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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 513 Documents
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Interrelationship of Efl Teachers' Challenges: A Case Study at Senior High School In Palopo Amelia, Raisa Amelia; Jusriati, Jusriati; Sari, Puspa
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: 10.30605/25409190.967

Abstract

This study investigates the interrelationship of challenges faced by English teachers in implementing effective language instruction at a senior high school in Palopo, South Sulawesi, Indonesia. Despite the growing emphasis on student-centered learning under the Kurikulum Merdeka framework, English teachers in semi-urban regional contexts continue to encounter multifaceted obstacles that interact and mutually reinforce one another, a dynamic that remains underexplored in existing literature. This study employed a qualitative case study design involving three English teachers at SMAN 5 Palopo as research participants, selected through purposive sampling. Data were collected through structured interviews, classroom observations conducted across six sessions, and documentation review, then analyzed using Miles and Huberman's interactive model comprising data reduction, data display, and conclusion drawing. The findings reveal four interconnected categories of challenges: pedagogical challenges in managing heterogeneous student proficiency levels, learner-related challenges including low motivation, passive engagement, and mobile phone distraction, institutional challenges stemming from severely limited teaching facilities and the absence of professional development opportunities, and technological challenges reflecting both infrastructural constraints and the dual role of digital devices as both learning tools and sources of disruption. Critically, these challenges do not operate in isolation. A traceable causal chain emerges in which institutional resource scarcity constrains technological access, which limits pedagogical variety, which reduces student engagement, which in turn intensifies classroom management demands and further strains teachers' capacity for differentiated instruction. Teachers demonstrated adaptive strategies aligned with principles of scaffolding and motivational reinforcement, however, the sustainability of these strategies is contingent upon systemic institutional support. This study concludes that addressing EFL teaching challenges in regional Indonesian contexts requires coordinated action at the pedagogical, institutional, and policy levels.
Students’ and Teachers’ Perceptions Toward the Implementation of Genre Based Approach on Students’ Writing Skill in Learning Procedure Text Setian Aringga; Renita Donasari; 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.
Improving Students’ Listening Skills Through Podcasts in the Eighth Grade at SMP Negeri 1 Bua Ponrang Dian Reskiasari Pratiwi; Reski Yusrini Islamiah Yunus; Andi Mangnguntungi Sudirman
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 2 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1024

Abstract

This classroom action research investigated the use of English podcasts to improve the listening skills of eighth-grade students at SMP Negeri 1 Bua Ponrang. The participants were 28 students from one eighth-grade class in the 2023/2024 academic year. The study followed the Kemmis and McTaggart action-research cycle of planning, action, observation, and reflection and was conducted in two cycles. Data were collected through a 20-item fill-in-the-blank listening test administered as a diagnostic test, a Cycle I test, and a Cycle II test. The mean score increased from 40.18 in the diagnostic test to 67.86 in Cycle I and 77.68 in Cycle II, representing an overall gain of 37.50 points. Based on the individual scores, the proportion of students reaching the minimum mastery criterion of 75 increased from 10.7% in the diagnostic test to 39.3% in Cycle I and 71.4% in Cycle II. Reflection after Cycle I showed that students had difficulty following lengthy recordings and relatively rapid native-speaker delivery. Cycle II therefore used shorter materials, slower and clearer speech, bilingual explanation, vocabulary preparation, transcripts, songs, games, and repeated listening. Classroom observations indicated that students became more attentive, active, and willing to respond. The findings suggest that podcasts can support listening improvement when their topics, length, delivery speed, scaffolding, and classroom activities are adapted to learners’ proficiency and interests.
Teachers’ Strategies in Teaching Reading at the Eighth Grade Students of SMP Negeri 1 Palopo Riska Pasa’pangan; Hafirah Patang; Rahmawati Upa
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 2 (2023): Volume 10 No 2 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1025

