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[Menjawab Tantangan Pendidikan Inklusif: Praktik Differensiasi Pembelajaran Bahasa Arab di Sekolah Islam Berasrama: Menanggapi Tantangan Pendidikan Inklusif: Praktik Diferensiasi dalam Pembelajaran Bahasa Arab di Pesantren ]]>
<![CDATA[Hasan Syukur]]>;
<![CDATA[Muhammad Hidayatullah]]>;
<![CDATA[Amri Yahya]]>;
<![CDATA[Irfan Aziz]]>;
<![CDATA[Muhammad Nur Iman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3125
<![CDATA[Background: Inclusive education poses challenges for Arabic language teaching in pesantren-based madrasas, where student diversity in abilities and backgrounds requires adaptive learning approaches. Purpose: This study aims to analyze the implementation of differentiated learning in Arabic language instruction as a response to inclusive education challenges in pesantren contexts. Method: This research employed a qualitative case study design conducted at Darul Faqih Senior High School Malang, which integrates the Independent Curriculum with the Islamic Boarding School curriculum. Observation, in-depth interviews, and documentation were used to gather data. The participants included Arabic language teachers and students representing diverse learning profiles. The research instruments consisted of interview guidelines and observation sheets. Thematic analysis was used to identify patterns of differentiated learning practices and their impact on inclusivity. Results and Discussion: Observation was used to gather data. The findings indicate that differentiated learning is implemented through diagnostic assessments, grouping based on readiness and learning styles, peer tutoring, variation in learning methods and media, and intensive mentoring. The pesantren environment also reinforces Arabic language learning through the use of language in daily life and character-building activities. This strategy improves students' language competence, independence, and collaboration while supporting the principle of inclusivity. This research fills a gap by showing that traditional educational institutions such as Islamic boarding schools can effectively implement modern pedagogical approaches to address learning diversity. Conclusions and Implications: Differentiated learning in pesantren based schools successfully bridges modern pedagogy and traditional values, fostering inclusive and character-based Arabic education. Future research should explore scalable models for integrating differentiated instruction into other language and cultural education settings.]]>
<![CDATA[Strategi Tuturan Presiden Macron dalam Konferensi Choose Europe for Science: Analisis Pragmatik: Tindakan dan Fungsi Lokutif dalam Pidato Presiden Macron pada KTT “Choose Europe for Science”: Kerangka Kerja Searle–Leech ]]>
<![CDATA[Raditya Wilmar Ghivari]]>;
<![CDATA[Yuliarti Mutiarsih]]>;
<![CDATA[Iim Siti Karimah]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3242
<![CDATA[Background: This study discusses how Macron uses language strategically in his “Choose Europe for Science” speech to promote academic freedom and encourage international scientific collaboration. Beyond its political dimension, the speech reflects a deliberate effort to frame science as a shared European responsibility, conveyed through carefully selected pragmatic theories. Purpose: The purpose of this study is to examine the categories of illocutionary acts and the illocutionary functions employed in Macron’s speech by applying a pragmatic perspective. Method: This research employs a descriptive qualitative approach. A total of 189 utterances were selected from the official transcript of the “Choose Europe for Science” summit. The analysis is based on Searle’s (1979) illocutionary act categories and Leech’s (1983) illocutionary functions. Data analysis was conducted through systematc coding procedures to reveal the pragmatic patterns which present in his speech.. Results and Discussion: The results show that representative acts are the most frequently used category (57.14%), followed by directive, commissive, expressive, and declarative acts. This pattern suggests that the speech relies strongly on factual statements while also seeking to mobilize and guide its audience. In terms of illocutionary functions, collaborative functions dominate (77.25%), accompanied by convivial, competitive, and conflictive functions. These findings indicate a combination of informative, persuasive, polite, and critical communicative strategies. Overall, the analysis demonstrates how pragmatic choices are used to establish scientific credibility, influence audience perception, and subtly criticize policies viewed as barriers to scientific progress. By focusing on a scientific political forum that has rarely been examined in previous studies of Macron’s rhetoric, this research contributes to filling an existing gap in the literature. Conclusions and Implications: The study concludes that Macron’s speech is pragmatically organized to promote scientific diplomacy through the strategic use of illocutionary acts. These findings highlight the potential for further research using multimodal or corpus-based methods to deepen the understanding of political pragmatics, particularly within post-pandemic scientific discourse.]]>
