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Ethical Lingua: Journal of Language Teaching and Literature
Published by Universitas Cokroaminoto Palopo
ISSN : 23553448     EISSN : 25409190     DOI : https://doi.org/10.30605/ethicallingua
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 442 Documents
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Advanced-Level EFL Students’ Perception on Wordwall in Vocabulary Learning Muhammad Bahauddin; Mustofa, Mutmainnah
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.785

Abstract

This study investigated the impact of Wordwall, an interactive learning platform, on student vocabulary acquisition and class room engagement. Student perceptions were gauged through a series of statements reflecting their experiences using Wordwall. Overwhelmingly, students reported positive feelings towards Wordwall, describing it as exciting, interesting, motivating, and fun. They found it enhanced their learning experience by making vocabulary learning easier and contributing to a more energetic classroom atmosphere. The quantitave descriptive research design is used collect and analyze the data. The findings suggest that incorporating Wordwall into vocabulary instruction can significantly increase student engagement and potentially improve vocabulary acquisition. Further research can explore the platform's impact on diverse learning styles and its long-term effects on vocabulary retention.
Using Collaborative Strategic Reading (CSR) to Improve Reading Comprehension of Vocational School Students (An experimental study at SMK Negeri 1 Dampal Selatan, Toli-Toli, Central Sulawesi) Erniwati, Erniwati; Darmawan, Darmawan; Kamaruddin, Abdul; Amalia, Rezki
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.786

Abstract

This study aims to determine if Collaborative Strategic Reading (CSR) affects the reading comprehension of grade ten students of SMK Negeri 1 Dampal Selatan. It used a quasi-experimental design with two groups called experimental and control groups, and involved 52 grade ten students as the samples. The paper-and-pencil method was used for data collection, with tests as the instrument. The pretest and posttest tests were administered to both groups. Data obtained from the tests were analyzed statistically to determine the sampled students’ reading comprehension before and after the treatment. The result showed that the reading comprehension of the experimental group improved significantly compared to the control one. Using a degree of freedom (df) of 50 and a significance level (ρ) of 0.05, it was found that the t-counted was 8.79, which was higher than the t-table of 1.677. Because the t-counted value was greater than the t-table value, the research hypothesis was accepted. Thus, using Collaborative Strategic Reading is effective for improving the reading comprehension of the sampled students of grade ten at SMK Negeri 1 Dampal Selatan.
The Exploring Lecturers' Challenges in Implementing Flipped Learning in the Classroom Pilu, Reski; Jabu, Baso; Iskandar, Iskandar; Upa, Rahmawati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.788

Abstract

This qualitative study explores the challenges faced by lecturers in implementing flipped learning in classroom settings. Through in-depth interviews and observations, the research identifies key barriers such as student preparedness, technological issues, and resistance to new pedagogical approaches. The findings reveal that while some students engage actively when they come prepared, many others struggle to see the value in pre-class materials, which affects overall class dynamics. Furthermore, the study highlights the importance of collaboration among educators, as working with experienced colleagues can provide invaluable resources and strategies to mitigate these challenges. The insights gained from this research contribute to a deeper understanding of the complexities involved in adopting flipped learning and offer practical recommendations for enhancing student engagement and improving teaching practices in higher education.
Psycholinguistics Study on Students with Lisp Disorders in SMPIT Nurul Qolbi Bekasi Khotimah, Husnul; Zainal Rafli; Fathiaty Murtadho
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.795

Abstract

One of the speech disorders in adolescence to adulthood is lisping, which is a speech impairment where there is difficulty in pronouncing the /r/ phoneme. A lisp involves an assimilation of sound changes that are imperfect when pronouncing the /r/ phoneme. This study aims to explore that communication with individuals who have a lisp is quite different compared to communication with individuals without speech disorders. The focus of this research is on adolescent lisp sufferers. The research method used is qualitative descriptive. The data collection techniques used in this study are recording, observation, and note-taking. Afterward, the data will be transcribed. The data sources are the students of SMPIT Nurul Qolbi on the consonants /r/ and /s/. The data consists of utterances from two informants. The results of this study show that Syafa Azzahra obtained 28 data points on the lisp disorder “S” and Ananda Rizky Ramadhan obtained 19 data points on the /r/ phoneme.
Analysis of Code Mixing and Code Switching Pavolia Reine’s Live Stream Setiawan, Frans; Eldi Putra, Fiqry; Fitriyah, Fitriyah
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.800

Abstract

This study investigates the use of code-mixing and code-switching in Pavolia Reine’s live streams, applying sociolinguistic frameworks by Poplack and Muysken to analyze these phenomena in a live-streaming context. Using a qualitative descriptive method, data were collected through transcriptions of her streams, focusing on identifying and categorizing instances of code-mixing and code-switching. The findings show that insertional code-mixing dominates, accounting for 97% of all cases, while alternation and congruent lexicalization represent 2% and 1%, respectively. This reflects the bilingual and multicultural environment of Hololive Indonesia, where Indonesian speakers frequently incorporate English and Japanese to reach broader audiences. Inter-sentential switching is the most common form of code-switching at 53%, followed by intra-sentential switching (29%) and tag switching (18%). These patterns demonstrate how linguistic strategies are employed to connect with local and international viewers, highlighting the multilingual backgrounds of the speakers. Overall, the study underscores the complexity and fluid integration of multiple languages in online streaming, illustrating how digital communication reshapes linguistic practices in real time
Characterization of the Main Character in the Film "Enola Holmes": Through Erik Erikson's Theory (Social Development Theory) Arya Muharsyah, Shafa; Anggraini, Dwi; Fitriyah, Fitriyah
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.801

