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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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Investigating multilingual signs and their functional categories in a private Indonesian University Carla Stevia Ngamelubun; Anna Marietta da Silva
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: 10.30605/25409190.982

Abstract

Recently, linguistic landscape research has been extended to schools and universities given their different characteristics in comparison to other public places such as city centers, shopping centers, or tourist spots. This study aims to contribute to the existing discourse of the universityscape by investigating the features and functional categories of multilingual signage in one private university in Jakarta. The study adopted quantitative and qualitative approaches to analyze language distribution, characteristics and functional categories. Data comprised 373 photos of public signs at the research site. The study found that the multilingual signs were characterized by the presence of direct translation and blends that are addressed mostly to both local and international students as the main stakeholders. The study also discovered that the interactive category, followed by the educational category was predominant, indicating the campus’ effort to make use of multilingual public signage as an extensive communicative act directed toward their multilingual stakeholders and visitors. All in all, through its linguistic landscape, the campus demonstrates their awareness of the readers’ multilingual repertoire to promote and advocate their values and identity as well as create a mutual relationship with their stakeholders and the public in general.   
Lack and Desire in the Pursuit of an Ideal Life in The Midnight Library by Matt Haig Vebyana Putri Amanda; Karina Hanum Luthfia
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: 10.30605/25409190.987

Abstract

In The Midnight Library, Nora Seed experiences feelings of regret, emptiness, and dissatisfaction with her life, leading her to continuously imagine alternative lives perceived as more perfect. This study aims to analyze the manifestation of Jacques Lacan’s concepts of lack and desire in Nora’s life journey and to reveal the novel’s critique of the ideal life standards within modern middle-class society. This study employs a qualitative descriptive method using a Lacanian psychoanalytic approach. The data are obtained from dialogues, narratives, and events that represent the psychological conflicts experienced by the main character. The findings reveal that lack is manifested through feelings of emptiness and incompleteness that give rise to desire for various alternative lives. However, every life experienced by Nora ultimately fails to provide complete satisfaction because desire continuously shifts and can never be fully fulfilled. Thus, the concepts of lack and desire in the novel not only portray Nora’s psychological condition, but also function as a critique of the illusion of an ideal life within modern society.
Indonesian Migrant Workers' Perceptions of Machine Translation and Adaptation Techniques in Occupational Safety Vocabulary in Japan Dovid Fitrio; Ayu Putri Seruni
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: 10.30605/25409190.992

Abstract

This research examines the perceptions of Indonesian migrant workers in Japan regarding two translation techniques, namely Machine Translation (MT) and adaptation translation, specifically in occupational safety vocabulary. This study aims to evaluate the level of clarity and also the effectiveness of communicating occupational safety information through both methods. Research data were analyzed using statistical methods after being obtained from 24 migrant workers using a Likert-scale questionnaire. Although MT is a good starting point, it loses some accuracy if used alone, hence adapted translations are better because they are easier to understand and also culturally relevant. Combining MT with the adaptation process is essential for better workplace safety communication, according to research findings. Research results based on PLS-SEM indicate that adaptation has the most dominant influence on the understanding of safety signs (β = 0.576; t = 2.739; p = 0.006), while MT has no significant effect (β = 0.236; t = 1.148; p = 0.252). The model's predictive capability is classified as moderate (R² = 0.486). These findings indicate that adaptation is more effective than machine translation in helping Indonesian migrant workers in Japan understand occupational safety signs, whereas machine translation alone is not enough. Therefore, combining MT with linguistic and cultural adaptation is important to improve workplace safety communication.
Gamifying Vocabulary Learning: Teachers’ Perceptions on The Implementation of Gimkit for Junior High School Mochammad Syaifullah; Sonny Elfiyanto
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: 10.30605/25409190.904