Abstract

This descriptive qualitative study investigated the strategies used by English teachers in teaching reading to eighth-grade students at SMP Negeri 1 Palopo. Two teachers were selected through purposive sampling. Data were collected in July 2022 through classroom observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings revealed two dominant strategies. Teacher 1 applied Contextual Teaching and Learning by connecting texts with students’ daily experiences, using read-aloud and extensive-reading activities, and guiding students to identify unfamiliar vocabulary and important information. Teacher 2 used scaffolding by modelling fluent reading, guiding repetition, providing pictures and vocabulary support, and gradually transferring responsibility to students. Both teachers prepared lesson plans and materials and used motivational activities to maintain engagement. Limited vocabulary, low concentration, and the perception that English was difficult remained the main constraints. CTL and scaffolding functioned as complementary strategies for making reading texts meaningful and manageable for junior high school learners.
The Use of Word Mapping Strategy in Teaching Vocabulary to Class VIII at MTsN Masamba Muh. Hardiansyah S; Reski Yusrini Islamiah Yunus; . Andi Mangnguntungi Sudirman
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 2 (2024): Volume 11 No 2 October 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1026

Abstract

This study examined the effectiveness of a word mapping strategy in teaching English vocabulary to eighth-grade students at MTsN Masamba. A pre-experimental one-group pre-test-post-test design was employed. The population comprised 48 eighth-grade students, and 17 students from class VIII A were selected as the sample. The instrument was a 15-item multiple-choice vocabulary test administered before and after four treatment sessions. During the treatment, students constructed word maps from familiar themes, pictures, descriptive texts, and word relationships. The mean score increased from 64.82 on the pre-test to 84.59 on the post-test, representing a mean gain of 19.76 points. Fifteen students obtained higher scores, two obtained equal scores, and none obtained lower scores. Because the post-test scores did not meet the normality assumption, the Wilcoxon signed-rank test was applied. The test produced Z = -3.417 and p = .001, indicating a statistically significant difference between the pre-test and post-test results. The findings suggest that word mapping can improve vocabulary achievement while encouraging students to participate actively, connect new words with prior knowledge, and organize word meanings visually.
Code-Mixing Analysis in the Song Lyrics of “Korban Janji” by Guyon Waton: A Sociolinguistic Study Khusnul Irma; Citra Dewi Sangdia Pitaloka; Nabila Nur Ardella; Devito Andharu
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.966

Abstract

Music is an art form that adds color to life through melody and sound. The song “Korban Janji” by Guyon Waton belongs to the dangdut genre, which has gained popularity among young people because its lyrics often relate to the listeners’ personal experiences. The researcher found a unique feature in this song—namely, the use of two languages in its lyrics: Indonesian and Javanese. This study is a descriptive qualitative research, which interprets and explains the data in detail. The lyrics of “Korban Janji” by Guyon Waton serve as the main object of the study. The sampling technique used is purposive sampling, while the triangulation method applied includes both data triangulation and theory triangulation. The data analysis technique employed is descriptive analysis, and the data were collected using two techniques: reading and note-taking. The purpose of this study is to identify the types of code-mixing found in the lyrics of “Korban Janji”, determine which languages are used, and interpret the messages conveyed through the song. The results of this study show that there is code-mixing in the lyrics, consisting of inner code-mixing (Javanese and Indonesia)
Critical Discourse Analysis the Lyrics of the Song "Runtuh" by Feby Putri Feat Fiersa Besari Van Djik's Theory Siti Rohmatul Ummah; Supryanti; Khusnul Irma; Sri Utami
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.968

Abstract

This study aims to analyze the lyrics of the song Runtuh by Feby Putri featuring Fiersa Besari using Teun A. Van Dijk’s Critical Discourse Analysis (CDA). This research employs a qualitative descriptive method with a linguistic approach. The primary data consist of the official lyrics of Runtuh, while secondary data are collected from books, scholarly journal articles, and relevant online sources discussing discourse analysis, song lyrics, and Van Dijk’s theory. The analysis is conducted through Van Dijk’s three dimensions: text structure (macrostructure, superstructure, and microstructure), social cognition, and social context. The findings reveal that the song represents emotional exhaustion, vulnerability, self-acceptance, and the struggle to let go of painful experiences. The lyrics also criticize social expectations that encourage individuals to suppress negative emotions and maintain an image of happiness despite inner suffering. Furthermore, the song reflects contemporary social issues, particularly emotional suppression and toxic positivity, while promoting empathy, emotional honesty, and self-acceptance. Overall, Runtuh functions not only as a medium of emotional expression but also as a form of social criticism toward the pressures experienced by individuals in modern society.
Pedagogical Adaptation of Arabic Language Teachers in Responding to the Implementation of the Merdeka Curriculum at Integrated Islamic Junior High Schools: Challenges and Solutions Adibah Ulaya Putri; Sofyan Sauri; Mad 'Ali
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.978

