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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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An English Teacher’s Reflections  on Supporting a Student with Autism Spectrum (ASD) in an Inclusive Classroom Dini Nur Aini Lubis; Maslatif Dwi Purnomo
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: 10.30605/25409190.1022

Abstract

Supporting students with Autism Spectrum Disorder (ASD) in inclusive classrooms requires English teachers to continuously reflect on their pedagogical practices to address diverse learning needs. However, research has predominantly focused on instructional strategies and teacher preparedness, with limited attention given to teachers’ reflective experiences in supporting students with ASD in English language classrooms. This study explored an English teacher’s reflection on supporting a student with ASD in an inclusive classroom. A qualitative descriptive design was employed using a semi structured interview and classroom observation. The data were analysed through Braun and Clarke’s thematic analysis. The findings revealed four interconnected themes: developing professional understanding of students with ASD, adapting instructional support, collaborating with the shadow teacher, and implementing fair participation and assessment. The findings indicate that reflective practice enabled the teacher to make informed pedagogical decisions by continuously adapting instruction, strengthening collaboration, and creating equitable learning opportunities while maintaining common curriculum expectations. This study highlights reflective practice as a foundation for supporting students with ASD and provides practical insights for strengthening inclusive English language teaching.
When Honesty Breaks the Conversation: Cooperative Principle Violations by an Autistic Doctor in the Good Doctor Season 1 Ketut Julia Purnama; Ni Putu Cahyani Putri 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: 10.30605/25409190.1031

Abstract

This study aims to investigate how Dr. Shaun Murphy's literal interpretation and characteristic honesty contribute to violations of Grice's Cooperative Principle in The Good Doctor Season 1. A descriptive qualitative method was employed by analyzing conversational utterances collected through observation, note-taking, and transcript analysis across all eighteen episodes. The findings identified 158 instances of Cooperative Principle violations. The Maxim of Relation occurred most frequently with 99 instances, followed by Quantity with 24, Manner with 18, and Quality with 11. In addition, six instances involved combined violations of two maxims. Most violations (134) were unintentional, while 24 were intentional, indicating that Shaun's conversational difficulties primarily result from literal language processing and limited interpretation of implicit meanings rather than deliberate non-cooperation. These findings demonstrate how autistic communication characteristics influence pragmatic interaction and conversational effectiveness. Future studies are encouraged to examine pragmatic communication among autistic characters using broader datasets, different media, or comparative psycholinguistic perspectives.
Defending the Doctorate: Three PhD Graduates’ Narrated Experiences of Dissertation Oral Examinations 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: 10.30605/25409190.1036

Abstract

The dissertation defense is one of the most consequential yet comparatively underexplored stages of doctoral education. Although existing research has largely focused on examination procedures, assessment practices, and institutional regulations, less attention has been paid to how doctoral candidates experience and interpret the defense, particularly in the Indonesian context. This study explores the experiences of three doctoral graduates who successfully completed their dissertation oral examinations at a public university in Indonesia. Guided by narrative inquiry and informed by Mertova and Webster’s (2020) Critical Event Narrative Analysis (CENA), the study examines how participants narrated and made meaning of their experiences before, during, and after the defense. Data were generated through semi-structured narrative interviews and analyzed through narrative reconstruction, critical-event analysis, and cross-narrative thematic comparison within Clandinin and Connelly’s (2000) dimensions of temporality, sociality, and place. The findings revealed three interconnected themes: Anticipating the Defense: Between Anxiety and Hope, Negotiating the Defense: Academic Authority, Language, and Identity, and Becoming a Doctor: Relief, Recognition, and Transformation. Before the defense, participants navigated anxiety and uncertainty through preparation and support from supervisors and family members. During the examination, they negotiated academic authority, language, and scholarly identity while responding to expert evaluation. Following successful completion, they experienced relief, recognition, increased confidence, and changing understandings of themselves as scholars. The findings highlight the dissertation defense as a critical event whose significance extends beyond formal assessment to encompass emotional, relational, and identity-related dimensions of doctoral development. By foregrounding doctoral graduates’ voices, the study contributes to research on doctoral education by illuminating how dissertation defenses are experienced, interpreted, and incorporated into emerging scholarly identities in an Indonesian context.

Page 52 of 52 | Total Record : 513

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