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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 491 Documents
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Mobile-Assisted Language Learning (MALL) for Academic Writing: A Thematic Analysis of Students’ Attitudes Sahib, Nurfaizah; Maing, Rosmawati Abdul; Moelier, Dahlia D,
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.885

Abstract

This study explores students’ attitudes toward the use of Mobile-Assisted Language Learning (MALL) applications in academic writing classes at Universitas Bosowa. Specifically, it investigates how WhatsApp, Kahoot, and ChatGPT support students’ learning experiences within a constructivist framework. Employing a qualitative research design, data were collected through interviews and reflective journals. The data was analyzed using a thematic analysis approach. Findings reveal that students demonstrated positive attitudes toward MALL, particularly in terms of enhanced engagement, motivation, and collaborative learning. WhatsApp facilitated peer interaction and idea exchange, Kahoot increased classroom participation through gamification, and ChatGPT supported students in generating ideas and improving writing quality. Overall, the results indicate that integrating mobile applications fosters active participation and autonomy in academic writing, while also requiring careful guidance to balance benefits and challenges. This study suggests that lecturers should strategically integrate MALL tools to enhance academic writing, and further research should examine long-term impacts on writing development across diverse contexts.
Language, Communication, and Meaning in a Multicultural Context Damayanti, Sri; Tajuddin, Tajuddin; Azis , Fatimah
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.898

Abstract

This article presents a narrative literature review on language, communication, and meaning in multicultural contexts. Drawing on work in intercultural communication, intercultural pragmatics, discourse analysis, and multimodality, it explains how cultural frameworks shape communicative norms and expectations, and how meaning is negotiated across linguistic and cultural boundaries. The review highlights the importance of pragmatic competence, including awareness of speech acts, politeness strategies, and contextual inference, for successful intercultural interaction. It also considers discourse-analytic and multimodal perspectives on identity construction and power relations, particularly in digital and globalized environments. Deardorff’s process model of intercultural competence is used to show how attitudes, knowledge, and skills support effective and appropriate communication. The article proposes an integrative conceptual model that connects cultural frameworks, semiotic resources, interactional practices, and intercultural competence as key components of meaning-making. Implications are discussed for language and teacher education, organizational communication, and future research on multicultural encounters.
Students’ and Teachers’ Perceptions Toward the Implementation of Genre Based Approach on Students’ Writing Skill in Learning Procedure Text Renita Donasari; Setian Aringga; Nur Afifi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.889

Abstract

In Merdeka Curriculum, Genre based approach becomes an approach that is required to be used by English teacher in teaching genre of text as stated in the regulation of Kemendikbudristek. By teaching and learning using genre based approach, teacher will teach and students will learn through four stages, Building Knowledge of Text (BKoF), Modelling of Text (MoT), Joint Construction of Text (JCoT), and Individual Construction of Text (ICoT). In English teaching, those stages are really useful in teaching English skills in learning various genre of text. This study aims to examine how students and teachers perceive the implementation of genre based approach on students’ writing skill in learning procedure text. This research used qualitative research methods with basic interpretative study as the research design. The research participants in this research were 2 English teachers and 60 students of 11th grade MA Al Mahrusiyah Lirboyo. However, the researcher took 30 students to be interviewed using FGD which the research participants were selected by using purposeful sampling. In collecting the data, researcher used questionnaire and interview. To analyze the data, the researcher used data reduction, data display, data verification and drawing conclusion method. To strengthen the credibility level of data collected, the researcher used trustworthiness of data which include of crediblity, transferability, dependability and confirmability. The results showed that in the implementation of genre based approach in the teaching and learning activities, students and teachers expressed positive perceptions by stating that this approach could help students in understanding the text because this approach contains of several stages.
Mobile-Assisted Language Learning (MALL) for Academic Writing: A Thematic Analysis of Students’ Attitudes Sahib, Nurfaizah; Rosmawati Abdul Maing; Dahlia D, Moelier
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.891