<![CDATA[Meningkatkan Prestasi Bahasa Inggris melalui Intervensi Pembelajaran Berbasis Duolingo: Peran Prediktif dari Intensitas Penggunaan: Meningkatkan Prestasi Belajar Bahasa Inggris Melalui Intervensi Pembelajaran Berbasis Duolingo: Peran Intensitas Penggunaan dalam Peningkatan Kemampuan Belajar ]]>
<![CDATA[Yulia Wahyuningsih]]>;
<![CDATA[Mujiono]]>;
<![CDATA[Lasim Muzammil]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3265
<![CDATA[Background: The rapid growth of MALL technology has positined Duolingo establish itself as one of the top language learning platforms in the modern era. However, uncertainty persists regarding how variable user frequency affects outcomes, notably when learners have diverse initial skill levels․ Purpose: The study examined whether an individual's initial level of performance influenced a structured Duolingo activity that improved their English skills․ The study further explored the correlation between the application of intensive treatment and outcomes after testing․ Method: This study used a one-group pretest–posttest quasi-experimental design․ It involved 60 EFL learners completing a structured Duolingo intervention․ Standardized tests were used to measure proficiency before and after the program․ Usage logs record session timing and duration․ ANCOVA was used to test the effectiveness of the intervention and the predictive role of usage intensity․ Results and Discussion: Descriptively, the low-intensity group achieved the highest unadjusted posttest mean (M = 80.40). However, interpretation relied on ANCOVA-adjusted posttest scores controlling for pretest performance. The results showed a significant effect of usage intensity, F(2,57) = 4.421, p = .016, η² = .128. Learners with moderate-to-low engagement demonstrated greater learning gains than high-intensity users, indicating that regulated use supports more effective English learning. Conclusions and Implications: Results showed that learning English through Duolingo was effective when users were actively engaged and provided with appropriate guidance․This brings the study's full circle to the point that what matters most is the fairness of involvement․ Therefore, it is recommended that protocols be established to prevent excessive use of this platform․ These strategies must be sufficiently data-informed to preserve effectiveness, sustainability, and pedagogical soundness of technologically equipped language instruction․]]>
<![CDATA[Senior High School Students’ Perception of the Use of Chatgpt in Learning English Vocabulary: Persepsi Siswa Sekolah Menengah Atas terhadap Penggunaan ChatGPT dalam Pembelajaran Kosakata Bahasa Inggris ]]>
<![CDATA[Ayu Dewanti]]>;
<![CDATA[Yeni Rahmawati]]>;
<![CDATA[Ibrahim]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3368
<![CDATA[Background: The rapid development of generative artificial intelligence, particularly ChatGPT, has influenced educational practices in English as a Foreign Language (EFL) learning. While ChatGPT may support vocabulary learning, concerns regarding accuracy, trust, motivation, and ethical use remain, particularly at the secondary school level. Purpose: This study aims to examine senior high school students’ perceptions of ChatGPT as a tool for learning English vocabulary, focusing on perceived usefulness, ease of use, accuracy and trust, motivation, ethical concerns, and gender-based differences. Method: This study employed a quantitative survey design involving 224 eleventh-grade students from a public vocational high school in Indonesia. Data were collected using a structured questionnaire adapted from previously validated instruments and analyzed through descriptive statistics and independent-samples t-tests. Results and Discussion: The findings indicate that students’ perceptions of ChatGPT were moderate across all constructs, with mean scores ranging from 2.67 to 3.13. ChatGPT was perceived as easy to use (M = 3.13) and useful (M = 3.10) for English vocabulary learning, whereas perceptions of