Abstract

This study aims to describe and analyze the pedagogical adaptation of an Arabic language teacher in implementing the Merdeka Curriculum at an Integrated Islamic Junior High School, identify the challenges encountered, and examine the strategies developed to address them. The low interest among students in Arabic, the gap in prior knowledge between graduates of Islamic elementary schools and public elementary schools, and the influence of digital culture on students' language habits are among the key issues underlying this study. Using a qualitative approach with an interpretive paradigm and a descriptive case study design, one Arabic language teacher was selected as the research subject through purposive sampling based on their direct involvement in the implementation of the Merdeka Curriculum and their active use of digital media in teaching. Data were collected through semi-structured interviews and document analysis, then analyzed using Miles and Huberman's interactive model through three stages: data reduction, data display, and conclusion drawing. The findings reveal three main results. First, pedagogical adaptation is still largely at the administrative adjustment stage, where changes are more visible in lesson plan documents than in actual classroom practice. Second, the teacher has begun shifting toward student-centered learning, differentiated instruction, and creative strategies, such as creating video content, using Quizizz, and simple Arabic language habituation in daily classroom interactions. Third, the main challenges include low student motivation, gaps in ability due to diverse educational backgrounds, and the impact of digital culture and generational differences. Teacher flexibility and reflectivity proved to be key factors in sustaining teaching quality amid these limitations. This study contributes to filling the research gap on Arabic language teachers' pedagogical adaptation in Integrated Islamic Junior High School, which integrates the national curriculum with the Islamic institutional curriculum.    
Design and Implementation of Canva-Based Digital Language Recognition Games to Enhance Early Childhood Cognitive Development at PG TK Cendekia Islamic School Bela Anggreini Wahyu; Isti Rysdiyani
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.980

Abstract

This study aims to design and implement Canva-based digital language recognition games to enhance early childhood cognitive development at PG TK Cendekia Islamic School. The research applies a simplified development approach involving 24 children aged 5-6 years, focusing on practical classroom implementation. The findings indicate that the integration of interactive digital games significantly improves children's cognitive abilities, particularly in language recognition, memory, and problem-solving skills, with the average cognitive score increasing from 65 in the pre-test to 85 in the post-test, a gain of 20 points (approximately 30.8%). The results demonstrate increased engagement, motivation, and learning outcomes, confirming that Canva-based educational games are effective tools for enhancing cognitive development in early childhood education.
Rhetorical Authority and Knowledge Construction in EFL Doctoral Dissertation Abstracts Yulhenli Thabran
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.981

Abstract

Doctoral dissertation abstracts function not only as summaries of research but also as rhetorical spaces where doctoral writers construct scholarly authority and position knowledge within disciplinary communities. Despite growing research on academic genres and metadiscourse, limited attention has been given to the relationship among rhetorical organization, interpersonal positioning, and epistemic orientation in doctoral dissertation abstracts, particularly in non-Anglophone EFL contexts. This qualitative discourse-analytic study examines 18 PhD dissertation abstracts produced between 2021 and 2025 in an English Education doctoral program at a public university in Indonesia. Drawing on genre analysis, interpersonal metadiscourse theory, and epistemic perspectives on academic writing, the study investigates how doctoral writers organize abstracts, construct rhetorical authority, and represent knowledge. The findings show that the abstracts strongly emphasize research purpose, methodology, and results, while background framing and contribution-oriented closure are less consistently developed. Interactional metadiscourse features, including hedging, evaluative language, and reader engagement, are used infrequently, resulting in rhetorical authority being constructed mainly through procedural clarity and confident reporting. Most abstracts also display a knowledge-telling orientation characterized by linear presentation and limited interpretive synthesis. The study demonstrates that genre organization, interpersonal positioning, and epistemic orientation interact closely in shaping doctoral abstract writing. These findings contribute to research on doctoral literacy and academic discourse and suggest the importance of explicitly teaching contribution framing, stance-taking, and rhetorical positioning in doctoral writing pedagogy.

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