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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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Mastering a New Language as a Process of Social Adaptation: A Case Study of Transfer Students in Language Learning David Bastiansyah; Sonny Elfiyanto
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: 10.30605/25409190.917

Abstract

This study investigates the challenges faced by transfer students in acquiring a new language and explores the impact of social adaptation on their linguistic proficiency. Utilizing a qualitative case study approach, data were collected through semi-structured interviews and participatory observations. The findings reveal that transfer students struggle with understanding vocabulary, sentence structures, and cultural differences that affect their communication skills. Strategies such as seeking support from peers and teachers and utilizing digital learning tools were found to help students overcome these challenges. Moreover, students who received social support from their peers and educators were more successful in acquiring proficiency in the new language. In contrast, students who experienced social isolation faced more difficulties in language learning. This study highlights the importance of social support in facilitating language acquisition and adaptation for transfer students.
Colonial Trauma in Rasina Novel by Iksaka Banu: Postcolonial Psychology Frantz Fanon Andi Nur Sailal Armi; Usman; Abidin, Aslan
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: 10.30605/25409190.924

Abstract

Colonialism affects not only territorial control but also the psychological destruction of colonized subjects through unequal power relations that generate systemic trauma. This article analyzes the representation of colonial trauma in Rasina by Iksaka Banu using Frantz Fanon’s postcolonial psychological framework. Employing a qualitative descriptive method with an objective approach, data were collected through text analysis and systematic note-taking. The analysis followed Denzin and Lincoln’s model, including data collection, reduction, presentation, and conclusion drawing. The findings indicate that Rasina portrays the profound psychological collapse of its main character as a result of continuous colonial violence. Trauma manifests in literary representation resembling what Fanon terms reactionary psychosis, reflected in self-alienation, severe depression, acute anxiety, and psychosomatic disorders, particularly the loss of speech caused by systemic dehumanization. Unlike previous studies that predominantly emphasize sociological perspectives, this research demonstrates that colonial structures actively produce psychological damage that undermines individual psychological autonomy. This study contributes to postcolonial literary scholarship by offering a focused analysis of the pathological effects of colonial history in modern Indonesian literature.
Subaltern Resistance in the 1965 Novel by Kopong Bunga Lamawuran: Gayatri Spivak's Postcolonial Perspective Nurul Khaeriyah, Husnaeni; Idawati; Aslan Abidin
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: 10.30605/25409190.925

Abstract

This study discusses how the resistance of the subaltern group is depicted in the 1965 novel by Kopong Bunga Lamawuran using the postcolonial framework of Gayatri Spivak. The main focus of this study is the problem of the marginalization of subaltern voices in the dominant historical narrative as well as the way literature records and conveys these forms of resistance. The purpose of this study is to describe the various resistance of the subaltern as well as to examine the way the text constructs the story, both in providing space and limiting the possibility of the subaltern to speak. This study uses a qualitative approach with an interpretive descriptive design through an in-depth reading of the novel, with data in the form of narratives, dialogues, and relevant storytelling patterns. The results of the study show that the subaltern resistance in the 1965 novel does not always appear directly or openly, but emerges through daily actions, mutual solidarity, efforts to negotiate meaning, and symbols of resistance that take place in the political, economic, social, cultural, knowledge, discourse, and social structures realms. These findings confirm that the subaltern is not a passive party, but continues to try to survive and resist in limitations, while showing literature as an alternative space to present knowledge outside the official narrative of the state.
Bridging Language and Heritage: Exploring Teachers’ Use of Digital Applications in Teaching English With Dayak Ngaju Cultural Content Bannus, Dedy; Emeral
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: 10.30605/25409190.926

