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.
Articles
5 Documents
Search results for
, issue
"Vol. 2 No. 2 (2023): AUGUST"
:
5 Documents
clear
<![CDATA[Tafsir Mushafi Tentang Fonologi dan Ragam Modelnya : (Perbedaan Vokal aalam Quran dalam Pandangan Fonetik Modern) ]]>
<![CDATA[Husain Nasir]]>;
<![CDATA[Abubakar, Achmad]]>;
<![CDATA[Galib, Muhammad]]>;
<![CDATA[Kasim, Amrah]]>;
<![CDATA[Mahfudz, Muhsin]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i2.655
<![CDATA[Background: In the science of Qiraat, the problem of vowel reading on letters and words in the Qur'an is still much that has not been revealed, both from the aspect of classical and modern scholarly opinions. Purpose: This study aims to describe and introduce several rules about the process of occurrence of vowel a/i/u in certain words and verses, which are caused by the presence of letters, hamzah, sukun, and ishmam, including exploring new ways of analyzing the phonology of modern Arabic vowels based on standard generative theory. Method: This research is literature research. Primary data sources were obtained by al-Našr fi al-Qirā'at al-Islāmiyyah, and several verses of the Qur'an for comparison. Secondary data sources are literature, both in the form of books, journals, and research results related to phonology. Data collection is carried out by documentation techniques, listening, and recording. Data analysis techniques use open coding, then analyzed descriptively using grounded theory. Results and Discussion: This study informs about the rule that the variety of vowel punctuation on some verbs in the Qur'an will change according to the readings attributed to the ten Qira'at. The Vowel sign emphasizes the reading of dhamma/kasrah). The emphasis mark on nouns requires the insertion of dhamma while on verbs and insertion of kasrah. The round distinguishing mark (sifr) is important in turning kasrah into dhamma. Both Kasrah and dhamma have the property of 'Al, but some of them are distinguished by round marks on dhamma and square marks on kasrah. The Vowel sign for classical scholars indicates that the kasrah from the letter "waw" in the verb "qul" moved to the letter "qaf" after hadzf dhamma, then "waw" changed to "ya" to correspond to the kasrah in front of it. Modern linguists believe that the dhamma of the letter "qaf" can be changed to Kasrah and then "waw" removed, so that the existence of the two kasrahs is merged and becomes a long shaddah Conclusions and Implications: The differences and changes in vowels in phonetics cannot be separated from the debate that exists between classical and modern scholars. This indicates that the problem of qira'at is closely related to diacritical marks that are icons of producing sounds with various characters. This research has implications that having to study Qur'anic verses from a Vowel aspect will require us to see how scholars used to read so that the sounds produced are not only one variant but have a variety of very detailed and interesting reasons to be studied based on modern linguistic theory.]]>
<![CDATA[The design and implementation of Arabic Speech Proficiency (Kalam) lectures is student-centered ]]>
<![CDATA[Salih Yousif Sharaf Mohamed]]>;
<![CDATA[Alimuddin Rivai]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i2.676
<![CDATA[Background: Student-centered Arabic-speaking learning (Kalam) is important to be carefully and precisely designed so that Arabic learning is easier and more enjoyable according to the needs of students. Purpose: This study aims to present the concept design, implementation, and experimentation of the teaching and learning process of Arabic speaking proficiency centered on the needs of students through intensive training programs. Method: This type of research uses quasi-experimental experiments with a control group pretest-posttest design. The population of this study is even semester 2022-2023 students totaling 205 students and a sample of 35 students. The sampling technique uses random sampling from class III-A and III-B units. Data collection techniques are observation, experimentation, interviews, and documentation. Data analysis in this study was carried out repeatedly with a data reduction system, data presentation, and verification of conclusions. Results and Discussion: The design and implementation of speaking skills a very important skills in learning foreign languages, but to obtain maximum results, the lecturers' ability techniques and methods used are determining factors in achieving an increase in student speaking proficiency. The calculation results showed that the effectiveness rate and difference in students' Kalam skills was 83.13%, and the use of student-centered active speaking methods did not experience significant obstacles, which was an average of 9.52%, this showed that the intensive Arabic training program was very effective in learning and improving proficiency (Kalam). Conclusions and Implications: The design and implementation of lectures are more effectively carried out by being student-centered through brainstorming. The formulation of learning targets by individual students implements lectures more student-centered. It takes Takrar, tazawudd, and ta'awwun techniques to develop Arabic speaking skills in a continuous intensive program. This research implies that the application of Kalam learning patterns through training intensity programs is very well carried out gradually and continuously So that the material that has been designed can be developed with actual themes according to the needs of students.]]>
<![CDATA[Analisis Kebutuhan Belajar Bahasa Arab sebagai Bahasa Asing dalam Konteks Pendidikan Tinggi ]]>
<![CDATA[Annisa, Maryam Nur]]>;
<![CDATA[Safii, Randi]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i2.861