accuracy and trust were lower (M = 2.67), reflecting cautious attitudes toward AI-generated content. Gender-based analysis revealed significant differences in ease of use and accuracy/trust, with male students reporting higher mean scores (Ease of Use: M = 3.20; Accuracy/Trust: M = 2.79) than female students (Ease of Use: M = 3.02; Accuracy/Trust: M = 2.51). No significant gender differences were found in usefulness, motivation, or ethical concerns. Conclusions and Implications: This study concludes that ChatGPT can serve as a supplementary tool for EFL vocabulary learning when used pedagogically and responsibly. Conducted among grade 11 students in Indonesia, the findings emphasize the importance of teacher guidance, ethical awareness, and AI literacy. Future studies are recommended to examine broader contexts and additional factors infuencing AI-assisted language learning.]]>
<![CDATA[Bahasa Gaul Santri sebagai Penanda Budaya Baru: Studi Antropolinguistik tentang Tren, Identitas, dan Negosiasi Makna: Santri Slang as a Marker of a New Culture: An Anthropological Linguistic Study of Trends, Identity, and the Negotiation of Meaning ]]>
<![CDATA[Trina Ningsih]]>;
<![CDATA[Ali Manshur]]>;
<![CDATA[Zohaib Hassan Sain]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3376
<![CDATA[Background: Santri slang developed in Islamic boarding schools as a response to digital culture and modernity that influenced santri communication practices. Purpose: This study aims to analyze santri slang as a marker of new culture in terms of its linguistic form and social function. Method: The research used a qualitative approach with a linguistic ethnography design. Data were obtained through observation and interviews with junior students, senior students, and boarding school administrators. Data analysis was conducted interactively through reduction, presentation, and conclusion drawing with data triangulation. Results and Discussion: The results of the study show that santri slang is formed through the adoption of pop culture, lexical creation, and code mixing. This practice serves to build collective identity and strengthen social solidarity, while filling a gap in previous studies that viewed santri slang in a partial manner. Conclusions and Implications: The slang used by santri reflects the negotiation between pesantren tradition and modernity. These findings enrich sociolinguistic and anthropological linguistic studies and open up further research opportunities on language and identity in religious communities]]>
<![CDATA[Negotiating In-Group and Out-Group Identities through Translanguaging in English Area Communities: Menegosiasikan Identitas Kelompok Dalam dan Kelompok Luar Melalui Translanguaging di Komunitas Berbahasa Inggris ]]>
<![CDATA[Saini, Fadhlan]]>;
<![CDATA[Putu Kerti Nitiasih]]>;
<![CDATA[Ni Made Ratminingsih]]>;
<![CDATA[Ni Komang Arie Suwastini]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3412
<![CDATA[Background: Along with the development of sociolinguistic studies and language education, the orientation of research and learning practices is shifting from a monolingual approach to a more inclusive multilingual framework. In this context, translanguaging is seen as a communicative practice that allows individuals to use the entirety of their linguistic resources dynamically to build meaning, form identity, and establish social relationships. Purpose: This study aims to explore the practice of translanguaging within English Area communities that function as Community of Practice (CoP), focusing on the role of such practices in strengthening social cohesion as well as in the identity negotiation process between core members and outsiders of the community. Method: This research applies ethnographic case study approach. Data collection was conducted through participatory observation, semi-structured interviews, and review of community documents involving various actors, ranging from core administrators, active members, new members, former members, to external observers. Data analysis was conducted using Thematic Analysis to reveal patterns of language use, linguistic norms that develop, and the dynamics of social identity formation in the community. Results and Discussion: Research findings show that the English Area acts as a community of practice that supports the collaborative and sustainable English learning process. The practice of translanguaging not only serves as a pedagogical strategy to facilitate the understanding of the material, but also as an effective strategy that contributes to decreasing language anxiety and increasing member engagement. The use of language in the community is flexible and situational, where English is applied in accordance with the goals of the activity and the level of readiness of the participants. Although the ability to speak English serves as a symbol of membership, the application of language flexibility actually strengthens the sense of community and reduces the potential for social exclusion. Conclusions and Implications: This study confirms that translanguaging plays an important role in language learning, identity formation, and the sustainability of communities of practice, and has implications for the development of more inclusive and contextual English learning practices.]]>
