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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 525 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.
Speech Acts and Conflict Development in Victor-Creature Dialogues in Mary Shelley’s Frankenstein Rizka Ardianty AS; Almira Irwaniyanti 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: 10.30605/25409190.1001

Abstract

Conflict in literary works often emerges through verbal interactions between characters that reflect various types of communicative acts. This study focuses on the types and subtypes of speech acts in the dialogue between the two main characters as the novel's conflict develops. This study uses a qualitative descriptive method. The data are presented as dialogue at the key stages of the conflict. Data collection was done using documentation techniques, and the analysis was carried out using Searle’s theory of speech acts, which includes assertive, directive, expressive, and commissive acts. The analysis shows that the conflict develops gradually from emotional rejection and unstable negotiation to hostility and revenge. The initiation of conflict is characterized by expressive and commissive speech acts expressing hatred, rejection, and threats. In the conflict escalation, directive, assertive, and commissive speech acts are used to persuade and influence the interlocutor’s decisions. On the other hand, at the climax of the conflict, commissive speech acts such as threats and promises of revenge are associated with the escalation of conflict. These results indicate that speech acts function not only as tools of communication but also as narrative mechanisms that drive the development of conflict.
Negotiating Social Identity Through Politeness Strategies in the Film Basma: A Brown and Levinson Perspective Selvy Rahmah; Dien Chotimah
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: 10.30605/25409190.1016

Abstract

Language politeness is a sociopragmatic phenomenon representing speakers' social identity construction in interaction. This research analyzes the language politeness of the main character in the film "Basma" by Fatima Al-Banawi, aiming to describe politeness strategies and analyze their function in constructing and negotiating the character's social identity. Unlike previous research that only identified and classified types of politeness strategies, this study finds that language politeness in social practice can shape speaker positions, relationships, and identities. The methodology is qualitative descriptive, applying Brown and Levinson's theory, including bald on record, positive politeness, and off record strategies. Data consist of dialogues collected through observation, verbatim transcription, and documentation, analyzed using Miles and Huberman's model through data reduction, data presentation, and conclusion drawing. Results show the three strategies realize different identities: bald on record represents a firm, assertive individual identity amid relational pressure; positive politeness represents a relational identity oriented toward strengthening affective bonds and family solidarity; while off record represents social identity negotiation within an unbalanced power relationship. These findings indicate that politeness strategy selection is influenced not only by social distance and relative power, but also functions as a discursive mechanism for speakers to negotiate their identity.
Hyperbole of Totality with Verb and Noun Markers in Protein Texts Azis; Juanda
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: 10.30605/25409190.1019

Abstract

This research contributes to language teaching, particularly by broadening students' understanding of hyperbole of totality in protein texts. The primary theory employed adopts the perspectives of Musolff (2022); Fuoli & Ford (2025). This research was conducted at Universitas Negeri Makassar. The data collection technique was carried out by giving the task of writing protein text and distributing questionnaires to 128 respondents. The research data consisted of primary and secondary data. The primary data consisted of student-generated protein text documentation, while the secondary data consisted of a questionnaire administered via Google Forms. The data were analyzed qualitatively and described descriptively using content analysis that included hyperbole of totality. The results of the study show that the hyperbole of  totality of protein text based on primary data can be in the form of verb markers and noun markers. Verb markers are more dominant than noun markers. Verb markers are: “mengubah” (change) ,”memperbaiki” (repair),  “tidak bergeser” (unshifted),  “mengguncang” (shake), and “menghancurkan” (destroy). Meanwhile, the noun marker is “berjuta-juta sel” (millions of cells). Furthermore, based on secondary data, only 18 people (14.1%) were very good at understanding hyperbole and only 25 people (19.5%) were very good at recognizing sentences containing hyperbole elements.
Naming as Ideological Power: A Critical Discourse Analysis of Identity Construction in Florence Knapp’s The Names Binin Saeed; Rojgar Omar; Nechirvan Jawzal; Mohammed Kareem
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: 10.30605/25409190.1028