Abstract

Culture-Based Teaching (CBT) enhances students’ linguistic competence and cultural awareness, and recent advances in digital applications offer new opportunities for embedding indigenous content into EFL pedagogy. Despite the proliferation of digital tools in language classrooms, little research has examined how teachers integrate Dayak Ngaju cultural materials into digitally assisted English instruction. This exploratory qualitative study investigates the digital applications EFL teachers use, the language skills they target, and the challenges they encounter when teaching English with Dayak Ngaju cultural content. Semi-structured interviews were conducted with six senior high school teachers from two regencies in Central Kalimantan Province, Indonesia, and the transcripts were analysed using thematic analysis in NVivo 12 and Transcribe. The results reveal that YouTube and Canva are the most frequently employed applications, with local folklore serving as the primary Dayak Ngaju content. Speaking and writing emerge as the main skills teachers aim to develop through these digital resources. However, the study also highlights several obstacles, including unstable internet connectivity, insufficient teacher training, technical issues, school restrictions, and a lack of suitable Dayak Ngaju materials for the senior high school level. This study suggests that educators should be equipped with targeted training and accessible digital resources to effectively incorporate Dayak Ngaju cultural content into English instruction, enhancing students' language skills and cultural awareness.
Integration of Traditional Strategies And Technology in Teaching Academic Vocabulary to Non-Native English Speakers Astuti, Dwi; Subarjo, Subarjo; Ramadani, Fitra; Guswenda, Nuan Ifga
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: 10.30605/25409190.928

Abstract

This research explores how English teachers integrate traditional strategies with technological tools in teaching academic vocabulary to non-native English learners. Using a qualitative phenomenological design, data were collected through interviews and classroom observations with two teachers from different educational contexts in Indonesia. The findings reveal that memorization serves as a foundation for discipline and retention, while contextual practices, games, and multimedia resources such as short videos and digital worksheets enhance engagement, confidence, and performance. Both teachers demonstrate that balancing conventional rigor with modern innovation fosters meaningful vocabulary mastery and supports broader academic achievement. This research contributes to the literature by highlighting the synergy between traditional and technological approaches, offering insights into effective pedagogical practices that can be adapted across diverse learning environments.
University-Level Kurdish EFL Teachers’ Perceptions of Assessment: Purpose, Design and Validity, Reliability, and Practicality Murad, Ivan; Sanan Shero Malo
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: 10.30605/25409190.929

Abstract

Within educational systems, assessment is regarded as a central element of the educational process, shaping teaching and learning and guiding instructional practices and learning outcomes. Nonetheless, the impact it makes on the educational process is hugely contingent upon teachers’ perceptions, beliefs, and attitudes regarding assessment practices. This is because the way teachers value assessment determines the way it is used in their classrooms. The current study tries to study the perceptions of university-level Kurdish EFL teachers’ perceptions of assessment in terms of the purposes it serves, the way it is designed, its validity, reliability, and practicality. To achieve this aim, a mixed-method approach is employed, utilizing a survey and semi-structured interviews for data collection. The samples of the study included 110 teachers responding to the survey especially designed to gather quantitative data for the study, and 16 teachers volunteered to be interviewed to provide more in-depth data for the study. A random sampling strategy was followed so that every teacher has a chance to participate in the study. The quantitative data was analyzed using SPSS version 25, whereas a thematic approach was used to analyze the qualitative data following Braun and Clarke’s (2006) six-step framework of analysis. Results revealed that teachers perceive the purpose of assessment as effective and serving multiple purposes. Regarding the design and validity of assessment, their perception was generally positive; however, they see that the design of assessments needs to effectively address a diverse level of students. Positive perceptions were found regarding the reliability of assessment. However, they perceive the grading process as weak and not consistent across teachers. Finally, teachers have positive perceptions of the practicality of assessment.
Students’ Learning Strategy in Vocabulary of The Eleventh Grade of Ma Al-Hikmah Sunan Kudus Bunga Mayang Academic Year 2025/2026 Aria Aditia; Rulik Setiani
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: 10.30605/25409190.930

Abstract

This research was conducted based on the concern that many EFL students still experience difficulties in mastering vocabulary, even though vocabulary plays a central role in developing listening, speaking, reading, and writing skills. In many classrooms, vocabulary learning is often limited to memorizing word lists without helping students understand how to plan, access resources, and process new words effectively. Therefore, this research aimed to describe in depth the vocabulary learning strategies used by eleventh-grade students of MA Al-Hikmah Sunan Kudus Bunga Mayang in the academic year 2025/2026, particularly how they organize their learning through planning, resource selection, and vocabulary processing. This research applied a descriptive qualitative design. The participants were eight high-achieving students selected based on their English scores. Data were collected through an open-ended questionnaire designed according to Nation’s taxonomy of vocabulary learning strategies, covering planning, resources, and processes. The instrument was validated by an expert before distribution. Data analysis followed the Miles and Huberman framework, including data collection, reduction, display, and verification, to ensure that the findings were grounded in participants’ actual responses. The results showed that students consistently applied three interconnected strategy categories. In the planning stage, they set daily or weekly vocabulary targets and chose specific study times to maintain learning consistency. In terms of resources, students combined digital media such as films, music, social media, and online games with formal materials like textbooks and dictionaries. In the processing stage, they actively engaged in note-taking, repetition, flashcards, mind mapping, and productive use of vocabulary in writing and conversation. These findings indicate that effective vocabulary learning emerges from a balance between structured planning, varied resource utilization, and active cognitive engagement.
Artificial Intelligence as an Instructional Tool for Developing paragraphs writing skill in EFL Classroom Naila Lutfia; Ilham
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: 10.30605/25409190.931

