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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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Between Stories and Struggles: A Narrative Inquiry and Micro-Political Study of Undergraduate Thesis Supervision Yulhenli Thabran
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: 10.30605/25409190.905

Abstract

This study examines English lecturers’ experiences of supervising undergraduate theses in an Indonesian university, focusing on how supervisory practices are shaped by lived experience and institutional power relations. Drawing on a synthesized framework integrating narrative inquiry and micro-political theory, supervision is conceptualized as both a narratively constructed practice and a politically negotiated process. Employing a qualitative research design, in-depth interviews were conducted with 11 English lecturers of varying seniority. The data were analyzed iteratively through within-case and cross-case thematic analysis guided by the three-dimensional inquiry space of narrative inquiry and Ball’s micro-political concepts of power, interests, and negotiated order. The findings demonstrate that supervisory authority is exercised through informal negotiation within an incoherent institutional structure, that students’ difficulties are largely institutionally produced rather than individually caused, that both students and junior supervisors experience micro-political vulnerability, and that emotional labor operates as a compensatory mechanism sustaining supervisory practice. Overall, the study shows that undergraduate thesis supervision functions not as a purely procedural task but as an emotionally sustained and micro-politically negotiated practice, underscoring the need for clearer institutional support and greater attention to power relations in undergraduate thesis supervision. Keywords: thesis supervision; lecturer experience; supervisory practices; institutional context; higher education
Digital Rhetoric and the Logical Construction of Argumentation in Valentinus Resa's Broadcasts on YouTube Aldi Alamsyah; Azis; Baharman
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: 10.30605/25409190.906

Abstract

Media digital mendorong munculnya bentuk-bentuk argumentasi publik yang menuntut kejelasan penalaran dan referensi faktual yang akurat, terutama ketika membahas isu-isu kewarganegaraan dan regulasi negara. Studi ini bertujuan untuk menjelaskan bagaimana aspek logos dimanfaatkan dalam penyampaian argumen pada program Meet Night Live di saluran YouTube Metro TV, yang dipandu oleh Valentinus Resa, ketika membahas isu-isu terkait naturalisasi dan regulasi agraria. Pendekatan kualitatif digunakan melalui proses transkripsi, pengurutan data, dan pengkodean, dengan fokus pada struktur penalaran, hubungan sebab-akibat, dan penggunaan dasar hukum serta data empiris. Analisis dilakukan untuk mengidentifikasi bentuk argumentasi yang dibangun melalui referensi aturan formal, kronologi peristiwa, dan penegasan prinsip-prinsip yang mengatur kewarganegaraan dan kepemilikan tanah. Temuan penelitian menunjukkan bahwa aspek logos muncul melalui penataan argumen berdasarkan regulasi hukum yang relevan, seperti Undang-Undang Agraria Dasar Nomor 5 Tahun 1960, dan melalui penyajian kronologi naturalisasi para pelaku yang disusun secara logis untuk memperjelas kewajiban prosedural yang harus dipenuhi. Argumentasi yang disampaikan oleh pembawa acara menekankan bahwa isu naturalisasi tidak dapat dipahami hanya sebagai tindakan simbolis semata, melainkan sebagai proses hukum dengan syarat dan prinsip yang harus dipatuhi. Penelitian ini berkontribusi untuk memperkuat pemahaman tentang praktik argumentasi logis dalam media digital. Penelitian ini menegaskan bahwa kerangka logos dalam retorika Aristoteles tetap relevan untuk mempelajari penyampaian informasi publik yang menuntut akurasi, koherensi, dan kejelasan penalaran.
Analysis of The Meaning of Comparison and Contrast Figures in the Song Shiawase Album Love Story by Back Number Rike Widia Dinanda; Ayu Putri Seruni
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: 10.30605/25409190.909

Abstract

This research analyzes the figures of speech, specifically comparison and contrast, in the song "Shiawase" from the Love Story album by Back Number. Through qualitative methods, the study identifies how these figures enrich the emotional depth of the lyrics, depicting the inner conflict of unrequited love. The analysis reveals that comparative expressions highlight the character "I"'s feelings of inferiority, emotional vulnerability, and selfless sacrifice, while oppositional figures illustrate the tension between desire and reality. The findings indicate that figurative language serves not only to enhance aesthetic value but also to convey profound emotional messages, emphasizing the theme of hidden love and the nobility of prioritizing another's happiness. This study contributes to the understanding of stylistic analysis in Japanese popular music, filling a gap in the literature regarding cross-cultural literary studies
Using Anime as A Teaching Media to Improve Understanding of Sentence Patterns in Japanese Nining Sukaesih; Retno Utari
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: 10.30605/25409190.911

