ELOQUENCE: Journal of Foreign Language
ELOQUENCE: Journal of Foreign Language is a Multy Lingual (English-Arabic-Indonesia) peer-refereed journal that promotes research in the field of foreign language teaching and learning, Literature, approaches and theories. Published three times a year (April - July - October) E ISSN: 2964-9277 Publisher : Language Development Center, IAIN Sultan Amai Gorontalo Topics Include: 1. Foreign Language Learning and Teaching (Foreign Language Learning strategy, Foreign Language Curriculum, Foreign Language Learning Media) 2. Linguistics Macro and Micro (Contrastive Analysis, Error Analysis in Learning Foreign Language, Phonology, Morphology, Syntax, and Semantics aspect of a foreign language) 3. Literature (Comparative Literature, Foreign Language Literature) ELOQUENCE deals with contemporary research in education related to foreign language teaching/learning methodologies and approaches in various subjects. The scope of the journal includes, but is not limited to; the following major topics as they relate to Peer Review Process Computer-assisted Language Learning, Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), English and Arabic for Specific Purposes (EASP), Fluent Teacher Interactions, English and Arabic for Occupational Purposes (EAOP). Foreign Language Teaching Gender studies, General Linguistics, Globalization Studies and world English-Arabic, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language teacher education, Language teaching methodology, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Other FLTAL related issues, Pragmatics. Second Language, Second Language Acquisition, Second Language Acquisition Theory, Second language Audio, Second Language Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary LearningTeaching English and Arabic as a Foreign/Second Language, Teaching Language Skills TESOL/TESL/TEFL, PBT/CBT,IBT/ Translation Studies, Applied linguistics, Cognitive linguistics, Linguistic Model.
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<![CDATA[The Criteria of Good English Textbook for Students: A Senior English Textbook Analysis ]]>
<![CDATA[Akhmad, Enni]]>;
<![CDATA[R. Saleh, Yuwin]]>;
<![CDATA[Pakaya, Susanti]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.454
<![CDATA[Background: United Kingdom textbooks are a medium for delivering material, good material must be supported by good textbooks in accordance with the 8 ideal criteria of textbooks. Purpose: This study aims to analyze and describe the United Kingdom textbooks used in SMA Negeri 1 Gorontalo Regency Method: This study uses a qualitative method with an approach to analyzing the content of textbooks. Data was obtained through an observation system on topics, language aspects, task forms for 4 language skills, and task structure in each chapter of the book. The textbook analyzed is a textbook for high school students in grade X published by the Ministry of Education and Culture in the K-13 curriculum edition in 2017 Results and Discussion: The results of the study show that of the 8 criteria for a good textbook, this book meets the 5 criteria set. The 5 criteria are having clear goals and approaches, book design and organization, language content, language skills, language topics and practice situations Conclusions and Implications: This study concludes that this book is worthy of being recommended to be used as a textbook for students. This research has implications for efforts to improve students' mastery of United Kingdom language skills through the teaching materials in the textbooks used]]>
<![CDATA[Tata Bahasa Kasus Fillmore Dalam Cerpen Al-Yatîm Oleh Fatima Mohsen: Tata Bahasa Kasus Fillmore Dalam Cerpen Al-Yatîm Oleh Fatima Mohsen ]]>
<![CDATA[Hariyani, Nety Novita]]>;
<![CDATA[Rofidah, Ni’ma]]>;
<![CDATA[Abyad, Habil]]>;
<![CDATA[Maula, Siti Zulfa Hidayatul]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.357
<![CDATA[Background: Case grammar emerged with Fillmore's response to developments in transformation grammar, which has been an interesting subject to syntacticians and semanticists for many decades. Purpose: This study aims to (1) reveal the modalities in the short story Al-Yatîm by Fatima Mohsen; and (2) to describe the propositions in the short story Al-Yatîm by Fatima Mohsen based on the grammar theory of Charles J Fillmore's case. Method: This research includes descriptive-qualitative research. The primary data sources used are quotations from the short story Al-Yatîm by Fatima Mohsen, and the secondary data sources used are books and journals relâted to research studies. The data collection technique in this study was the note-reading technique. The data analysis technique used is Miles and Huberman's data analysis Results and Discussion: The results of this study include: (1) there are 5 types of modality, namely time (madhi, hal, mustaqbal), sign (janib madhi, janib haal, janib mustaqbal), negation (lâ, lâysa, lan), adverb (taroddad, darojah), and mood (irsyadiyah); and (2) there are 8 types of propositional cases, namely agentive case (dhomir ana, dhomir mustatir nahnu, waliid, wahiid, at-tiflu as-shoghir), experiential case (tahmilu), instrument case (jihaz), objective case (zaujatahu, kalâmaha), source case (ta'uda, i'adah, ajro'), purpose case (ilâ at-thobib, ilâ al-mabna), locative case (ma'mal, daaril aytam, maktabil mudiroh), and time case (tsalâsatu asyhur, at-tsanawatil khoms). Conclusions and Implications: Case grammar studies not only focus on English grammar, but can also be applied to all grammatical languages including Arabic. In the grammar of the Fillmore case, each case has a semantic role in the sentence aiming to exp lâ in the relâtionship between the predicate and the noun phrase. With this research, readers are expected to be able to understand the grammar of cases, and be able to apply it in the learning process. Relâted to the suggestion that needs to be looked at for future researchers is to examine more references and other theories related to case grammar, as well as be better prepared in the process of data analysis so that they can get good research results. In addition, researchers understand that this study is far from perfect. Therefore, researchers ask for constructive advice from readers so that in the future they can present better research or other written works.]]>
