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 Implementation of the Audio Lingual Method in Teaching Vocabulary to Tenth Grade Students MAN in Pekalongan Regency ]]>
<![CDATA[Maulida, Syafa'atul]]>;
<![CDATA[Isbah, Faliqul]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i1.1494
<![CDATA[Background: The implementation of the Audio-Lingual Method is crucial in teaching Arabic vocabulary. Therefore, careful planning, precise implementation, and accurate evaluation are necessary to achieve optimal learning outcomes. Purpose: To describe the three main steps: Planning, Implementation, and Evaluation, as well as the supporting and inhibiting factors in the application of the audio-lingual method for Year 10 students at MAN Kota Pekalongan. Method: This research is qualitative, with data sourced from Arabic language teachers, the Deputy Curriculum Head, the Principal, and students. Data collection techniques refer to the theory by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Results and Discussion: The findings indicate that the planning stage includes the preparation of teaching administration, lesson plans, and teaching materials. The implementation activities begin with classroom organisation, presentation of learning objectives, and delivery of lesson content. Evaluation is used to assess students’ understanding of vocabulary through relevant exercises. Challenges faced in the application of this method include limited facilities, low student interest, and the heavy administrative burden on teachers, which hinders effective teaching. Conclusions and Implications: The conclusion of this research shows that although the Audio-Lingual Method has great potential in teaching Arabic vocabulary, various challenges need to be addressed to enhance its effectiveness. The implications of this research include the need for adequate support facilities, increased student motivation, and a reduction in the administrative burden for teachers. With these steps, it is hoped that Arabic language teaching can become more effective and engaging for students.]]>
<![CDATA[Constructivism in Arabic Language Pedagogy: An Exploration Through Islamic Higher Education Settings ]]>
<![CDATA[Haerullah, Ira Safira]]>;
<![CDATA[Muhammad Jundi]]>;
<![CDATA[Hasibuan, Renni]]>;
<![CDATA[Ranita Sari]]>;
<![CDATA[Desi Asmarita]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i1.1495
<![CDATA[Background: Numerous studies have delved into the constructivist paradigm in the context of language learning. However, exploration of its application in Arabic language instruction, particularly within higher education settings, remains an intriguing area for further investigation. Purpose: This research aims to conduct a thorough analysis of the implementation of Constructivist Theory in Arabic Language Education within Islamic Higher Education Institutions, through a review of relevant previous studies. Method: The research methodology employed is a qualitative approach with a Literature Review design, utilizing documentation as the primary data collection method, subsequently analyzed using content analysis and interactive analysis techniques. Results and Discussion: Findings reveal that the application of constructivist-based instructional models in Arabic language education at the higher education level significantly contributes to enhancing the quality of the learning process and outcomes. The development of instructional materials based on constructivism also yields significant positive impacts, enhancing students' Arabic language proficiency and fostering more meaningful learning experiences. Conclusions and Implications: The conclusions affirm that the constructivist approach is effective in enhancing Arabic language education in the academic environment of higher education, particularly within the context of Arabic language education.]]>
<![CDATA[Model-Model Pembelajaran Mahārah Al-Istimā’ dan Mahārah Al-Kalām di Pesantren Mahasiswa An Najah Purwokerto ]]>
<![CDATA[Hanifah, Yuyun]]>;
<![CDATA[Safii, Randi]]>;
<![CDATA[A. Hasan, Adtman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i1.1497
<![CDATA[Background: This research was conducted due to interest in the learning of the Arabic language at the An-Najah student Islamic boarding school in Purwokerto, especially in the Foreign Language complex called the An-Najah Arabic Javanese English Community (AArJEC). There, the students appeared happy to learn because of the teacher's creativity in teaching, which helped them understand the Arabic language easily. Purpose: The purpose of this study is to describe the learning models of mahārah al-istimā' and mahārah al-kalām at the An-Najah Student Islamic Boarding School in Purwokerto. Method: This research employs a descriptive qualitative research approach to investigate the Learning Model of mahārah al-istimā' (listening skills) and mahārah al-kalām (speaking skills), with data sources obtained from students at the An-Najah