Ethical Lingua: Journal of Language Teaching and Literature
Ethical Lingua is an online academic journal published by Universitas Cokroaminoto Palopo. The journal publish scholarly articles on the scope of Language Teaching, Learning, and Assessment; Language Curriculum and Material Development; Linguistics and Applied Linguistics; Cultural Issues in Language Education; and Modern and Classic Literature Studies. The content includes studies, analysis, theories application, research report, and reviews.
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<![CDATA[A Corpus-Based Study of Reformulation Markers: The Case of Native versus Non-Native Research Articles ]]>
<![CDATA[Mohammad Alipour]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.129-148
<![CDATA[This study presents a corpus-based study of reformulation markers as a common metadiscourse device in research articles of applied linguistics by native and Iranian non-native writers. Toward this end, qualitative and quantitative analyses of reformulation devices were conducted. The corpora were compiled by downloading articles from academic journals which were selected via convenience sampling. Each corpus included approximately one million words. All the analyses were conducted through employing Murillo’s (2004, 2007) classification which consists of three broad categories: explicit meaning functions (identification, specification, and explanation), conceptual meaning functions (definition and denomination), and implicit meaning functions (conclusion and mathematical operation). After analyzing the data, Chi-square tests were performed to determine whether the results found in the analysis were statistically significant. The results revealed that there were differences between the functions of reformulation markers (RMs) across research articles written by native and non-native writers. In particular, they differ in terms of their types and functions, where non-native writers of applied linguistics research articles (RAs) use RMs much more frequently than native writers of applied linguistics. In light of the findings, recommendations are made for EAP classes as well.]]>
<![CDATA[Teachers’ Perception toward the Obstacles of E-Learning Classes ]]>
<![CDATA[Sutri Windiarti]]>;
<![CDATA[Nurul Fadilah]]>;
<![CDATA[Eka Dhermawati]]>;
<![CDATA[Bambang Widi Pratolo]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.117-128
<![CDATA[This study aims to describe the teacher's perception of the obstacles in the implementation of e-learning in the learning process and the recommendation to solve the problems. This research is a qualitative descriptive study. The research subjects were two teachers who taught at a University in Yogyakarta. The research data collected through in-depth interviews, which were analyzed descriptively by using interactive techniques. The Interactive analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. The results of the data analysis show that two teachers were not too familiar with e-learning, so they still have many obstacles in the teaching process by using e-learning. There are several obstacles, such as obstacles in teaching by using e-learning as devices, teachers' knowledge, time management, and students ’motivation. In order to run e-learning entirely, then these obstacles should be solved first. There are two teachers suggest overcoming the obstacles, such as training for the teachers, and repairing the facilities of the institution.]]>
<![CDATA[The Short Story “I Want My Son to Become a Murderer“ in Deconstructive Analysis ]]>
<![CDATA[Siti Hafsah]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.45-58
<![CDATA[Deconstruction in short story "I Want My Son to Become a Murderer" shows a binary opposition which leads into an understanding that there is no hierarchy opposition. Derrida deconstruction in literary work aims to show logical and rhetorical non-equivalence between what explicitly written and what is implicitly hidden in the text. The deconstruction study shows how the contradictions should be uncovered from the text which called dissemination. The result of the analysis shows the opposition found are: (1) opposition between title and story; (2) opposition between the story and the footnote; (3) opposition between intuitive comprehension and logical reasoning; (4) opposition between fact and fiction; (5) opposition between “I lyric” and many people; and (6) opposition between the writer and the reader.]]>
<![CDATA[The Betterment of Group Dynamics in Theory of Translation Class through Lesson Study ]]>
<![CDATA[Magfirah Thayyib]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.86-97
<![CDATA[The understanding of group dynamics is a challenging field. It is quite often that the interaction and energy between students in the group present in negative pattern or less healthy. Lesson study is considered to be a suitable way to cope with that group dynamics problem. The objectives of this research are to describe the pattern of group dynamics in Theory of Translation class and outline the efforts done for the betterment of group dynamics through Lesson Study. The research was conducted in class 3A of third semester of English Language Education Study Program. The data of group dynamics were obtained from the observers’ sheets. While the data of the efforts done for the betterment of group dynamics were obtained from plan and reflection discussion notes, and a checklist of application. In analyzing the data, the first data were presented descriptively and made into inferences. The second data were grouped and described; then their effectiveness was analyzed qualitatively. Based on the result of the research, it is found that the group dynamics in Theory of Translation class from open class 1 – 4 went through a betterment. The efforts done for the betterment of group dynamics were distributing job and responsibility within group, delivering the whole instruction of group activities in the beginning and checking for students understanding, and providing worksheet for group work and learning media for each group.]]>
<![CDATA[Tackling Difficulties in Translating Culture-bound Metaphor in Nizar Qabbani’s Poetry: A Comparative Study ]]>
<![CDATA[Loubna Haddi]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.59-71
