Ethical Lingua - Journal of Language Teaching and Literature
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The Use of Grammarly to Increase Students Writing Skills in Writing Descriptive Text
Full text linkWriting skills are one of the skills students learn at the senior high school level. This research aims to discover how Grammarly can increase students' writing skills in writing descriptive text for the tenth-grade students of SMAN 01 Sekadau Hilir. This research was done using a pre-experimental design that used one group of pretest and post-test types. The research findings showed that the t-test result with the degree of freedom (df) = 35 and significant level (α = 0.05) was 15.07, and the t-table was 1.690. It shows that the t-test was higher than the t-table (15.07 > 1.690). It can be inferred that the use of Grammarly to increase students' writing skills in writing descriptive text is effective. It can be concluded that the alternative hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected. Furthermore, the result of the effect size was 2.51, which is categorized as a strong effect. Therefore, the use of Grammarly to increase students' writing skills in writing descriptive text was effective with a significant effect.
 
The Implementation of the Collaborative Learning Approach in Teaching Speaking: A Case Study of an Indonesian EFL Classroom
Full text linkThis study aims to examine the implementation of the collaborative learning approach in teaching speaking in English as a foreign language (EFL) classrooms in Indonesia. Adopting a qualitative case study approach, the research involved two English teachers from a non-formal English course institution. Data were gathered through in-depth interviews and classroom observations to explore how teachers applied the collaborative learning approach and the challenges they encountered.The findings reveal that this approach enhances students' confidence in speaking English, encourages more active participation in discussions, and improves their comprehension of the material. Teachers observed that students working in small groups tend to absorb language structures more effectively and develop greater fluency compared to those engaged in individual learning. However, several challenges arise, including variations in students’ proficiency levels, unequal contributions within groups, and difficulties in managing classroom dynamics.
To address these challenges, teachers implement strategies such as assigning specific roles within groups and establishing structured speaking guidelines. Moreover, this approach positively impacts students' emotional engagement by boosting their motivation and fostering a more interactive learning environment. In conclusion, collaborative learning has been proven to effectively enhance students' speaking skills. However, its successful implementation requires well-planned strategies to ensure active participation from all student
The Role Of TikTok In Shaping Gen Z Students' English Vocabulary Proficiency
Full text linkThis study explores the role of TikTok in shaping English vocabulary skills in Generation Z students at SMK Nusantara Bangorejo. The development of digital technology, especially social media platforms such as TikTok, has created a significant informal learning space for the digital native generation. The research aims to identify patterns of consumption of English-language content, analyze the types of vocabulary acquired, evaluate the effectiveness of TikTok as a learning resource, and develop a conceptual framework for its integration in formal learning. Using a qualitative approach, the data was collected through semi-structured interviews with 20 students and one English teacher, as well as indirect observation of student activity on TikTok. The results of the study showed that 75% of participants experienced an increase in English vocabulary after accessing TikTok regularly, with a preference for song, vlog, and game-based educational materials. The platform facilitates the acquisition of contemporary and informal vocabulary that is rarely encountered in formal curricula through incidental learning. Key challenges include the gap between passive recognition and active production of vocabulary, as well as potential addiction. It is concluded that TikTok has the potential to be an effective pedagogical tool when it is integrated in a structured manner with digital literacy in mind, through a conceptual framework that includes a social media responsive curriculum, authentic content-based pedagogy, informal learning assessments, and digital literacy development
The Struggles for Life of The Main Characters on A Man Called Otto(2022) Movie : An Individual Psychological Approach
No full textThis study explores the emotional and psychological journey of Otto Anderson, the main character in the 2022 film A Man Called Otto, through Alfred Adler’s Individual Psychology framework. The film portrays Otto as a grieving widower who undergoes a significant psychological transformation after the loss of his beloved wife. Employing a qualitative method and textual analysis, this research identifies five major Adlerian concepts in Otto’s character: inferiority complex, striving for superiority, lifestyle, creative self, and social interest. The findings reveal how Otto’s rigid behavior, emotional withdrawal, and repeated suicide attempts reflect a deep-seated inferiority complex and unresolved trauma. However, through interactions with new neighbors and acts of communal care, Otto gradually redirects his despair into purpose-driven actions, thus activating his creative self and developing a renewed sense of social belonging. This study not only contributes to character analysis using Adlerian psychology but also highlights the role of film as a reflective medium for mental health discourse, especially in portraying grief, resilience, and social reintegration
Systematic Literature Review of English Journal Articles on the Use of Artificial Intelligence Applications in English Academic Writing
Full text linkThe integration of Artificial Intelligence (AI) in academic writing has gained increasing attention in recent years, offering innovative tools that assist in enhancing the quality and efficiency of English academic writing. This systematic literature review aims to explore the current landscape of AI applications in English academic writing by analyzing peer-reviewed journal articles published in English. The review focuses on identifying the key AI tools and the types of AI program employed, their contribution on academic writing, and the implications for students and educators. The study synthesizes findings from a comprehensive selection 108 of articles, highlighting trends in AI-assisted writing, such as grammar and paraphrasing. The review also describe the ethical considerations surrounding AI use in academia, including issues of academic integrity and plagiarism. By providing a detailed overview of existing research, this research contributes to the understanding of how AI is transforming English academic writing and offers insights for future researchand practical applications in educational settings