Islamic Boarding School in Purwokerto. The data collection process involved interviews, participatory observation, and documentary study, with data analysis techniques including data reduction, data presentation, and verification. Results and Discussion: The research findings show that the learning models used for mahārah al-istimā' were the niteni (observing) model and the translation model. As for the Mahārah al-kalām learning models, they included the free conversation model as well as language activity models such as khitabah (public speaking), theatre, and Arabic discussion forums. Conclusions and Implications: The learning of mahārah al-istimā' and al-Kalam at the An-Najah Islamic Boarding School utilizes the Niteni and Translation models, which combine active listening, vocabulary acquisition, and contextual understanding. These findings can be considered in the development of Arabic language curriculum and teaching methodologies.]]>
<![CDATA[Item Analysis of Arabic Thematic Questions to Determine Thinking Level Ability ]]>
<![CDATA[Kadir, Suleman]]>;
<![CDATA[Sarif, Suharia]]>;
<![CDATA[Fuadi, Abdul Hafizh Nur]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i1.1498
<![CDATA[Background: Thematic Arabic language test items are crucial to be analyzed, but the interesting aspect is to determine whether the Arabic language questions used meet the criteria of HOTS (High Order Thinking Skill) questions. Purpose: To analyze HOTS (High Order Thinking Skills)-based thematic Arabic language questions, which involves the analysis of test items that meet the criteria and possess high-level thinking skills. Method: This research employs a mixed-method approach, combining qualitative and quantitative methods, as the analysis in this research requires examination from these two perspectives to generate accurate verbal and numerical results. The research sample consisted of 101 individuals from 3 classes. Data collection was conducted by distributing the test items to the students and analyzing them using the Anates application.. Results and Discussion: The analysis results show that the existing test items still contain a low level of LOTS (Low Order Thinking Skill) thinking, therefore improvements and revisions are necessary so that they can be re-tested in the next stage. Specifically, based on the analysis, there are several questions that still fall into the C3 criteria (items 6 and 15), C2 (item 14), and C1 (items 7-12). Meanwhile, in terms of quality, as measured through the Anates application, the XY correlation has a value of 0.63, the test score reliability is 0.78, and the difficulty level is found in items 2, 14, 11, and 15, which still need to be corrected and revised. Conclusions and Implications: The thematic questions that have been tested meet the HOTS criteria, but in terms of quality, they are still relatively moderate, with some questions leaning towards LOTS, therefore requiring revisions. Research Implications: The findings of this study can be used as a reference for educators to design and analyze HOTS-based questions in Arabic language learning, particularly in relation to the enhancement of students' higher-order thinking skills. These results can also encourage the development of more comprehensive assessment instruments that align with the current curricular demands.]]>
<![CDATA[New Model of Arabic Language Evaluation and Test System in the Development of 21st Century Learning Media ]]>
<![CDATA[Mursyid, Abdul Razak]]>;
<![CDATA[Hula, Ibnu Rawandhy N.]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i1.1513
<![CDATA[Background: This article discusses the Arabic language evaluation and test system using technological media as a goal to help the quality of learning Purpose: This study aims to discuss the Arabic language evaluation and test system in the development of 21st-century learning media in a systematic and organized manner. Method: The method used in this research is library research or literature review is the process of conducting research carried out by a researcher to collect some information and data sets based on various available materials such as reference books, previous research, journal articles, notes, and various kinds of magazines that are closely related to the title of the research to be solved. Results and Discussion: The results of the research and discussion in this study include the development of media based on quizzes, centimeters, and neared applications that can be used in the use of evaluation systems and Arabic language learning tests. Conclusions and Implications: This study concludes that in carrying out an Arabic language evaluation and test system based on the development of Quiziz, centimeter, and Nearpod media, the three applications are very useful in compiling Arabic evaluation and test questions. Because several features are very complete educators can easily assess and measure the extent of students' ability to master learning material.]]>