Abstract

This study explores students’ attitudes toward the use of Mobile-Assisted Language Learning (MALL) applications in academic writing classes in the third semester of the English department at Universitas Bosowa. It was limited to the use of WhatsApp, Kahoot, and ChatGPT. Specifically, it investigates how the application supported students’ learning experiences within a constructivist framework. This study employed a qualitative research design involving 15 Participants. The data were collected through interviews and reflective journals. The data were analyzed using a thematic analysis approach. Findings reveal that students demonstrated positive attitudes toward MALL, particularly in terms of enhanced engagement, motivation, and collaborative learning. WhatsApp facilitated peer interaction and idea exchange, Kahoot increased classroom participation through gamification, and ChatGPT provided initial ideas, topics, and writing angles to overcome writer’s block. Overall, the results indicated that integrating mobile applications fosters active participation and autonomy in academic writing, while also requiring careful guidance to balance benefits and challenges. This study suggests that lecturers should strategically integrate MALL tools to enhance academic writing, and further research should examine long-term impacts on writing development across diverse contexts
Analysis of the Benefits of Internships on Speaking Skills and Intercultural Competence by Japanese Language Education Study Program Students Sondang Aldini Angelin Manurung; Diner, Lispridona
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.893

Abstract

Foreign language learning is highly prevalent in Indonesia, with Japanese being one of the most widely studied languages, largely due to strong bilateral cooperation between Indonesia and Japan. This collaboration has opened up employment opportunities and facilitated educational partnerships, particularly through internship programs between Japanese language study programs at universities and LPK Japan (Non-IM Japan). These placements motivate students to significantly improve their linguistic capabilities. This study aims to analyze the effect of internships in Japan on enhancing Japanese language students' speaking skills and intercultural competence. The research utilized a quantitative descriptive methodology with a questionnaire as the primary instrument. Sampling was conducted using purposive sampling, focusing on Japanese language program students who had participated in internships in Japan within the last 6 months to 1 year. The validity and reliability of the instrument were statistically confirmed using Pearson's correlation and Cronbach's Alpha, respectively, with 50 respondents. The results indicate that the internships provide significant advantages to the participants. Specifically, the findings show a positive correlation between the internship experience and both variables under study. Key benefits include an increase in student self-confidence and the ability to engage in effective cross-cultural exchange with host-country personnel. The study concludes that collaborative internship programs are highly effective in producing graduates who are professionally competent and interculturally aware.
The Implementation of Mel-T Program in Improving Students' Speaking Performance at MAN 1 Polman Sariana; Marliana, Rina; Uswatunnisa
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.894

Abstract

Over the past nine years, students at MAN 1 Polman have shown low proficiency in English speaking and have not achieved recognition in English competitions. To address these issues, the school implemented the Mel-T program as a strategic initiative to enhance students’ English abilities, particularly in speaking. This study aimed to explore how the Mel-T program was implemented to improve students’ speaking performance, as well as to identify its benefits and the challenges faced by both members and the coach.This research employed a qualitative approach using a phenomenological method. The data were collected through observation, interviews, and documentation, then analyzed using NVivo 12 Plus software. The findings revealed that the Mel-T program was implemented systematically and effectively through three stages: opening, main, and closing activities. The opening phase involved greetings and motivational sessions, the main phase focused on various speaking practices, and the closing phase included evaluation and reflection. Data were gathered from three Mel-T meetings. In the first session, students participated in group discussions; the second focused on watching an English movie followed by a language game; and the third concluded with a talent show that showcased students’ speaking abilities. Interviews revealed several advantages of joining the program, such as increased confidence, improved speaking skills, better pronunciation, enriched vocabulary, enhanced debating skills, and higher participation in English competitions. However, despite these benefits, some students still faced challenges, including limited vocabulary, pronunciation difficulties, and a lack of confidence. Additional obstacles included poor grammar understanding and limited environmental support for English practice. From the coach’s perspective, the main challenges involved students’ shyness, fear of making mistakes, and difficulties maintaining active engagement. Overall, the Mel-T program proved to be a valuable platform for improving students’ speaking performance while also highlighting areas that require further attention and support.
Assessing English Teaching Anxiety among English Tutors at Language Courses in Pare Meta Nur Fitriyanti; Mirjam Anugerahwati; Sari Karmina
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.895

