral guidance and social values. However, limited scholarly attention has been given to how these texts discursively construct and legitimize gendered power relations. Addressing this gap, this study investigates how patriarchal ideology and gendered authority are embedded and normalized in Bugis pappaseng. Drawing on Critical Discourse Analysis (CDA), particularly van Dijk’s socio-cognitive framework and the ideological square of self- and other-presentation, this study analyses eleven selected pappaseng excerpts that explicitly or implicitly articulate gender roles, moral expectations, and social authority. The analysis reveals two dominant discourse constructions: the discourse of the ideal woman and the discourse of male domination. Women are represented as morally regulated subjects whose social value is defined by obedience, restraint, and their role in maintaining siri’ (honour and shame), whereas men are constructed as legitimate authority holders associated with leadership, control, and public power. Through polarized discursive strategies, pappaseng texts naturalize and moralize patriarchal relations, presenting gender hierarchy as culturally appropriate and divinely sanctioned. This study argues that pappaseng functions not only as cultural wisdom but also as an ideological apparatus that reproduces gender inequality over time. By focusing on classical texts, this research extends feminist CDA beyond contemporary discourse and underscores the importance of critically re-examining traditional narratives in efforts toward gender justice. Future research is encouraged to explore comparative ethnic texts and alternative or resistant readings within classical discourse traditions.
Generative AI in academic writing: Student reflections on using ChatGPT for thesis proposal development La Sunra; Andi Muhammad Irawan; Andi Asrifan; Sivaraja Sadhasivam
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1073

Abstract

The swift rise of generative artificial intelligence (AI) has revolutionized academic writing methods, with systems like ChatGPT becoming widely incorporated into higher education settings. Although current research has explored AI-assisted writing in essays and other general academic assignments, there has been no focus on its role in thesis proposal preparation, a genre that requires both linguistic precision and methodological clarity. This study examines postgraduate students’ reflections on their use of ChatGPT for drafting thesis proposals at one of the universities in Indonesia. Employing a qualitative case study approach, data were gathered through semi-structured interviews and document analysis involving eight students who utilized ChatGPT in their writing process. The results indicate that ChatGPT enhanced efficiency by decreasing drafting time, facilitated idea formation through varied views, and fostered creativity and vocabulary development. Students demonstrated adaptive prompting strategies and ethical awareness by verifying AI outputs. Through the lens of reflective practice in analyzing the data, the students’ reflections illustrated varying levels—from descriptive to critical—of engagement with AI as a cognitive and ethical collaborator in writing thesis proposals. The study concludes that structured reflection enhances students’ metacognitive regulation and ethical literacy in AI-assisted thesis writing. These findings contribute to the growing discourse on responsible AI integration in postgraduate academic writing contexts. Additionally, the study offers pedagogical implications for supervisors and institutions in guiding reflective and ethical use of generative AI tools.
Co-Authors Asrifan, Andi La Sunra Sivaraja Sadhasivam Sultan Sultan Syamsudduha Syamsudduha