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[Development of Arabic Language Learning Media Using the Doratoon Application in Improving Speaking Skills : Pengembangan Media Pembelajaran Bahasa Arab Menggunakan Aplikasi Doratoon dalam Meningkatkan Keterampilan Berbicara ]]>
<![CDATA[Paputungan, Moh. Zulkifli]]>;
<![CDATA[Yuliana Hasan, Ceysi]]>;
<![CDATA[Miatin Rachmawati]]>;
<![CDATA[M. Kholis Amrullah]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2308
<![CDATA[Background: Arabic learning is learning that requires components as tools to help students understand the material being taught. These components are like learning media. However, at MTs al-Khairat Gorontalo City, especially grade VII, in the process of learning Arabic, learning media has not been used. Thus, students get bored quickly and the learning outcomes are not optimal. Purpose: This study aims to develop animation-based Arabic learning media using the Doratoon application to increase the learning interest of grade VII students of MTs Al-Khairat Gorontalo City. Methods: The method used is Research and Development (R&D) with the ADDIE model (analysis, design, development, implementation, and evaluation). Results and Discussion: The results of this media development show that the Doratoon application is effective in improving students' speaking skills. This is measured at a figure that reaches 93% Based on the validity test of the first two 2 validators, the calculation results show that the average score reaches 89%, which is included in the category of interpretation of the interval of 80% - 100%, with a rating of "Very Feasible". This indicates that according to the material expert validator, the developed product has met the excellent eligibility criteria and can be used effectively. The second validator as a media expert in the evaluation results showed that the media obtained a score of 56 out of a total of 60, with a percentage of 93%, which indicates the category of "Excellent". This media has an attractive appearance, good color harmony, and effective layout arrangements, and fulfills learning objectives well. Conclusion and Implications: The use of animation video-based learning media using the Doratoon application has been proven to be effective in increasing students' motivation and understanding of Arabic material at MTs Al-Khairat, Gorontalo City. Based on the results of the implementation and evaluation, the majority of students showed a positive response to the developed media, with an average score of 89%, which is included in the "Good" category. While there are some students who are still struggling, efforts to adjust learning strategies and pay more attention to those students can improve future outcomes. In addition, the development of this media also contributes to improving the quality of Arabic teaching, especially in creating a learning atmosphere that is more interactive, interesting, and in accordance with the needs of the current digital generation.]]>
<![CDATA[في البرنامج العلاجي لتعليم اللغة العربية المكثف بالجامعة كياهي الحاج عبد الرحمن واحد بكالونجان الإسلامية الحكومية(SRL) تعليم علم النحو على ضوء التعلم المنظم الذاتي: Pengajaran Tata Bahasa Arab Berbasis Pembelajaran Berbasis Pengaturan Diri (SRL) dalam Program Intensif Perbaikan Bahasa Arab ]]>
<![CDATA[Akhas, Muhammad Zayinil]]>;
<![CDATA[Rosyid, M. Fairuz]]>;
<![CDATA[Fathuddin, Ahmad Ubaedi]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2702
<![CDATA[Background: Grammar teaching in Arabic language learning often fails to encourage student independence and motivation, especially in the context of remedial programs. Purpose: This study aims to examine the application of Self-Regulated Learning (SRL) strategies in grammar teaching in an intensive Arabic remedial program at UIN K.H. Abdurrahman Wahid Pekalongan. Method: This study employs a qualitative descriptive approach with a non-experimental field design, involving 23 students selected purposefully due to their low grammar proficiency. Data were collected through observation, SRL questionnaires, pre- and post-tests, and in-depth interviews. Data analysis was conducted qualitatively and quantitatively to evaluate the effectiveness of the SRL strategy and its impact on grammar mastery. Results and Discussion: The results of the study showed a significant improvement in students' grammar comprehension after the implementation of the SRL strategy. Students demonstrated increased independence, motivation, and engagement in grammar learning. SRL components such as planning, self-monitoring, and reflection were proven effective in addressing grammar learning challenges in an intensive short-term environment. Conclusions and Implications: These findings indicate that integrating SRL into Arabic grammar instruction can improve learning outcomes and foster student independence. This study contributes to the development of SRL theory in language learning and offers practical implications for designing more effective remedial programs in Arabic language education. The integration of Self-Regulated Learning in Arabic grammar instruction in remedial programs not only improves mastery of the material but also fosters the independent learning character essential for long-term academic development. Therefore, this approach is recommended for widespread adoption in Arabic language learning programs in higher education, with the support of policies, faculty training, and adequate learning resources.]]>