Abstract

This study examines the level and factors of English teaching anxiety among English tutors in language courses in Pare, Kediri. Unlike most previous studies focusing on learners, this research explores tutors in non-formal educational settings, who often face emotional and linguistic challenges due to diverse academic backgrounds and varying student profiles. Using an adapted version of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) and the Foreign Language Teaching Anxiety Scale (Yoon, 2012), data were collected from 50 English tutors through an online questionnaire and analyzed descriptively. Results revealed that most tutors experienced low to moderate levels of anxiety, with the highest score found in the “Language Anxiety Overcome with Efforts” factor, suggesting active coping and emotional regulation. The findings indicate that teaching experience, contextual familiarity, and self-efficacy reduce anxiety and enhance professional confidence. Overall, teaching anxiety among non-formal tutors appears manageable and can function as a motivational force for reflective teaching and professional growth.
Exploring The Relationship between Self-Perceived Communication Competence and Speaking Anxiety in EFL Classrooms Harahap, Afiyah Rizka; Evi Eliyanah; Maria Hidayati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.896

Abstract

This study explores the relationship between self-perceived communication competence (SPCC) and foreign language speaking anxiety (FLSA) among second-year English as a Foreign Language (EFL) students in an Indonesian university context. Using a quantitative correlational design, data were collected from students through the Self-Perceived Communication Competence (SPCC) scale and the Foreign Language Classroom Anxiety Scale (FLCAS). The focus of the study is on students’ experiences of speaking in classroom presentation settings. Statistical analysis reveals a significant negative correlation between SPCC and FLSA, indicating that students who perceive themselves as more communicatively competent tend to experience lower levels of speaking anxiety. These findings are consistent with previous research conducted in other EFL contexts and provide context-specific evidence from Indonesian higher education. The study highlights the importance of students’ self-perceptions in understanding speaking anxiety and suggests that EFL instructors should be attentive to learners’ confidence when designing speaking courses and activities. While limited by its correlational design, the study contributes empirical data that may inform further research on affective factors in EFL speaking classrooms.
Teacher Identity Disclosure: Exploring Professionalism, Pedagogy, And Impact on Students in The Merdeka Mengajar Platform Afina Fika Rahma; Junaidi Mistar; Sonny Elfiyanto; Subarjo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.899

Abstract

This study investigates the role of the Merdeka Mengajar Platform (PMM) in shaping teacher identity and its impact on professionalism, pedagogical practices, and student learning outcomes among English teachers at secondary schools. Employing a qualitative phenomenological design, data were collected through semi-structured interviews and classroom observations with three teachers actively engaged in PMM. The findings reveal that PMM strengthens teachers’ professional identity by providing structured guidance, mentoring, and collaborative opportunities, which enhance confidence and resilience. In terms of pedagogy, the platform encourages a shift from teacher-centered to student-centered approaches, including project-based learning, peer feedback, digital storytelling, and role-play, thereby fostering innovation and active student engagement. Furthermore, PMM contributes to professional growth by motivating continuous learning and experimentation, while simultaneously improving student outcomes through increased motivation, confidence, and participation. Overall, PMM functions not only as a technological resource but also as a professional ecosystem that bridges teacher development with student success, offering significant implications for the advancement of English language education in Indonesia.
Reflective and Democratic Education in “Freedom Writers” (2007): A Deweyan Perspective for Current Indonesian Education Anisa, Rizka Sakinatun; Farla Syifa Azzahra; Ivana Salsabila Rahmawati; Mochamad Alfat Rafif Yumna; Endang Fauziati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.900

Abstract

This study examines the portrayal of John Dewey’s principles of reflective and democratic education in Freedom Writers and explores their relevance to contemporary educational developments in Indonesia. Employing a qualitative research design, the study uses content analysis as the primary method to examine themes of teaching and learning presented in the film. The analysis focuses on selected scenes, dialogues, and classroom interactions that reflect instructional practices and pedagogical values. The findings reveal that Erin Gruwell’s instructional approach closely reflects Dewey’s core educational principles. Her teaching practices emphasize experiential learning, reflective activities that support students’ understanding, and the creation of a democratic classroom environment that promotes active participation, personal expression, and mutual respect. These practices are consistent with Dewey’s view that education should be rooted in learners’ lived experiences and social interaction. This study highlights the relevance of Freedom Writers in supporting Indonesia’s ongoing shift toward a more humanistic, experiential, and student-centered educational paradigm. Furthermore, it demonstrates the potential of films as pedagogical resources that can help educators understand and apply educational philosophies within authentic classroom contexts.

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