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
6 Documents
Search results for
, issue
"Vol. 2 No. 3 (2023): DECEMBER"
:
6 Documents
clear
<![CDATA[Anaysis of Arabic Textbooks in Character Education Curriculum Framework K13 ]]>
<![CDATA[Munasib, Munasib]]>;
<![CDATA[Faoziyah, Laila]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.871
<![CDATA[Background: Textbooks are books that contain knowledge that is the result of an analysis of the curriculum in written form to achieve the desired learning objectives. However, in several textbooks, problems were found that the contents of the books were not following the curriculum content standards and textbook standards. Therefore, it is necessary to analyze the contents of Arabic textbooks. Purpose: This research is to analyze the Arabic language textbooks of Madrasah Aliyah based on the K13 character education framework. Method: The method used in this study is a literature study. As for data analysis, the authors used content analysis techniques based on the realm of spiritual attitudes, the realm of social attitudes, the realm of knowledge, and the realm of skills as stated in the 2013 curriculum. Results and Discussion: The results of the analysis of the qira'ah material Chapter II Arabic language textbooks for class XI Madrasah Aliyah in odd semesters show that in the material entitled al hayah as shihiyyah there is knowledge value in the form of scientific integration. Skill value, students have skills in combining knowledge between health sciences and Islamic religious knowledge. The value of a spiritual attitude, namely being good at being grateful, and a social attitude, namely by maintaining, setting an example, and inviting others to always apply a healthy lifestyle in life. Conclusions and Implications: Arabic textbook by H.D. Hidayat class XI is following the Core Competencies and Basic Competencies formulated in the 2013 General Curriculum. The implications of the results of this analysis are in the form of interpretations that can be used as additional explanations in learning Arabic.]]>
<![CDATA[Development of Learning Media Using Smart Apps Creator Application for Arabic Language Learning ]]>
<![CDATA[Damulawan, Fira Sutira]]>;
<![CDATA[Damhuri]]>;
<![CDATA[Paputungan, Moh. Zulkifli]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.1423
<![CDATA[Background: The Arabic language teacher at Madrasah Tsanawiyah Al-Hikmah Mogutat Kotamobagu teaches Arabic using the KMA 183 textbook, a whiteboard, and an LCD projector. The teaching media employed by the teacher include illustrated paper and PowerPoint presentations. However, these methods have not yet increased students' interest, motivation, or learning outcomes in Arabic language lessons. Purpose: Based on interviews and an analysis of the Arabic language teacher's needs, the primary issue that requires immediate resolution is the presence of effective instructional media for the Arabic language subject. Method: This research follows the Research and Development (R&D) approach, using the ADDIE model. The development of instructional media, specifically using the Smart Apps Creator application, is tailored for students at MTs Al-Hikmah Mogutat Kotamobagu and is based on the Core Competencies (KI) and Basic Competencies (KD) of the Grade VIII Arabic language curriculum for Semester 1. Results and Discussion: The validation results from media experts for the developed instructional media show an average percentage score of 95.77%, which falls into the "very appropriate" category. Material experts rated it at 88%, also in the "very appropriate" category. Language experts provided a validation score of 86.67%, placing it in the "very appropriate" category. The Arabic language teacher's feedback resulted in a score of 93%, categorized as "very appropriate." Among the small group of students, 0% (0 students) rated the media as "very inappropriate," 0% (0 students) as "inappropriate," 0% (0 students) as "moderately appropriate," 40% (2 students) as "appropriate," and 60% (3 students) as "very appropriate." In the large group trial, the media was rated as "very appropriate" with a percentage of 94.94%. Conclusions and Implications: The instructional media product developed using the Smart Apps Creator application for the Arabic language subject for Grade VIII students at MTs Al-Hikmah Mogutat Kotamobagu can be operated on Android-based devices. It allows users to access the content anytime and anywhere via smartphones with a minimum RAM specification of 2 GB.]]>
<![CDATA[Pengembangan Media Website Guru Bahasa Arab dalam Proses Belajar Mengajar Materi Qiraah ]]>
<![CDATA[Moh Firdaus]]>;
<![CDATA[N. Hula, Ibnu Rawandhy]]>;
<![CDATA[Bt. H. Bahri, Ratni]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.1424
<![CDATA[Background: The rapid development of technology today requires teachers to keep up with the flow of information including the development of learning media. Purpose: This study was conducted to determine the development and quality of the teacher's website media in the Arabic language teaching and learning process and to determine the effectiveness of the use of Arabic language teacher website media in the teaching and learning process at MTs N 1 Gorontalo Regency. Method: This research uses the ADDIE development model, which stands for Analysis-Design-Development-Implementation-Evaluation. This model was developed by Dick and Carry which is arranged programmatically with a regular sequence of activities in an effort to solve learning problems related to website media tailored to the needs of teachers and the characteristics of students. Results: The product developed is the Arabic language teacher's website media in the Arabic language teaching and learning process at MTs N 1 Gorontalo Regency. the determination of sampling and samples was taken from class VII.5 totaling 25 students and one Arabic language teacher. Conclusion and Implications: This study showed that the Arabic language teacher's website at MTs N 1 Gorontalo Regency effectively enhanced teaching. With strong student (88.9%) and teacher (85%) responses, it could serve as a model for developing tech-based learning media in other subjects and support integrating technology into the curriculum to boost student engagement and learning outcomes.]]>