Abstract

This research explores junior high school teachers’ perceptions of using Gimkit as a game-based platform for vocabulary learning. A qualitative research design was employed, with data collected through in-depth interviews and classroom observations involving three English teachers at a junior high school in Malang City who had experience implementing Gimkit in their classes. The findings indicate that teachers generally hold positive perceptions of Gimkit, as it helps increase students’ motivation, engagement, and vocabulary retention through interactive and competitive features. Teachers also appreciate the platform’s flexibility, which enables them to tailor learning activities to meet students’ needs. However, several challenges were identified, particularly related to unstable internet connections and limited technological infrastructure in schools. Overall, the research suggests that Gimkit can be an effective tool for supporting vocabulary instruction at the junior high school level. Future research is recommended to examine its impact on students’ learning outcomes and to develop practical guidelines for its effective implementation in classroom contexts.
The Significance of Infidelity Portrayed in the Lessons in Chemistry Miniseries Adaptation Laila Nisa'ul Khusna; Karina Hanum Luthfia
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: 10.30605/25409190.986

Abstract

Novel-to-screen adaptation often produces forms of infidelity that reshape narrative structure and cultural meaning. This study examines the adaptation of Bonnie Garmus’s Lessons in Chemistry (2022) into the Apple TV+ miniseries (2023). It aims to identify how reduction, addition, and modification function in the episodic adaptation and how these changes reshape narrative meaning. Drawing on Linda Hutcheon’s adaptation theory, which views infidelity as a productive reinterpretation across media. This study employs a qualitative descriptive method through close reading of the novel and systematic viewing of all eight episodes of the miniseries. The findings reveal three major forms of infidelity. Reduction condenses several scenes and shifts psychological depth into visual expression. Addition introduces new storylines, such as the Little Miss Hastings contest and the highway protest, expanding the social and political dimensions of the narrative. Modification transforms Harriet into a politically active Black woman and redistributes Ms. Frask’s narrative role, strengthening the adaptation’s engagement with gender and racial inequality. Overall, these changes reconstruct the narrative into a broader critique of systemic oppression and make the adaptation more socially relevant to contemporary audiences.
The Psychological Consequences of the False Self in Jean Kwok’s Searching for Sylvie Lee Nabila Lathifa Az Zahra Zahra; Prayudias Margawati
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: 10.30605/25409190.999

Abstract

Family should be the safest place for everyone, where people can become their true selves and express their true feelings. On the contrary, the main character in Searching for Sylvie Lee often shows the dominance of her false self and hides her true self from her family. Therefore, this study explores how the character’s childhood environment contributes to the formation of her false self and its effect on her authentic self-expression and psychological stability. Through a qualitative descriptive method within a psychoanalytic literary criticism framework, the study analyzes narrative descriptions, dialogues, character interactions, and internal reflections in the novel using Winnicott’s concepts of the holding environment, true self, and false self. The findings reveal that the character’s prolonged separation from her biological parents, emotional rejection, conditional acceptance, and persistent feelings of displacement contribute significantly to the formation of her false self. As she grows older, this adaptive identity becomes increasingly dominant, shaping her into the person everyone needed, until nobody knows who she really is. This prolonged dominance of the false self results in loneliness, emotional isolation, difficulties in expressing vulnerability, loss of authentic selfhood, and psychological collapse. The discussion suggests that the character’s tragedy is rooted not only in external circumstances, such as migration and family conflict, but also in the ongoing suppression of her authentic self to maintain social acceptance.
Students’ Perceptions of Using TikTok Application as a Tool for Learning English Reading Intan Monica; Rulik Setiani
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: 10.30605/25409190.1008

Abstract

English language education is often hindered by conventional methods that lack interactivity, leading to student burnout when trying to improve their reading skills. This study investigates students’ perceptions of using TikTok as a medium for learning English reading based on cognitive, affective, and conative dimensions. Specifically, this study aims to evaluate the extent to which the short-form video platform contributes to optimizing literacy comprehension, identify the psychological and technical barriers faced by learners, and formulate pedagogical implications for teaching innovation at the university level. This qualitative study involved 8 English Language Education students selected through purposive sampling. Data were collected through in-depth interviews and analyzed using a thematic approach. The findings indicate that, in the cognitive dimension, students rely on audiovisual elements and short texts as digital reading strategies that are more practical than conventional textbooks. In the affective dimension, the use of these platforms proved effective in minimizing anxiety and enhancing psychological comfort through content relevant to personal interests. Meanwhile, on the conative dimension, students’ motivation is evident in their ability to self-regulate by filtering out distractions from entertainment content, as well as in their initiative to use TikTok as a means of continuously developing their independent language skills. Based on the research findings, the combined use of text, images, and sound in short videos has been shown to help students understand the material more easily without experiencing mental fatigue, foster independent learning habits through strategies for retaining educational content, and consistently stimulate the enrichment of contextual vocabulary outside of formal class hours. In conclusion, TikTok has transformed into an effective informal educational ecosystem. These findings suggest that educators should begin integrating digital media innovations as a complement to pedagogical strategies to enhance students’ active engagement in English literacy in the modern era.
English Teacher’s Challenges in Assesing English Proficiency of Student with Autism Spectrum Disorder in Inclusive Classroom Dea Nita Aulia; Farida Repelita Waty Br. Kembaren
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: 10.30605/25409190.1010

