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All Journal Jurnal Bahasa, Sastra, dan Budaya Jurnal Pendidikan Indonesia Tadbir: Jurnal Manajemen Pendidikan Islam Al-Lisan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah AL-Jauhari Jurnal Studi Islam dan Interdisipliner Journal on Education Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Al-Azkiya : Jurnal Pendidikan MI/SD Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah ECIE JOURNAL Educator : Directory of Elementary Education Journal Al-Ibda: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Lisan: Jurnal Bahasa ELOQUENCE: Journal of Foreign Language Dirasatul Ibtidaiyah PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti Jurnal Pendidikan Agama Islam Indonesia (JPAII) Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Journal of Islamic Education Management Research (JIEMER) Early Childhood Islamic Education Journal
Lamsike Pateda
IAIN Sulltan Amai Gorontalo
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : ELOQUENCE: Journal of Foreign Language

 1 
Management of Language Tests at the Grade Level (Format, Rubric, Validity) Abdullah, Agustin; Pateda, Lamsike; Kadir, Suleman
ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v1i3.3046

Abstract

Background: Classroom-based language testing management is a complex pedagogical process integrating technical, ethical, and contextual considerations to ensure fair and meaningful assessment practices. This study emerges from the growing need to understand how teachers design, implement, and refine classroom assessments that balance objectivity, authenticity, and validity. Purpose: This research explores how teachers manage test formats, develop scoring rubrics, and maintain assessment validity through reflective and adaptive practices within diverse learning environments. Method: Employing a qualitative case study design, the research gathered data through in-depth interviews, classroom observations, and document analyses involving language teachers at the secondary school level. Results and Discussion: The findings reveal that effective classroom testing depends on teachers’ ability to harmonize objective and subjective assessment formats. Teachers used pilot testing and peer moderation to clarify instructions and standardize rubric interpretation, enhancing fairness and transparency. Adaptation of test formats based on learners’ linguistic abilities, learning styles, and sociocultural backgrounds further enriched the authenticity and inclusivity of assessment practices. Conclusions and Implications: classroom test management functions not merely as a measurement activity but as a reflective pedagogical practice that links assessment with learning improvement. This study contributes to theory by expanding the concept of integrated classroom assessment management. It offers practical insights for enhancing teachers’ assessment literacy in multilingual educational contexts.
Responsive Management of Islamic Education to Local Linguistics: Challenges and Innovations in School Management Practices (Case Study in Gorontalo Regency) Toino, Elma; Pateda, Lamsike; Hula, Ibnu Rawandhy N.; Mariana, Ana; Pakaya, Nurul Aini N.
ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v2i3.3057

Abstract

Background: Islamic education in Gorontalo Regency operates within a rich multilingual context, yet it remains insufficiently responsive to local linguistic resources, particularly the Gorontalo language. Although the local language holds significant potential to enhance students’ understanding of Islamic values and engagement, its integration into school management is hindered by a lack of formal policies, academic stigma, and limited supporting resources. Purpose: This study aims to examine how Islamic education management responds to local linguistic contexts and formulate an integrative management model that harmonizes Islamic values with local language practices. Method: Employing a qualitative-descriptive approach with a constructivist design, the research was conducted in Gorontalo Regency through in-depth interviews, participant observation, and document analysis. Data were collected from 20 informants, including madrasah principals, teachers, Ministry of Religious Affairs officials, and customary leaders. Results and Discussion: Findings reveal that 92% of respondents recognize the importance of the Gorontalo language, only 46% of institutions have implemented it in formal policies, and only 27% of teachers have received relevant training. The local language proves effective in teaching moral character (76%) and religious communication (82%), yet faces structural barriers such as the absence of regulatory support, academic marginalization of local languages, and a scarcity of bilingual teaching materials. Support from customary and religious leaders significantly strengthens cultural legitimacy. Moreover, using the local language demonstrably enhances student participation, comprehension of Islamic values, and religious behavior. Conclusions and Implications: Synthesizing empirical findings with theoretical frameworks—Funds of Knowledge, sociolinguistics, Contextual Teaching and Learning, and Fazlur Rahman’s thought—this study proposes a conceptual model: “Locally Linguistically Responsive Islamic Education Management.” The model comprises four pillars: institutional policy, contextual learning management, culturally grounded teacher capacity building, and socio-religious collaboration. It bridges the universality of Islamic values with local cultural specificity, contributing to both the preservation of indigenous languages and the contextual strengthening of Islamic identity. The study recommends that Islamic education adopt inclusive, context-sensitive management approaches to foster meaningful and sustainable learning.
Algospeak: The Evolution of Language in the Age of Social Media in Indonesia: Algospeak: Evolusi Bahasa di Era Media Sosial di Indonesia Pateda, Lamsike; Hula, Ibnu Rawandhy N.; Ana Mariana
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i3.3013