<![CDATA[Arabic poetry has long taken precedence over other literary forms. It is the oldest form of literature known in the Arabic language, dating back to year 400 A.D. In the context of translation, poetry poses a few daunting hurdles in attempting to reach equally metaphorical meanings in the target language. This article seeks to illustrate the cultural problems witnessed in translating culture-bound metaphor. For this purpose, poetry by prominent Arab poet Nizar Qabbani is the main reference and the selected case study in the article for the poet’s place and contribution in Arabic poetry. The theoretical framework adopts two translation models— Newmark’s Semantic Translation and Den Broeck’s literal, paraphrase and substitution. In addition to illustrating difficulties emanating from translating culture-bound metaphor, the article will present a comparative analysis of two translations of one poetic text, thereby hopefully serving as a valuable contribution to the area of cultural metaphor translation by providing a range of translation possibilities starting from Dynamic Equivalence or idiomatic translation and continuing through literal and semantic translations. In doing so, the article has tackled strategies in the field of cultural metaphor translation, which will hopefully lead to further research.]]>
<![CDATA[Applying Peer Scaffolding to Enhance the EFL Vocational Students’ Speaking Skills ]]>
<![CDATA[Ince Dian Aprilyani Azir]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.149-157
<![CDATA[The preliminary study showed that the students at English as a Foreign Language (EFL) in the vocational higher education context found the speaking skills as the most difficult ones to learn. The students also declared that unsupportive English learning atmosphere in the class used to make the students reluctant to speak. This phenomenon also leads the students to have lack of confidence to speak English in the class. Thus, the researcher conducted experimental research using Peer Scaffolding approach using Vygotsky’s theory to check whether it improves the students’ speaking skills. The research involves 156 vocational college students in the second semester of Multimedia Study Program at Politeknik Negeri Media Kreatif Jakarta. After analyzing the data taking from the assessments, interviews, and observation field notes during the study; the findings confirm that the peer scaffolding enhances the speaking skill performances. As the results expose that the peer scaffolding builds the more supportive learning conditions in which the students can give mutual help to improve the speaking exposures, the peer scaffolding is recommended as one of the alternatives to improve the students’ speaking skills.]]>
<![CDATA[The Alternative Assessment of EFL Students’ Oral Competence: Practices and Constraints ]]>
<![CDATA[Nikmah Sistia Eka Putri]]>;
<![CDATA[Bambang Widi Pratolo]]>;
<![CDATA[Fatimah Setiani]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.72-85
<![CDATA[This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.]]>
<![CDATA[Computer Mediated Communication and Vocabulary Learning: The Case of Facebook ]]>
<![CDATA[Ghaouar Nesrine]]>;
<![CDATA[Laiche Sara]]>;
<![CDATA[Sabah Belhadi]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.98-116
<![CDATA[Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language. Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.]]>
<![CDATA[Contextual Meanings of the English Terms Used in Hotel ]]>
<![CDATA[Arny Irhani Asmin]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.164-172
<![CDATA[This paper presents the contextual meanings of the English terms used by the staff in Claro Hotel Makassar. The researcher observed three departments in a hotel; they are Housekeeping, Front Office and Food & Beverage department. The result of the research shows that there are many types of the English terms used in hospitality; some of the terms are categorized as the English special terms due to its contextual meaning. Furthermore, the researcher found that almost all staffs understand the terms even though they do not speak English fluently. However, for the new employer and trainee, most of them are somewhat distressed and said they did not know the terms because their educational background is not hospitality and the trainee said that some of the terms are not in their school textbook. Thus, it is essential for the English for Specific Purposes practitioners and particularly for the teachers of English for Hotel to understand and teach the contextual meanings of the particular English terms used in the hotel industry.]]>
<![CDATA[Translation Strategies of Lontar Yusup Banyuwangi in Bernard Arps’ Tembang in Two Traditions: Performances and Interpretation of Javanese Literature ]]>
<![CDATA[Selvy Kurniasari]]>;
<![CDATA[Dewi Masitoh]]>;
<![CDATA[Naufal Anfal]]>;
<![CDATA[Wiwin Indiarti]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.v6.158-163
<![CDATA[The article is based on research done with the descriptive-qualitative approach and is an embedded-case study meant the result could not be generalized. The primary data are Javanese cultural terms of Lontar YusupBanyuwangi and the English translation found in the book of Bernard Arps (a Dutch anthropologist) entitled Tembang in Two Traditions: Performances and Interpretation of Javanese Literature. LontarYusup is the only manuscript in Banyuwangi still read routinely in rituals conducted by Osing ethnic group considered as the natives of Banyuwangi. The research aims at unveiling the cultural terms used based on the category and the translation strategies applied. The technique used to collect the data is documentation and the collected data are, then, analyzed by applying content analysis technique. The research results that there are 141 cultural terms classified in 10 cultural categories: food (4), cultural materials (23), arts (2), buildings (5), socio-culture (48), religion (36), gesture (10), ecology (7), habit (7), and clothing (3). Those Javanese cultural terms are then translated into English by utilizing 8 translation strategies: synonym (62.07%), pure borrowing (16.55%), transposition (0.69%), structural addition (4.83%), descriptive equivalent (11.03%), subtraction (0.69%), componential analysis (1.38%), and cultural equivalent.]]>