Abstract

This study explores the challenges faced by an English teacher in assessing the English proficiency of students with Autism Spectrum Disorder (ASD) in an inclusive classroom and the adaptive assessment practices used to address these challenges. A qualitative single-case study was conducted at one inclusive junior high school in Medan, Indonesia, involving one English teacher. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the teacher encountered difficulties in assessing productive skills due to students’ social-pragmatic communication barriers, while receptive skills were affected by slower cognitive processing, limited instructional time, and emotional regulation challenges. To address these challenges, the teacher implemented adaptive assessment practices, including simplified instructions, visual supports, extended time, flexible oral assessment, collaboration with a shadow teacher, and portfolio-based evaluation. These practices appeared to support more equitable and meaningful assessment while maintaining academic expectations within the context of this case study. Because this study involved only one teacher in one inclusive school, the findings should be interpreted as context-specific and may not be generalizable to other educational settings.
Syntactic Grammatical Interference in English Communication among Madurese EFL Students: Forms and Contributing Factors Nuriyah Sa'adah; Mirjam Anugerahwati; Nurenzia Yannuar
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: 10.30605/25409190.1011

Abstract

Grammatical interference is defined as the influence of a first language on the use of a second language, resulting in deviations from the target language's grammatical rules. This phenomenon is commonly observed among foreign language learners, such as students at an Islamic boarding school in Probolinggo, East Java, who use English for daily communication. These students frequently transfer grammatical structures from Madurese, their first language, into English, which leads to various forms of interference. The present study seeks to identify the forms of grammatical interference in English communication and to analyse the contributing factors. A descriptive qualitative approach was adopted. Data collection involved conversation tests based on predetermined themes and interviews to investigate the causes of grammatical interference. The findings reveal that students' grammatical interference primarily manifests as syntactic interference, which can be categorised into three types: predication structure, active-interrogative sentences, and negative-interrogative sentences.  fossilisation of English language usage. These results support the language interference theory proposed by Weinreich (1953) and suggest that English language instructors should develop more effective teaching strategies to minimise grammatical interference and improve students' English proficiency.
Developing an English Teaching Module through Deep Learning  and Socio-Culturally Responsive Differentiated Instruction: An ADDIE-Based Study Muhamad Yahrif; Suharti Siradjuddin
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: 10.30605/25409190.1012

Abstract

This study aimed to develop an English teaching module integrating deep-learning principles with socio-culturally responsive differentiated instruction for junior high school English teachers. The study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The analysis stage examined teachers’ and students’ needs and challenges in implementing differentiated English learning in the participating schools. The module was designed and developed through expert validation and iterative revision. The implementation and evaluation stages were conducted in two junior high schools in Soppeng Regency, Indonesia, involving 4 English teachers, 2 headmasters, 2 supervisors, and 150 students. Expert validation produced an overall score of 97.83%, while the implementation evaluation produced an overall score of 99.5% based on the verified scoring procedure. Student evaluation showed that 77% of respondents were very satisfied and 17% were satisfied with the instructional delivery, representing 94% positive responses. The findings indicate that the developed module demonstrated favorable [verified dimensions] and was positively received by participating users. The study contributes a context-sensitive English teaching module that integrates deep-learning principles, differentiated instruction, and sociocultural contextualization. Further research involving larger samples and comparative or experimental designs is needed to determine whether the module produces measurable effects on students’ English learning outcomes

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