The Utilization of Flashcards in Teaching English Vocabulary to Young Learners
Full text linkThis study aims to investigates the effectiveness of using flashcards to teach English vocabulary to young learners. The research was conducted at SDN Gempol 2 with 36 third-grade students. A one-group pre-experimental design was employed, using pre-test and post-test to collect the data. The results revealed a significant improvement in students' vocabulary mastery, with the average score increasing from 65.83 (pre-test) to 76.80 (post-test). Statistical analysis showed that the t-value (11.056) exceeded the critical value (2.035), and the significance level (p = .000) was below the threshold of 0.05, indicating a meaningful difference. These findings suggest that flashcards are an effective tool for enhancing vocabulary acquisition among young learners, as they help maintain students’ engagement through visual and interactive learning
Challenges Faced by EFL Undergraduate Students in E-portfolio Writing on Google Sites
Full text linkE-portfolios are increasingly utilized in Indonesian higher education, aligning with the "Merdeka Belajar" initiative. However, limited research explores the qualitative experiences of EFL students navigating the challenges of digital writing within this context. This study addresses this gap by investigating the difficulties encountered by undergraduate students at Mulawarman University when writing e-portfolios using Google Sites. The research employed a qualitative narrative inquiry study approach, involving in-depth interviews with three sixth-semester students and analysis of their e-portfolio submissions. Key findings revealed significant challenges related to organizational structure, writing requirements, complex writing tasks (particularly analytical and reflective writing), grammar concerns and vocabulary limitations. Students employed various coping strategies, including AI assistance, online tools, online resources, and peer feedback. The implications of this study highlight the need for educators to provide explicit guidance on e-portfolio design, address specific writing challenges, and support students in effectively utilizing digital tools for academic writing. Further research could expand the sample size for broader generalizability also explore the impact of targeted pedagogical interventions across different platforms and learning contexts
Mobile-Assisted Language Learning (MALL) for Academic Writing: A Thematic Analysis of Students’ Attitudes
Full text linkThis study explores students’ attitudes toward the use of Mobile-Assisted Language Learning (MALL) applications in academic writing classes at Universitas Bosowa. Specifically, it investigates how WhatsApp, Kahoot, and ChatGPT support students’ learning experiences within a constructivist framework. Employing a qualitative research design, data were collected through interviews and reflective journals. The data was analyzed using a thematic analysis approach. Findings reveal that students demonstrated positive attitudes toward MALL, particularly in terms of enhanced engagement, motivation, and collaborative learning. WhatsApp facilitated peer interaction and idea exchange, Kahoot increased classroom participation through gamification, and ChatGPT supported students in generating ideas and improving writing quality. Overall, the results indicate that integrating mobile applications fosters active participation and autonomy in academic writing, while also requiring careful guidance to balance benefits and challenges. This study suggests that lecturers should strategically integrate MALL tools to enhance academic writing, and further research should examine long-term impacts on writing development across diverse contexts
Exploring Differentiated Content in EFL Teaching Modules by Pre-service Teachers
Full text linkThe increasing diversity of students’ learning characteristics brought a growing challenge for teachers to provide accessible and inclusive learning. This research explored the differentiated content portrayed in pre-service EFL teachers’ teaching modules, including their decisions in designing and selecting content for differentiation. A qualitative case study was conducted, involving five pre-service English as a Foreign Language (EFL) teachers who participated in a teacher education program. This research gleaned the data through document analysis and interviews, which then exhibited that the content differentiation was presented through the use of diagnostic assessment as pre-assessment for content adaptation, different teaching materials, and a variety of teaching modes tailored to students’ learning profiles. Moreover, pre-service EFL teachers reported that they considered students’ abilities, readiness, learning profiles, curriculum demands, sociocultural background, and available resources when designing and choosing content for differentiation. These findings emphasized the pre-service EFL teachers’ awareness of diverse learners and their efforts to plan their instruction accordingly. This research offers insight into how future teachers prepare for differentiated instruction in an EFL setting
The Impact of Teacher Professional Development on EFL Teachers’ Instructional Practices and Students’ Academic Achievement
Full text linkThis study investigates the influence of Teacher Professional Development (TPD) on EFL teachers’ instructional practices and their perceived effects on students’ academic achievement in the Indonesian context. Drawing on Guskey's model of teacher change, this quantitative research involved three English teachers at SMA BOPKRI 2 Yogyakarta who participated in a structured TPD initiative. Data were collected using a Likert scale questionnaire, and analyzed descriptively on the impact of Teacher Professional Development and their perceived effect on students' academic achievement. The findings revealed consistent positive changes across five indicators: professional growth, instructional practices, student-centered adjustment, student engagement, and academic achievement. The respondents reported that TPD may enhance their self-confidence, increase innovative teaching strategies, and improve responsiveness to student needs.
Furthermore, the study found that instructional improvement had a clear motivational effect on students; previously passive learners became more engaged, confident, and enthusiastic about learning English. Teachers also perceived improvements in students’ academic performance across key skill areas, including speaking, writing, and comprehension. This shows that TPD programs not only enhance teachers' pedagogical capabilities but also lead to meaningful gains in the students' engagement and learning achievement