Abstract

The research applies Critical Discourse Analysis (CDA), particularly using Fairclough's Three-Dimensional Model to look at how naming serves ideological and discursive functions through Florence Knapp's The Names. By using a qualitative textual analysis method, the study investigates how The Names Gordon, Bear, and Julian create different identity structures, types of social positioning, and types of emotional development throughout the text. Each passage analyzed contributes to three narrative elements of the text, which include textual representation, discursive practice, and social practice. The study reveals that naming is a mechanism for creating ideological power rather than being simply an act of language. The name Gordon conveys patriarchal authority and inherited power, Bear represents masculine emotional connections and protection, and Julian represents individuality and resistance to oppressive social structures. In conclusion, the research finds that naming within literary discourse is a site where identity, ideology and social power are constructed and reconstructed, processed and reproduced.
Deixis in Online News Coverage of Indonesia's Free Nutritious Meals Program in Papua: A Pragmatic Analysis Yulia Putri Paradida; Devi Alvionita Alindra; Survey Sijabat
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: 10.30605/25409190.1029

Abstract

This study investigates the use of deixis and examines its pragmatic functions in online news coverage of Indonesia's Free Nutritious Meals (Makan Bergizi Gratis—MBG) Program in Papua. Employing a qualitative descriptive design, the study analyzed five online news articles published by Berita Buana, Beritasatu.com, VIVA.co.id, JPNN/MSN, and Kompas.com between May and July 2026. The data consisted of words, phrases, and linguistic expressions containing deictic elements, which were analyzed using Levinson's theory of deixis through the stages of data condensation, data display, and conclusion drawing. The findings reveal that all five categories of deixis personal, spatial, temporal, discourse, and social are systematically employed in reporting the implementation of the MBG Program. Personal deixis identifies policy actors, spatial deixis constructs geographical representations of program implementation, temporal deixis organizes the chronology of policy development, discourse deixis maintains textual cohesion, and social deixis reinforces institutional legitimacy through official titles and positions. These findings demonstrate that deictic expressions function not merely as contextual referential devices but also as pragmatic resources for organizing public policy information into coherent, credible, and meaningful news discourse. The study extends Levinson's theory by showing how deixis contributes to the construction of public policy representation in online news media, thereby enriching pragmatic studies on media discourse and public communication.
Feature-Based Patterns in English Consonant Substitution Among Fourth-Semester Indonesian English-Major University Students Widia Astuti; 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: 10.30605/25409190.1032

Abstract

English consonant substitution is one of the pronunciation difficulties that may occur when English is used as a second or foreign language. This study focused on the consonant substitution patterns produced by fourth-semester students of the English Literature Study Program in a reading-aloud task. Using a descriptive qualitative approach with quantitative support, the study analyzed the substitutions based on voicing, place of articulation, and manner of articulation. The data were obtained from 10 participants and transcribed using the International Phonetic Alphabet (IPA). The analysis identified 50 consonant substitution errors across nine patterns. The most frequent pattern was /ʃ/ → /s/, occurring 14 times (28% of all substitution errors), followed by /v/ → /f/ with 13 occurrences (26%). In terms of participant prevalence, /v/ → /f/ was the most widely shared pattern, produced by 8 of the 10 participants. When target opportunities were considered, /ʒ/ had the highest error rate at 25.00% (5/20), followed by /ʃ/ at 14.00% (14/100) and /v/ at 8.13% (13/160). The feature-based analysis showed that the substitutions involved changes in voicing, place of articulation, manner of articulation, or a combination of these features. These findings provide a clearer description of the consonant substitution patterns occurring in the participants’ reading-aloud productions and may help identify consonant features that require greater attention in English pronunciation practice.
Point Wall Gamification in English Language Teaching: Teachers’ Perceptions Ni Luh Putu Shintya Pradnyanita; I Komang Budiarta; I Gde Putu Agus Pramerta
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: 10.30605/25409190.1037

Abstract

Gamification has gained attention in English language teaching, but many studies still focus on digital tools and student outcomes. Non-technological gamification remains less discussed, especially from teachers’ perspectives in elementary English classrooms. This study explored English teachers’ perceptions of Point Wall as a non-technological gamification strategy in a national plus elementary school. The study employed  a  qualitative-dominant descriptive design supported by descriptive quantitative data from  five English teachers who had implemented Point Wall. Data were collected through a 30-item Likert-scale questionnaire and semi-structured interviews. The questionnaire responses were analyzed using frequencies to provide descriptive quantitative support, while the interview data were transcribed verbatim and analyzed through qualitative coding and categorization, with triangulation used to strengthen the interpretation of the findings The findings showed positive teacher perceptions across the perceiver, target, and context aspects. Teachers perceived Point Wall as practical for classroom management, reported observing student participation and peer interaction, during its implementation, and perceived the strategy as suitable for existing classroom and school conditions. Based on the teachers’ perceptions and reported observations, this study concludes that Point Wall can serve as a feasible low-tech gamification strategy for elementary English teaching when teachers integrate it with clear routines and classroom goals.

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