<![CDATA[Transformasi Pendidikan Bahasa Arab Melalui NAFIRA (Nahdlatul Raghibin Fii Lughatil Arabiyah) sebagai Program Unggulan di Pondok Pesantren Darussalam Jombang: Memperbarui Pendidikan Bahasa Arab Melalui NAFIRA (Nahdlatul Raghibin Fii Lughatil Arabiyah) sebagai Program Unggulan ]]>
<![CDATA[Musyarofah, Umirul]]>;
<![CDATA[Celine, Devi Rofidah]]>;
<![CDATA[Absor, Firdaus Ulul]]>;
<![CDATA[Al-Ulya, Naila Nafahatus Sahariyah]]>;
<![CDATA[Abu Bakar, M. Yunus]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2714
<![CDATA[Background: Improving Arabic language competence in Islamic boarding schools requires innovative and adaptive curriculum models that address students' diverse needs. Purpose: This study aims to analyze the implementation of the NAFIRA program (Nadhirotul Raghibin Fii Lughatil Arabiyah) as an adaptive curriculum innovation to improve students’ Arabic language competence in Darussalam Islamic boarding schools (pesantren). Method: The research employed a qualitative-descriptive method using a case study approach in a pesantren implementing the NAFIRA program. Data were collected through in-depth interviews, direct observations, and document analysis. The population consisted of teachers and students involved in the program, with selected participants as the research sample. Data analysis was conducted through data reduction, data display, and drawing conclusions based on the Miles and Huberman model. Results and Discussion: The results show that NAFIRA is tailored to students’ real language needs and their diverse linguistic backgrounds. The program is implemented through structured planning, teacher training, regular evaluations, and daily monitoring. It has proven effective in developing all four Arabic skills listening, speaking, reading, and writing and has strengthened students’ comprehension of Islamic subjects. The study fills a gap in curriculum research by emphasizing the role of adaptive, need-based program design in Islamic education settings. Conclusions and Implications: NAFIRA has demonstrated its value as an effective, contextual curriculum model for Arabic language education in pesantren. The findings suggest that future curriculum development should prioritize contextual, need-based approaches to improve educational outcomes in Islamic schools. Keyword :NAFIRA, adaptive curriculum, Arabic language, pesantren, educational management]]>
<![CDATA[Perception of the Use of Artificial Intelligence for Improving English Academic Writing Skills: Persepsi Penggunaan Kecerdasan Buatan untuk Meningkatkan Keterampilan Menulis Akademik Bahasa Inggris ]]>
<![CDATA[Anwari, Muhammad Fatikh]]>;
<![CDATA[Retnaningsih , Woro]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2749
<![CDATA[Background: The rapid development of artificial intelligence (AI) has significantly influenced various aspects of education, particularly in academic writing. English language education students are increasingly utilizing AI-based tools to support their writing activities. Purpose: This research aims to explore the perceptions of fourth-semester English Language Education students at UIN Raden Mas Said Surakarta regarding the use of AI in improving their academic writing skills. Method: This study employs a descriptive qualitative method using in-depth analysis based on the Technology Acceptance Model (TAM). Data were collected through interviews with ten English students who actively use AI tools in their academic writing. Results and Discussion: The findings show that students use a variety of AI applications such as ChatGPT, Grammarly, Zotero, and others to assist in idea generation, language accuracy, paraphrasing, and reference management. Students acknowledged the benefits of AI in terms of increased productivity, enhanced writing quality, and overcoming writing challenges. However, several concerns were also raised, including overdependence on AI, reduced critical thinking, ethical issues regarding originality, and limited access to premium AI tools. Conclusions and Implications: The study concludes that while AI holds great potential in supporting students' academic writing, it must be balanced with ethical awareness to preserve originality and independent thinking. These findings suggest the need for proactive roles from governments and educational institutions in formulating guidelines for the responsible use of AI in academic settings Keyword : Artificial Intelligence, Student Perception, Academic Writing]]>
<![CDATA[The Phenomenon of Arabic Diglossia: A Linguistic Review and its Implications for Foreign Language Teaching : Fenomena Diglosia Arab: Tinjauan Linguistik dan Implikasinya bagi Pengajaran Bahasa Asing ]]>
<![CDATA[Pahrul. R]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2757