<![CDATA[Bahan Ajar Mata Kuliah Nahwu Awal Berbasis Pembelajaran Mikro untuk Mahasiswa Pendidikan Bahasa Arab Universitas Negeri Jakarta: Pengembangan Materi Pembelajaran Berbasis Microlearning untuk Mata Kuliah Nahwu Awal ]]>
<![CDATA[Samsi Setiadi]]>;
<![CDATA[Khotimatun Nafi'ah]]>;
<![CDATA[Puti Zulharby]]>;
<![CDATA[Yumna Rasyid]]>;
<![CDATA[Ihwan Rahman Bahtiar]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3051
<![CDATA[Background: Among the branches of Arabic linguistics that students need to master is Nahwu (Arabic grammar). Online Nahwu learning has led to a learning loss phenomenon, resulting in varying levels of students’ understanding of the material. Some students in the Introductory Nahwu course have demonstrated low comprehension. This was evident when they were unable to answer questions related to the material during online class discussions. Purpose: This study aims to develop microlearning-based teaching materials for the Nahwu Awal course as a strategic alternative to mitigate learning loss. Method: This study employed a Research and Development (R&D) design using the ADDIE model, limited to the product development stage. Data was collected from participants representing the target population through purposive sampling. The research instruments included questionnaires and observation sheets to assess product feasibility. The data were analyzed descriptively to evaluate the quality and validity of the developed product. Results and Discussion: he needs analysis showed that 66.3% of students experienced difficulties in learning Nahwu Awal. In addition, 97.5% of respondents indicated the need for visual and audiovisual microlearning-based teaching materials. The developed product was then validated by subject matter experts and media experts. The validation results indicated that the product was categorized as feasible to highly feasible for use in learning. These LMS-based microlearning teaching materials were considered effective in addressing learning needs and overcoming the limitations of engaging and interactive instructional materials. Conclusion and Implications: Students in the Nahwu Awal course need microlearning-based teaching materials that integrate visual and audiovisual content. The materials are presented as short content segments that gradually explain each learning topic in the LMS. Microlearning-based teaching materials can help overcome learning loss and support more effective learning in the Nahwu Awal course.]]>
<![CDATA[Optimalisasi Pendidikan Bahasa Arab Melalui Hilirisasi Pembelajaran Berbasis Konten Digitalisasi Islami: Mengoptimalkan Pendidikan Bahasa Arab Melalui Penerapan Pembelajaran Berbasis Konten: Digitalisasi Islam ]]>
<![CDATA[R. Saleh, Sriwahyuningsih]]>;
<![CDATA[Ilolu, Roymanto]]>;
<![CDATA[Hakeu, Febrianto]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3120
<![CDATA[Background: The rapid development of digital technology and the challenges of learning Arabic, which is often perceived as abstract, require innovation through a contextual approach based on Islamic digital content. Purpose: This study aims to examine how Islamic digital content can be implemented to support a digital, relevant, and sustainable Arabic learning ecosystem for younger learners. Method: This study employed a qualitative case study design involving 28 students at MA Muhammadiyah Gorontalo City. Data were collected through in-depth interviews, participant observation, and document analysis over four months. Data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion verification through source triangulation. Results and Discussion: The implementation of downstream Islamic digital content was found to transform Arabic learning into a more active and contextual process, as reflected in higher participation in online discussion and reported improvement across students’ four language-skill areas. Downstream strategies involving collaborative content production, multi-platform distribution, and