<![CDATA[Development of Short Film-Based Muhadasah Learning Media at SMP IT LHI Yogyakarta ]]>
<![CDATA[Rita Octavia]]>;
<![CDATA[A. Hasan, Adtman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.1448
<![CDATA[Background: Muhadasah can be interpreted as how students express ideas in Arabic through conversation, where the conversation is carried out between students and teachers or between students and other students. However, the muhadasah learning process is generally less innovative and fun. Teachers often use the lecture method by displaying vocabulary and asking students to recite and memorize it. In learning muhadasah, it is best to use interesting media that motivate students to be active or make it easier for them to learn muhadasah. Purpose: It aims to develop a short film–based muhadasah learning media, to know the feasibility of these media and to find out the response of LHI IT Junior High School students to these learning media. Method: This type of research is development research. The development of short film-based muhadasah learning media is carried out through several stages, namely 1) finding potentials and problems at the time of learning observation and interviews, 2) spreading needs analysis questionnaires, 3) designing learning media product, 4) asking for material expert responses, 5) revising products based on expert responses, 6) product trials in the classroom. Results and Discussion: The research results in muhadasah learning media products based on short films at SMP IT LHI Yogyakarta. The sampling and samples were determined from 30 students participating in muhadasah learning and one Arabic language teacher. Conclusions and Implications: It can be concluded that short film-based muhadasah learning media is very suitable for use. Based on an expert assessment of learning media, a feasibility score from a material expert was obtained at 4.8 with an SB category ( excellent). At the same time, the feasibility score from the design expert was 4.7 with the SB category (outstanding). Students' response to short film-based muhadasah learning media products was very feasible, with an average score of 4.27 on the material aspect and a 4.3 on the design aspect.]]>
<![CDATA[Strategi Memahami Teks Melalui Pembelajaran Bahasa Arab Qiraah Wa Tarjamah di MAN 1 Brebes ]]>
<![CDATA[Afriyanto , Nurrokhmat]]>;
<![CDATA[Fairuz Rosyid, M]]>;
<![CDATA[Safii, Randi]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.1472
<![CDATA[Background: The problem that arises in Arabic language learning carried out by MAN 1 Brebes is the difficulty of reading Arabic texts and translating them into three aspects, namely, linguistic aspects, non-linguistic aspects, and cultural aspects. Purpose: This study focused on Arabic language learning in MAN 1 Brebes. The main is the application of Qira’ah and Tarjamah methods. This method teaches Arabic grammar first and then translates. Method: This research uses a type of descriptive qualitative research. The data collected and analyzed is in the form of words and images and is not related to numbers. Results and Discussion: The strategies in qiroah learning used by MAN 1 Brebes teachers are: The first stage, qira’ah Jahriah or reading aloud, has a very high significance for first-level learning because this type focuses on practicing pronouncing vocabulary or letters correctly so that students understand between the sound of hijaiyyah letters and the symbol of the sound or hijaiyyah letters. The second stage is to read silently. In reading silently, students are trained to deepen the material. Students understand the meaning of words, the meaning of words within sentences, and the overall meaning of sentences in paragraphs. At the last stage in qiro’ah learning, the teacher analyzes the grammar in the qiroah reading text. This grammatical analysis is not only to understand the manuscript but also to strengthen the grammatical material that has been given previously. Conclusion and Implications: Qiro’ah teaching strategies with the Tarjamah grammar method in MAN 1 Brebes can be summed up into three categories: qiro’ah strategies, Tarjamah grammar methods, and learning techniques. The use of the Qiraah Wa Tarjamah strategy in Arabic language learning at MAN 1 Brebes effectively enhances students' text comprehension, making it advisable to be widely implemented with the development of teaching materials, teacher training, and appropriate evaluation.]]>
<![CDATA[Responsive Management of Islamic Education to Local Linguistics: Challenges and Innovations in School Management Practices (Case Study in Gorontalo Regency) ]]>
<![CDATA[Toino, Elma]]>;
<![CDATA[Pateda, Lamsike]]>;
<![CDATA[Hula, Ibnu Rawandhy N.]]>;
<![CDATA[Mariana, Ana]]>;
<![CDATA[Pakaya, Nurul Aini N.]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.3057
<![CDATA[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.]]>