<![CDATA[Background: The phenomenon of Arabic diglossia, involving the use of Fusḥā and Ammiyah varieties, remains a challenge in foreign language teaching. The social functions and contexts of these varieties affect the effectiveness of Arabic language learning. Purpose: This study aims to examine the phenomenon of diglossia in Arabic from a linguistic perspective and explore its implications for teaching Arabic as a foreign language. Method: The study employs a qualitative approach through literature review in linguistics and language education. The analysis focuses on describing the diglossia phenomenon and strategies for managing it in Arabic language learning. Results and Discussion: The findings indicate that mastering both language varieties, Fusḥā and „Ammiyah, should be integrated into the curriculum to enable learners to use the language appropriately in social contexts. Learning that accommodates both varieties can enhance communicative competence and enrich the learning experience. Conclusions and Implications: The diglossia phenomenon requires a balanced approach in teaching Arabic, preserving the formal language while utilizing everyday speech. Practically, this implies developing inclusive and communicative teaching methods to support successful Arabic language learning as a foreign language.]]>
<![CDATA[The Implementation of the International Baccalaureate Curriculum in an Inclusive Classroom : Implementasi Kurikulum International Baccalaureate dalam Kelas Inklusif ]]>
<![CDATA[El Haq , Sulthon Falah Hasan]]>;
<![CDATA[Sabariyanto]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2813
<![CDATA[Background: Inclusive education requires curriculum models that are responsive to diverse student needs. The International Baccalaureate (IB) Middle Years Programme (MYP) is one such curriculum that emphasizes inquiry-based learning, student-centered approaches, and global-mindedness, making it potentially suitable for inclusive settings. Purpose: This study aims to describe the implementation of the IB MYP curriculum in inclusive classrooms at Al-Firdaus Junior High School in the 2025 academic year. Method: A qualitative research approach with a case study design was employed. Data were collected through observations, in-depth interviews with subject teachers, homeroom teachers, and curriculum coordinators, and document analysis. Results and Discussion: The findings reveal that learning planning is conducted collaboratively through structured forums such as three-way conferences and collaboration meetings. These involve teachers, students, and parents in setting individual learning goals and adjusting learning plans based on student profiles and needs. During implementation, inquiry-based and participatory strategies are used to actively involve all students, including those with special needs. Homeroom teachers play a crucial role in offering individualized support, instructional adaptations, and emotional support. Evaluation emphasizes individual progress through personalized assignments and portfolios. Key supporting factors include continuous teacher training, collaborative teaching culture, and strong school policy support. Conclusions and Implications: The study confirms that the contextual and collaborative implementation of the IB curriculum fosters an inclusive, responsive, and transformative learning environment. These findings suggest that schools aiming for inclusive practices can benefit from adopting the IB framework with tailored strategies and strong institutional support]]>
<![CDATA[Konstruksi Naratif Gerard Genette dalam Novel Celestial Bodies : Studi Wacana Naratif ]]>
<![CDATA[Rika, Atana]]>;
<![CDATA[Sutaman]]>;
<![CDATA[Nur Hasaniyah]]>;
<![CDATA[Abdus Saat]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2817
<![CDATA[Background: This study highlights the significance of narrative structure in revealing cultural identity and ideology, focusing on Celestial Bodies by Jokha Alharthi, a complex novel yet rarely analyzed through Genette’s narratological lens. Purpose: The purpose of this study is to examine the application of Genette’s narrative theory in revealing the structural and ideological dimensions of Celestial Bodies. Method: This research applied a qualitative descriptive method with a narrative discourse analysis approach. The data source was the full text of the novel Celestial Bodies, which consists of 58 chapters named after different characters. The sample was chosen purposively due to its narrative intricacy. Data collection was conducted through intensive close reading, while the analysis employed Genette’s five narrative categories: order, duration, frequency, mood, and voice. The analytical process involved identifying, classifying, and interpreting the narrative techniques and focalization shifts across chapters. Results and Discussion: The results revealed that the novel makes use of narrative fragmentation, including flashbacks (analepsis), flashforwards (prolepsis), internal focalization, and a dual narration style—heterodiegetic and homodiegetic (through Abdullah). These elements are utilized not only to enrich the plot but also to reflect themes of historical memory, gender conflict, and social transition in Oman. This study helps address a lack of structural analysis in Arabic literature and demonstrates the cross-cultural applicability of Genette’s theory. Conclusions and Implications: In summary, the novel shows how narrative techniques can act as vehicles for deeper ideological expression. This research suggests that future studies should continue applying narratological models to diverse literary traditions to uncover global patterns of storytelling and representation.]]>
<![CDATA[ini Isim Fā’il dalam QS Al-Anfāl: Pola, Fungsi, dan Relevansi dalam Pembelajaran Ilmu Sharaf: Studi Linguistik Qur’ani Berbasis Analisis Morfologis dan Pendekatan Induktif ]]>
<![CDATA[Ihsan Irfandi]]>;
<![CDATA[Sayuti, Muhammad]]>;
<![CDATA[Kholiq Hasan, Moh. Abdul]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2822