Abstract

Background: The rapid expansion of digital platforms has given rise to new linguistic practices, including algospeak, a creative strategy used by users to circumvent algorithmic moderation. Purpose: This study examines the morphological patterns, social functions, and broader implications of algospeak in Indonesian social media. Method: Employing a qualitative descriptive approach with a digital sociolinguistic case study design, the research analysed 500 posts collected purposively from Twitter (X), TikTok, and Instagram during 2023–2025. Data were gathered through digital documentation and screened based on linguistic relevance. Analytical procedures combined morphological analysis, sociolinguistic interpretation, and critical discourse analysis, while validity was ensured through triangulation of sources and theories, peer debriefing, and limited member checking. Results and Discussion: The findings reveal four dominant morphological strategies: phonological/orthographic substitution, abbreviation and acronyms, blending and hybridisation, and euphemism/metaphor. These patterns demonstrate that algospeak functions not only as a technical tactic to avoid censorship but also as a form of humour, solidarity, and community identity. Beyond describing linguistic forms, the study contributes to bridging a gap in digital sociolinguistics by highlighting a non-Western perspective and showing how morphology operates as a site of resistance and adaptation to algorithmic control. Conclusions and Implications: algospeak reflects the dynamic interaction between human creativity and technological governance, underscoring the need to rethink keyword-based moderation and integrate digital language practices into literacy and education. Future research should expand toward multimodal analysis and cross-linguistic comparison to better capture the global evolution of language in algorithm-driven environments.
From Local Wisdom to Classroom Practice: The Transformation of Gorontalo Oral Literature in Language Teaching Management at Madrasah was carried out.: Dari Kebijaksanaan Lokal ke Praktik di Kelas: Transformasi Sastra Lisan Gorontalo dalam Pengelolaan Pengajaran Bahasa di Madrasah telah dilaksanakan. Umar, Yusuf; Pateda, Lamsike; Hula, Ibnu Rawandhy N.; Mariana, Ana
ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v3i3.3069

Abstract

Background: Islamic education in madrasahs is often disconnected from local cultural contexts, rendering Islamic values emotionally and culturally irrelevant to students. In Gorontalo, oral literary forms such as tuja’i, taleningo, and tinilo embody Islamic values aligned with the principle of rahmatan lil-‘alamin (mercy for all creation); however, their integration into language teaching practices remains sporadic and unsystematic. Purpose: This study aims to (1) identify Gorontalo oral literary forms relevant to language instruction in madrasahs, (2) analyse strategies for their transformation into classroom practices, and (3) formulate a localised, wisdom-based language teaching management model. Method: The study employs an exploratory-descriptive qualitative approach with a multi-site case study design across three regencies in Gorontalo. Data were collected through in-depth interviews, participant observation, and documentation involving 12 teachers, 6 madrasah principals, 8 local cultural leaders, and 24 students. Data analysis followed the model proposed by Miles, Huberman, and Saldaña (2020), guided by grounded theory principles. Results and Discussion: indicate that tuja’i, taleningo, and tinilo hold the greatest potential as authentic instructional materials due to their embedded values of tauhid (monotheism), moral character (akhlak), and social responsibility. Effective classroom strategies include performative learning approaches—such as declamation, tanggomo-based dialogues, and collaborative projects—which significantly enhanced students’ speaking fluency, linguistic politeness, and cultural pride (reported by 83% of students). Nevertheless, major barriers are managerial in nature: a complete lack of teacher training (reported by 100% of respondents), absence of written teaching modules, the dominance of the national curriculum, and insufficient digital documentation. The integration of oral literature extends the theoretical frameworks of Communicative Language Teaching and Funds of Knowledge into the context of localised Islamic education. Conclusions and Implications: Gorontalo oral literature constitutes a strategic pedagogical resource that strengthens linguistic competence, Islamic character, and cultural identity. This research recommends enhancing teacher professional development, developing oral-literature-based teaching modules, and implementing policies supporting localised curriculum autonomy through structured partnerships between madrasahs and customary institutions to revitalise the Gorontalo language and foster sustainable Islamic education.
Co-Authors Abdul Haris Abdullah Abdullah, Agustin Ahudulu, Siswa Amalia Rizki Pautina Ana Mariana Ana Mariana, Ana Arif, M. Baso Tola Budiono, Supiah Dila, Nurfadila Djafar, Regina Domut, Ikmawati Hidayana, Siti Hulinggi, Maryam Ibnu Rawandhy N. Hula Ingka Rizkyani Akolo Iskandar, Karmila Ismail, Sukardi Kadir, Suleman Karmila Iskandar Kasim Yahiji Kasyim Yahiji Kobandaha, Gebiastika Kobandaha, Iyang Lisdawati Muda Lundeto, Rahmatia Malae, Nurhalisa Marlina, Anna Merlin Nasim Mobonggi, Arten H. Mohone, Mohone Mohune, Atika R. Mokoagow, Haryono Muh Arif Nasim, Merlin Nelti, Nelti Nurhamidin, Candra Puspita Nurlatifa Dihuma Nurul Hidayati Pakaya, Nurul Aini N. Pautina, Amalia Rizki Pido, Nur Wahidah Thayib Pratiwi, Wiwik Rahmadani Muhidin Rahmita Maulina Mayang Razak Umar Rivaldi Rivaldi Rizki Pautina, Amalia Sakina Saleh, Yuwin Rustam Sarif, Suharia Sela Cicilia Wodo Siti Hidayana Sitti Rahmawati Talango Sri Muliati Tarban Sukardi Ismail SUMARLIN ADAM Talango, Sitti Rahmawati Toino, Elma Umar, Yusuf Wantu, Hasyim Mahmud