Abstract

This study aims to examine the effectiveness of anime as a learning medium in improving students’ understanding of Japanese sentence patterns, specifically tai desu, temo ii desu, and nakereba narimasen, among Tokutei Ginou program students at LPK SBN Tangerang. The research employed a quantitative approach using a quasi-experimental one-group pretest–posttest design. The participants consisted of beginner-level Japanese learners (JLPT N4–N5) selected through purposive sampling. Data were collected through pre-tests and post-tests to measure students’ comprehension of sentence patterns, as well as questionnaires to identify students’ perceptions of anime-based learning. The treatment was conducted through anime-based instruction using The Secret World of Arrietty as learning media. Data analysis included normality tests, homogeneity tests, paired-sample t-tests, and regression analysis. The results showed a significant improvement in students’ understanding of Japanese sentence patterns after the use of anime media, with significance values below 0.05. Regression analysis also indicated that anime media had a positive and significant effect on learning outcomes. Furthermore, questionnaire results revealed that students had very positive responses toward the use of anime, considering it engaging, contextual, and easy to understand. Therefore, it can be concluded that anime is an effective and appropriate learning medium for improving Japanese sentence pattern comprehension among LPK SBN students
Character Development of The Main Character in The Film “Elizabeth: The Golden Age.” a Feminist Existential Approach Zaqiyah Lubna Nur Hanifah; Fitriyah Fitriyah
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: 10.30605/25409190.912

Abstract

This study analyses the character development of the main character, Queen Elizabeth I, in the film Elizabeth: The Golden Age (2007) using a Feminist Existential approach. The study aims to examine how Elizabeth’s character evolves as a woman and a ruler amid political pressure, gender constraints, and personal sacrifice within a patriarchal society. Feminist existentialism, particularly drawing on the ideas of Simone de Beauvoir, is employed to explore themes of freedom, choice, responsibility, and self-definition as reflected in Elizabeth’s actions and decisions. This research adopts a qualitative descriptive method, with the film serving as the primary data source. Data are collected through close observation of dialogues, scenes, character interactions, and cinematic elements that reveal Elizabeth’s psychological and ideological development. The analysis focuses on how Elizabeth negotiates her identity between her role as a woman and her position as a monarch, and how she asserts her autonomy despite societal expectations. The findings indicated that the character development of Elizabeth's are; 1) possessing a highly protective spirit, 2) becoming an Intellectual, 3) have self-confidence, 4) responsible, 5) possesses courage, and 6) caring for fellow women. This study contributes to feminist film studies by highlighting the representation of female agency and existential freedom in historical cinema, and it offers insight into how film narratives can reflect women’s struggles for self-determination and leadership.
Bridging Global Pedagogies: Teachers’ Perceptions of Clil Implementation in an Indonesian Primary School Amaliya Indah Permatasari; Meta Nur Fitriyanti
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: 10.30605/25409190.916

Abstract

This study investigates teachers’ perceptions of Content and Language Integrated Learning (CLIL) and its classroom implementation in an Indonesian primary school operating within a dual national–international curriculum. Using an explanatory sequential mixed-methods design, the research was conducted at SD Laboratorium Universitas Negeri Malang, where English functions as both a subject and a medium of instruction for English, Mathematics, and Science. Quantitative data were collected through a questionnaire adapted from the CLIL Teacher’s Competence Grid and analyzed descriptively, while qualitative data were obtained through semi-structured interviews and analyzed thematically. The findings indicate that teachers hold strongly positive perceptions of CLIL and demonstrate high levels of competence in lesson planning, translating plans into classroom practice, and fostering integrated learning outcomes. CLIL is perceived as a meaningful and motivating approach that supports content mastery, English language development, and higher-order cognitive skills through interactive, inquiry-based, and reflective learning activities. Despite these strengths, challenges remain in balancing content depth with appropriate language support and addressing diverse student proficiency levels. Taken together, the findings provide empirical evidence that CLIL, when thoughtfully adapted and institutionally supported, is an effective pedagogical framework for Indonesian primary education.
AI-Supported English Language Learning: Indonesian Teacher Perspectives and Implementation Rohman, Kholilur; Subarjo, Subarjo; Elfiyanto, Sonny; Karimullah, Imam Wahyudi
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: 10.30605/25409190.921