<![CDATA[Background: Arabic morphology plays a crucial role in understanding the grammatical and semantic structure of the Qur’anic language. Purpose: This study aims to analyze the patterns, meanings, functions, and syntactic roles of ism fāʿil in Surah al-Anfāl and explore its implications for Arabic grammar instruction. Method: This research adopts a qualitative approach with a library research method. The primary data source is the Qur'anic text of Surah al-Anfāl, supported by classical linguistic commentaries. The study identifies and classifies ism fāʿil based on morphological patterns (wazn), analyzes their syntactic functions in the verses, and evaluates their grammatical activity (i.e., whether they act as verbs in raising objects). Furthermore, this study discusses how these findings can be adapted into Arabic teaching using an inductive approach. Results and Discussion: The study found 35 occurrences of ism fāʿil in six different morphological patterns, with فَاعِلٌ as the most frequent. Many forms perform grammatical actions similar to verbs. Most ism fāʿil function as mubtada’, khabar, or faʿil in nominal and verbal sentences. This study fills a gap in the literature by combining linguistic analysis with pedagogical application using inductive teaching models. Conclusions and Implications: The use of Qur’anic texts for teaching Arabic morphology, especially through inductive methods, enhances both linguistic understanding and spiritual engagement. Future studies should explore other derived noun forms across different surahs using similar models.]]>
<![CDATA[Enhancing Arabic Reading Comprehension Through the Reference Epistemological Model: Meningkatkan Pemahaman Membaca Bahasa Arab Melalui Model Epistemologis Referensi ]]>
<![CDATA[Maulani, Hikmah]]>;
<![CDATA[Bustomi, Jenal]]>;
<![CDATA[Saleh, Nalahuddin]]>;
<![CDATA[Haryanti, Erni]]>;
<![CDATA[Supiana]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2845
<![CDATA[Background: Reading comprehension (qirā’ah) is a fundamental skill in learning Arabic as a foreign language. As the complexity of texts and the demands of critical literacy increase, there is a need for a conceptual model that can map the cognitive and epistemic processes involved in understanding Arabic texts. Purpose: This study explores the technical potential of the Reference Epistemological Model (REM) in enhancing students' qirā’ah comprehension. Method: This study employs a qualitative approach with an exploratory case study design. Data were collected through text-based comprehension tests using authentic materials, semi-structured interviews, structured observations, and classroom documentation. Thematic analysis results indicate that the REM is effective in identifying students’ conceptual representations, epistemic activities, and epistemic stances while reading Arabic texts. Results and Discussion: The main findings indicate that the majority of students are still at the stage of literal comprehension and have not yet fully activated inferential and reflective strategies in reading. The REM has potential as both a diagnostic and pedagogical framework for developing qirā’ah assessment, constructing authentic evaluation rubrics, and designing learning strategies based on deep meaning-making. Conclusions and Implications: Contains one to two important sentences. This section provides a conclusion about the results of the research and what these results mean for us today, as well as the implications of the suggested research results for future research on the topic.]]>
<![CDATA[Independent Learning in Higher Education: Perspectives and Challenges from EFL Students: Pembelajaran Mandiri di Pendidikan Tinggi: Perspektif dan Tantangan dari Mahasiswa Bahasa Inggris sebagai Bahasa Asing ]]>
<![CDATA[Luthfiyah, Endah]]>;
<![CDATA[Sukarno]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i2.2848
<![CDATA[Background: In learning other language, higher education students’ perceptions of independent learning—including their motivations, challenges, strategies, and its impact on achievement—are crucial to investigate. Purpose: This research seeks to elucidate EFL students' motives, obstacles, tactics, and the effects of independent learning from their perspective. Method: A qualitative research design is used in this research. Data is collected through an open-ended questionnaire. The participants are ten first-year postgraduate students enrolled in the Higher Education Study Skills course. Then, open and selective coding are performed to analyse the data. Results and Discussion: The findings show different motivations from participants in their motivations, challenges, strategies, and impact from independent learning. This research also provides the mechanism on how the students manage their challenges to help them achieve learning goals. Various findings related to students’ perceptions invites contention among students. There are positive and negative impacts that come from independent learning. Conclusions and Implications: Revealing EFL higher students’ perspectives can be ended up by conclusion that there are some students’ socio background that can affect their perspectives. These findings implicate postgraduate students, lecturers, and future researchers to fill the blank information from the lecturers’ perspectives, different gender perspectives, or add more statistical data to support the newest research about independent learning in higher education level.]]>