Abstract

This study analyzes the characterization of Enola Holmes, the main character in the 2020 film Enola Holmes, through Erik Erikson's psychosocial development theory. Both literature and film provide valuable insights into personal psychology and societal challenges. Erikson's stages—Identity vs. Role Confusion, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, and Trust vs. Mistrust—are well illustrated in Enola's character development. Using qualitative descriptive methods, this study examines conversations and scenarios that highlight Enola's growth and independence, influenced by her relationship with her mother and the social norms of Victorian England. The analysis demonstrates how Erikson's psychosocial theory, which sheds light on identity development within a patriarchal cultural context, aligns with Enola's journey of self-discovery and resilience. The findings reveal that Enola's journey is marked by a strong sense of independence, exploration of identity, and resistance to societal expectations, underscoring the principles that individuals hold dear. This analysis, grounded in Erik Erikson's theory, provides insights into individual development as it relates to the character of Enola Holmes in the film.
Students’ Knowledge and Perspectives of Using Artificial Intelligence in Academic Writing Works Yunita, Wisma; Sujarwati, Iis; Dahlia
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.807

Abstract

The integration of Artificial Intelligence (AI) tools into the academic writing process has become inevitable. This study aimed to find out the perspectives of the postgraduate (master) students in English education at the Faculty of Teacher Training and Education (henceforth FKIP) at the University of Bengkulu on the use of AI tools in academic writing works. This quantitative survey research involved all postgraduate students of the English Education at FKIP University of Bengkulu in the odd semester of the 2024-2025 academic year, consisting of 60 students as the population and sample of this study. The instrument of the research was a questionnaire adapted from Malik. et al (2023) consisted of 40 closed-ended questions with five Likert Scale (strongly agree, agree, undecided, disagree, and strongly disagree) and given to the respondents using Google Forms. The instrument covered the students’ knowledge of AI in academic writing, the students’ perspective of using artificial intelligence, impact of AI in academic writing works and how AI should collaborate with human writer in the future. The data were analyzed using descriptive quantitative analysis with percentage formula. The results of this study revealed that the postgraduate students of the English Education Study Program at the University of Bengkulu have good knowledge of AI, had a positive perspective of using AI in academic writing work, agree that AI has impact on writing works and agree that AI should collaborate with human writer in the future works.
The Interplay of Cognition and Genre-Based Instruction in English Writing Development Asbar, Asbar; Mahmud, Murni; Halim, Abdul
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.810

Abstract

The development of effective English writing skills is a persistent challenge for learners, particularly in English as a Foreign Language (EFL) contexts, where cognitive and linguistic demands often overwhelm students. This study examines the role of Genre-Based Instruction (GBI) in addressing challenges by exploring its interaction with cognitive processes on writing proficiency. Specifically, the research explores how GBI contributes to students’ understanding of genre structures, promotes cognitive engagement in planning and organizing writing, and cultivates critical thinking. Employing a qualitative approach, data were collected through interviews involving 20 secondary school students. The results highlighted how GBI facilitated students' understanding of genre-specific conventions, enabling them to create texts with greater cohesion and coherence. Students also reported that the structured steps inherent in GBI reduced cognitive load and enhanced their ability to plan and organize ideas systematically. Furthermore, the study highlighted GBI’s role in motivating students by providing clear guidance and relevant content, which increased their confidence and enthusiasm for writing tasks. These findings underscore the potential of GBI to address the multifaceted challenges of writing by integrating cognitive and pedagogical strategies, offering actionable insights for educators and curriculum designers.
Exploring In-Service Teachers’ Views on Artificial Intelligence at the Secondary Level Sinaga, Irene Riskiana Vionauli; Wisma Yunita
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.813

Abstract

Artificial Intelligence (AI) is a new breakthrough in the educational paradigm in the 21st century learning era. This study examines the perception of in-service teachers towards the use of AI in the form of Chat GPT in the learning process at the private secondary school level and how its integration implications are for the curriculum applied. Participants in this study are in-service teachers at a private school at the secondary school level with a total of 16 teachers. This study uses a descriptive-qualitative design with questionnaire instruments based on Chan and Hu (2023) in Thararattanasuwan and Prachagool (2024) and interviews tailored to research needs. The data was analyzed using a Likert scale guide and simple statistical calculations. The results of the study show a positive perception of in-service teachers towards the use of AI, namely chat GPT which has good implications in the integration of the curriculum in the learning process in each subject by paying attention to its limitations. Therefore, it can be concluded that in-service teachers at the private secondary school level have a positive view of chat GPT and have been integrated in learning in accordance with the implementation of the curriculum.
Examining the Reciprocal Technique in Enhancing Students Reading Comprehension: An Experimental Research Sabiq, Agus Husein; Maryam, Siti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.814

Abstract

This study is to assess the efficacy of the reciprocal technique in enhancing the reading abilities of senior high school students in Purbalingga Regency, Central Java. The study employed a quasi-experimental research design, comprising an experimental group instructed by the reciprocal technique and a control group instructed via lecturing methods. Data were gathered using pre-tests and post-tests comprising 50 multiple-choice questions on recount texts. An independent t-test by IBM SPSS Statistics 27 was chosen for data analysis to compare the performance between the experimental and control groups, aligning with the study’s objective of determining the significant effect of the reciprocal technique. The independent t-test analysis revealed a significant difference between the two groups (p = 0.008), demonstrating that the reciprocal strategy was more effective in improving students' reading comprehension. This method, including encompassing prediction, inquiry, clarification, and summarization tactics, promotes active engagement, critical analysis, and cooperation among students. The results indicate that the reciprocal technique can enhance students' reading abilities and foster the creation of more innovative and participatory English teaching strategies.

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