<![CDATA[Background: The importance of foreign language skills in the face of an increasingly connected era of globalization and increasing demand for learning Arabic as an official language in more than 20 countries. Purpose: This study aims to analyze the need to learn Arabic as a foreign language in the context of higher education. Method: The research method used is a qualitative approach with data collection techniques through surveys and interviews with active students of Arabic learning programs and lecturers who teach Arabic. Results and Discussion: The results showed that students have an academic goal to master Islamic religious texts and a professional goal to increase career opportunities in the Middle East and North Africa region. Students' motivations for learning Arabic include religious, cultural, and professional factors. Challenges students face in learning Arabic include the complexity of Arabic grammar and writing systems, lack of opportunities for language practice outside the classroom, and limited learning resources. Lecturers recognize the importance of focusing on developing Arabic communication skills and supporting language practice outside the classroom through social activities. Conclusions and Implications: The conclusions of this study emphasize the importance of developing Arabic learning programs that integrate the language in a variety of communication contexts, improve access to learning resources, create inclusive and innovative learning environments, and provide support in Arabic practice outside the classroom. The implications of this research are expected to increase the effectiveness of Arabic language learning in higher education environments so that students can develop Arabic language skills and understanding of Arabic culture more comprehensively and relevantly in facing the challenges of globalization.]]>
<![CDATA[ANALISIS DOKTRIN DALAM FILM "LUCA" KARYA CASAROSA ]]>
<![CDATA[Anastasia, Happy]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i2.875
<![CDATA[Background: Films seen from the element of doctrine are very interesting to be used as positive lessons, because every action can have consequences for choices in attitude. Purpose: This study aims to observe the doctrine in the film "Luca" by Enrico Casarosa, so that it can be known the consequences must be accepted by Luca as the main character, the attitude that must be carried out in response to the doctrine. Method: This research is a literature research. The primary data source was obtained by Casarosa's film "Luca" published in 2021. The data analysis method uses content-based qualitative analysis of dialogue words, sentences, images, cuts, scenes, paragraphs, and descriptive film narratives as well as the responses of the main character "Luca" who have elements of doctrination. Data analysis techniques are carried out through three stages: data reduction, data display, and conclusion pulling/verification Results and Discussion: The results of this study show that there is a doctrine in the film "Luca" by Casarosa. Doctrine against the main character, Luca: Among them are 1) obedience, which is marked by running into hiding; he must not have contact with man; It is not allowed to talk, discuss, and even approach the surface of the sea. As a consequence, if Luca does not comply, he will be captured and killed by humans. 2) Freedom, which is characterized by humans having their own vehicle in life, does not need anyone without pressure. As a consequence, if he does not follow Alberto's character, he will not get freedom, cannot adventure in the human world, and will still feel afraid of everything. 3) Continue to learn, create and innovate, this is indicated by the existence of a telescope that can observe distant objects seen closely; You can travel in the universe and galaxies only through small tools such as telescopes. As a consequence, if he hadn't followed Giulia, he would never have had the experience of a telescope adventure. This tells us about the importance of going to school. Conclusions and Implications: The film "Luca", Casarosa inserts several doctrines to serve as lessons such as: 1) Whenever we see danger or murderers, we need to run to hide. Unless, we will be killed. 2) Whenever we have worries or fears in mind, we need to encourage them all and build our own ways to manage them as a force. Unless, we will continue to feel afraid of facing problems. 3) Dare to learn more, to experience more, to adventure more, especially to the world, universe, and galaxy, then our knowledge will increase. If we just stay and do nothing, we will only continue to be like a frog in a shell. 4) Learn more to increase knowledge, then we will know how to adventure the world and universe. If we do not develop ourselves by learning, then we will only become like people who stutter in knowledge.]]>
<![CDATA[Analisis Validasi Soal Tes Hasil Belajar Pada Pelaksanaan Pembelajaran Bahasa Inggris ]]>
<![CDATA[Otoluwa, Moon Hidayati]]>;
<![CDATA[Ismail, Abdul Kadir]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i2.1453
<![CDATA[Background: The teaching staff is not only responsible for the process of knowledge transactions but more than that, the teaching staff, in this case, lecturers, are also required to make assessment and measurement instruments to find out the extent to which students are able and able to master the English material in an evaluation process or rather a test. Purpose: To find out how the validity analysis of learning outcome tests made by English lecturers at the IAIN Sultan Amai Gorontalo Language Development Center Method: This research is evaluative research that evaluates question items using a quantitative approach. Results and Discussion: IAIN Sultan Amai Gorontalo lecturers tend to make learning outcome test questions in objective form based on practical courses' characteristics. With accurate tests, developing questions that can reveal students' applicative abilities, analysis, synthesis, and evaluation is more accessible than objective tests. In designing learning outcome test questions, not all lecturers (around 76%) make a grid of questions used as a reference for writing question items. Even though the grid is essential in writing good questions, in addition to writing questions, most lecturers use a combination of last year's questions and new ones. Making further questions related to the development of science and technology will be more meaningful. Conclusions and Implications: Not all lecturers of English courses at IAIN Sultan Amai Gorontalo have conducted a theoretical review regarding the quality of the questions that have been asked. However, one thing that is quite good and positive in the review that has been carried out by most lecturers, namely the most re-examined aspect, is the suitability of the question material with the competence of learning outcomes. There are still some weaknesses in several question sets, namely for objective tests. The aspect that is still weak is the non-uniformity of the short length of statements between answer choices and the separation of the main question page from the answer page. Another drawback to this form of the test is that there are still pictures accompanying the questions that are not clear.]]>