Abstract

This research explores English teachers’ perceptions and experiences in integrating Artificial Intelligence (AI) tools into primary and secondary English language instruction. Using a qualitative narrative approach, data were collected through semi-structured interviews with six teachers across educational levels. The findings reveal that teachers generally perceive AI positively, recognizing its potential to enhance student engagement, provide personalized feedback, and support the development of vocabulary, grammar, speaking, reading, and writing skills. Tools such as Quizizz, Grammarly, ChatGPT, and Google Assistant were found to foster learner autonomy and confidence. However, challenges persist, including limited infrastructure, time constraints, and varying levels of digital literacy. Teachers also expressed concerns about overreliance on AI, reduced critical thinking, and diminished student originality. The research concludes that while AI offers valuable pedagogical support, its effective integration requires thoughtful planning, ethical awareness, and institutional backing.
Classroom discourse: a descriptive study on teachers’ use of English in EFL classrooms Indriani; Puspa Sari; Jusriati
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: 10.30605/25409190.922

Abstract

The use of English in classroom interaction remains a challenge in many EFL contexts, particularly in Indonesia and in this case in Thailand. As the classroom often becomes the primary space for exposure to English, teacher discourse plays a critical role in shaping opportunities for meaningful interaction. This study aims to describe how English is used in classroom discourse and how teachers’ strategies influence student participation. Employing a descriptive qualitative design, the study involved one experienced English teacher from Thailand selected through purposive sampling. Data were collected using an observation checklist and field notes, and then analyzed thematically to identify patterns of English use, code-switching, and discourse practices. The findings indicate that classroom discourse was dominated by giving instructions and code-switching. English use for explaining material and grammar was limited, while questioning occurred regularly. However, corrective feedback, pronunciation practice, authentic material use, and encouragement for students’ active participation were minimal or absent. In conclusion, teacher discourse ensured procedural clarity but reinforced a teacher-centered environment, offering limited communicative opportunities. Pedagogical implications highlight the importance of adopting student-centered approaches, integrating authentic resources, corrective feedback, and motivational strategies to promote learners’ active use of English.
Patriarchal Ideology And Women's Resistance In “Women Talking” Film (2022): A Semiotic Analysis Of Roland Barthes Siska Serilova; Fitriyah
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: 10.30605/25409190.923

Abstract

Semiotics is the study of signs and how meanings are constructed through denotation, connotation, and myth. The research aims to analyze the patriarchal ideology and women's resistance in “Women Talking” (2022) by Sarah Polley. The film depicts the tragic experiences of women in a closed religious’ colony who are victims of systematic sexual violence, as well as facing social pressures and religious doctrine that demands that they forgive the perpetrators. Using qualitative descriptive methods and Roland Barthes' semiotic approach, this study examines the meanings embedded in symbols, dialogues, and scenes that represent the collective consciousness, solidarity, and women's struggle against the patriarchal system. The data analysis consists of four stages: watching the film, identifying the dialogue or scenes into denotative, connotative, and myth, then analysing, and finally drawing a conclusion. As a result, there are ten dialogues and scenes that were analyzed using Barthes’ semiotics. In conclusion, this film showed how meaning operates on denotative, connotative, and mythical levels to expose and resist patriarchal ideology.
Analyzing Pre-Service Teachers' Needs and Perceptions: Integrating Technology-Enhanced AfL, AaL, and AoL within Differentiated Instruction in Indonesian EFL Contexts Maknun, Lu'luil; Daniel Ari Widhiatama
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: 10.30605/25409190.959

Abstract

This study analyzed EFL pre-service teachers' target and learning needs for developing an instructional model of technology-based AfL, AaL, and AoL. in the context of differentiated instruction. The approach employed in this research involves a qualitative methodology utilizing questionnaires and interviews as primary data collection instruments. Interviews with nine EFL lecturers and questionnaires distributed to 200 Indonesian EFL pre-service teachers explored their lacks, necessities, wants, roles, settings, and learning activities related to technology-based AfL, AaL, and AoL. The findings revealed that EFL pre-service teachers have diverse needs for technology-driven AfL, AaL, and AoL in differentiated English education. The lack demonstrated that they invest considerable time in preparing instructional materials and assessments, often struggling to select the appropriate technology for effectively implementing AfL, AoL, and AaL. Challenges arise in providing feedback during AfL because there are few strategies to accommodate students with diverse learning styles. The study recommends future research to develop an instructional model of technology-based AfL, AaL, and AoL for EFL pre-service teachers, providing standard guidelines to maximize the EFL teaching-learning process and assessment within the differentiated instruction framework.

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