<![CDATA[Why and How Non-English Department Students Learn Vocabulary in Using Realia ]]>
<![CDATA[Usman Dilo, Asna]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.382
<![CDATA[Background: The primary language aspect is vocabulary. It must be mastered before mastering English skills. Vocabulary is the basement component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Purpose: This study reported comprehensive findings and interpretations that will provide a deep understanding of why non-English department students learn vocabulary using realia and why they learn the way they do. Method: This research is classroom action research that generally aims to improve students' communicative competence in English Results and Discussion: The results showed that by using realia teaching materials, lecturers could motivate students in communicative competence, and it can be seen in the results of research that have increased significantly. This can be proven by the increasing ability of students to describe things and communicate well and smoothly during the teaching and learning process. Students quickly draw what is happening around them because they are obtained or events that occur in their area. Conclusions and Implications: By using realia teaching materials, lecturers can motivate students in communicative competence, which can be seen from the research results that have experienced a significant increase. This can be evidenced by the increasing ability of students to describe things and communicate well and smoothly during the teaching and learning process. The implication of this research is to motivate students to communicate, and it must start with what exists and happens in the environment where they live so that they can easily find difficult words. The implication of this research is that in motivating students in communicating, it should start from what exists and happens in the environment where they live so that they can easily find difficult words.]]>
<![CDATA[Implementation of Interactive Multimedia to Improve Understanding of Arabic Rules in Jar and Athaf Letters ]]>
<![CDATA[Yusuf , Muhammad]]>;
<![CDATA[Arif, Muh]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.386
<![CDATA[Background: Along with the main task of teachers, namely teaching, in the teaching and learning process that takes place at school, teachers are not only required to be able to convey subject matter, but are required to be able to guide and encourage students to learn more actively. Purpose: The purpose of this study was to improve students' understanding and enthusiasm in learning Arabic on the material of jar and athaf letters by using interactive multimedia methods. Method: This study used classroom action research method. Results and Discussion: Interactive multimedia methods can improve students' activeness and learning outcomes. This can be seen from the learning activeness of students in Arabic language subjects on the subject of Jar letters and Athaf letters from the pre-cycle only obtained an average of 54.25 with a qualitative index (D) “Less” increased in cycle I by 65 with an index (C) “Enough” and increased significantly in cycle II to 84.12% with a qualitative index (A) “Excellent”. Likewise, the completeness of learning outcomes in Arabic language subject matter of Jar and Athaf letters continues to increase from the pre-cycle of only 23.07% (3 students) with an average score of 61.15, then increased in cycle I to 53.83% (7 students) with an average score of 67.69. While the completeness of student learning in cycle II can reach 84.59% (11 students) with an average score of 82.30. Conclusion and Implication: Based on the results of data analysis of classroom action research, it can be concluded that the implementation of Arabic language learning on the material of Jar and Athaf letters using interactive multimedia methods has been successful for this Classroom Action Research (PTK).]]>
<![CDATA[Sosiolinguistik (Campur Kode Masyarakat Kampung Arab Gorontalo) ]]>
<![CDATA[Adam, Abdul Azis]]>;
<![CDATA[Yasin , Zohra]]>;
<![CDATA[Hairuddin, Hairuddin]]>;
<![CDATA[Sarif, Suharia]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.482
<![CDATA[Background: Code Mixing is a sociolinguistic phenomenon and is common in bilingual or multilingual societies. Purpose: The purpose of this study is to describe the sociolinguistic phenomenon of code-switching through the speech of the Gorontalo Arab community. Method: This research uses a qualitative method to descript the object of code-mixing according to the actual situation and phenomenon. Data collection was done by direct observation with note-taking techniques and interviews with five descendants of Yemeni Hadrami Arab ethnic living in Gorontalo. Results and Discussion: This study concludes that in the speech of ethnic Arabs of Gorontalo Arab Village, there is a code mix in the form of word insertion from Indonesian to Arabic. This study found an external code mix that is often used in the speech of people who live in Gorontalo Arab village, with as much as 25 data. Conclusion and Implication: The results of this study imply that sociolinguistics can be a means of language learning. However, from the grammatical aspect, it has shortcomings due to mixing words that do not follow the standard rules in the two mixed languages. It is believed that there are still many vocabularies that are mixed between Arabic and Indonesian and are often spoken by the Arab community in Gorontalo. Therefore, this research can be developed in a larger population, especially in ethnic Arabs inhabiting several Gorontalo Province areas.]]>
<![CDATA[Management of Language Tests at the Grade Level (Format, Rubric, Validity) ]]>
<![CDATA[Abdullah, Agustin]]>;
<![CDATA[Pateda, Lamsike]]>;
<![CDATA[Kadir, Suleman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.3046
<![CDATA[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.]]>