Abstract

This study aims to explore how the use of AI interacts with paragraph writing pedagogy, its impact on paragraph writing skills, and the problems students face in integrating technology into the learning process. Data were collected using a quantitative approach, a single-group quasi-experimental pre-test and post-test design, in which a single experimental group was evaluated without involving a control group, and targeted information about the diversity of AI writing tools and their impact on the writing quality of EFL students at Muhammadiyah University Mataram. The main applications used were ChatGPT and Grammarly. All participants agreed that the use of AI tools contributed positively to paragraph writing quality, particularly by enhancing content development and organizational coherence. It should be clarified that the findings of this study suggest that the integration of AI tools can be beneficial in improving the writing quality of EFL students. The results show that, based on Table 7, it is clear that the paired sample test results table shows a Sig value of 0.000, which is less than 0.05. This means that H0 is rejected, and H1 is accepted. It is therefore stated that perceptions of AI have a significant impact on descriptive paragraph writing learning methods for students in EFL classrooms.
Aligning Instruction with Learner Preferences: Listening Comprehension Strategies of Low-Achieving Students in an Indonesian High School Mufidah, Isroul Mumtazil; Yunus, Muhammad; Heriyawati, Dwi Fita; Subarjo, 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: 10.30605/25409190.932

Abstract

This research explores the preferences and strategies employed by low-achieving students in listening comprehension at SMA An-Nur Bululawang Malang. Using a qualitative descriptive design, data were collected through semi-structured interviews, classroom observations, and documentation involving four 11th-grade students identified as low achievers. The findings reveal that listening difficulties are primarily caused by fast speech, limited vocabulary, accent variation, and lack of exposure outside the classroom. Despite these challenges, students demonstrated adaptive strategies: cognitive approaches such as repetition and note-taking, socio-affective practices like group discussion and peer support, technology-based tools including podcasts, songs, and subtitles, as well as teacher-supported methods such as classroom repetition and guided discussion. Their preferences varied from individual listening with subtitles, collaborative group activities, multimedia resources, to structured classroom repetition, reflecting diverse learning needs. Collectively, the research highlights the importance of aligning instructional practices with learners’ preferences and coping strategies to foster engagement, confidence, and improved listening comprehension. The results suggest that flexible, learner-centered approaches integrating traditional repetition, collaborative learning, and digital resources can better support low-achieving students in developing listening competence.
Exploring Student Engagement in English Learning through Interactive Web Quizzes at Indonesian Schools in Kuala Lumpur Kirani, Dian Sukmawati; Islam, Muhammad Hifdil; Zainuddin
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: 10.30605/25409190.934

Abstract

This study examines the contribution of interactive web quizzes to student engagement in English language learning at Sekolah Indonesia Kuala Lumpur (SIKL). Using a descriptive qualitative case study design, data were collected through six classroom observations, interviews with one teacher and eight students, and documentation. The findings reveal three dimensions of engagement: behavioral (32 coded excerpts), emotional (28 excerpts), and cognitive (24 excerpts). Behavioral engagement emerged as the most dominant, indicated by increased participation and attentiveness during quiz-based activities. Emotional engagement was reflected in students’ motivation and enjoyment, while cognitive engagement was demonstrated through reflective thinking and attention to feedback. Overall, the results suggest that interactive web quizzes can support active and meaningful learning, although minor challenges such as time pressure and competitive elements were identified. These findings highlight the potential of digital quizzes as an inclusive and engaging instructional strategy in multicultural EFL classrooms.

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