continuous evaluation were found to support the development of a more comprehensive digital learning ecosystem. The integration of Islamic values in digital content not only supported language development but also contributed to the strengthening of students’ Islamic character, while helping bridge the gap between conventional learning and the digital needs of the modern era. Conclusions and Implications: Downstreaming Islamic digital content appears to be a promising strategy for optimizing Arabic language education in the digital era. The study suggests the need for systematic policies to support digital transformation in Islamic educational institutions and the adaptation of similar models for other subjects.]]>
<![CDATA[Strategi Digitalisasi Manajemen Resiliensi dalam Mendukung Hilirisasi Modul Bahasa Arab 5.0 Yang Berkelanjutan: Strategi Digitalisasi Berbasis Ketahanan untuk Penyebaran Modul Bahasa Arab yang Berkelanjutan ]]>
<![CDATA[Pakaya, Nurul Aini]]>;
<![CDATA[Hasyim, Wahyudin]]>;
<![CDATA[Hakeu, Febrianto]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3127
<![CDATA[Background: Background: The Society 5.0 era requires Islamic educational institutions, including Islamic boarding schools, to undergo digital transformation without compromising their identity and scholarly traditions. In the context of Arabic language learning, a managerial strategy is needed to integrate digitalization, resilience management, and module downstreaming, so that learning innovation does not stop at the prototype stage but continues to develop into adaptive and sustainable practices in the pesantren environment. Purpose: Purpose: This study aims to describe the practices of resilience management at Al-Khairaat Islamic Boarding School in Gorontalo City, analyze the digitalization strategy developed to support the sustainable downstreaming of the Arabic Language 5.0 Module, and explain the factors that support and inhibit the sustainability of module downstreaming. Method: This study employed a descriptive qualitative case-study approach. Data were collected through in-depth interviews, participatory observation, and documentation, involving pesantren leaders, Arabic teachers, information technology managers, and students as key informants. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing/verification. Data trustworthiness was maintained through triangulation of sources, methods, and time triangulation, and strengthened by member checking. Results and Discussion: The findings show that pesantren resilience management is rooted in traditional values and combined with a vision of institutional modernization. The digitalization strategy is implemented gradually through the use of communication applications, digital academic records, and the development and use of the Arabic Language 5.0 Module in print and digital formats. The sustainable downstreaming process occurs through content adaptation, digital repackaging, and integration into the formal curriculum, with the central role of pesantren leaders, teachers, and IT managers. However, this process still faces infrastructure limitations and disparities in device access. Conclusions and Implications: Conclusions and Implications: The study concludes that the resilience-based digitalization strategy at Al-Khairaat Islamic Boarding School supports the sustainable downstreaming of the Arabic Language 5.0 Module. The practical implication is that pesantren need to strengthen written policies, develop continuous training programs for teachers, and improve the digital ecosystem.]]>
<![CDATA[Tubuh Perempuan dalam Nove Jatisaba (2024) Karya Ramayda Akmal: Ambivalensi Tubuh Perempuan dalam Karya Ramayda Akmal Jatisaba ]]>
<![CDATA[Rahman, Cinda Amilia]]>;
<![CDATA[Priyatna, Aquarini]]>;
<![CDATA[Saleha, Amaliatun]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i1.3133
<![CDATA[Background: This article examines Ramayda Akmal’s Jatisaba, which portrays the female body as a complex social construct shaped by power relations. Purpose: The aim of this study is to articulate the ambivalence of the female body. Method: The study employs close reading within a narratological framework, drawing on theory of focalization and concept of narrative voice to analyze shifts in the position of the protagonist, as both character and narrator. The analysis focuses on narrative moments that depict embodied experiences, particularly the ambivalence of the female body as it emerges through storytelling strategies. More broadly, the discussion of the female body refers to Beauvoir’s The Second Sex, while the specific issue of bodily ambivalence is addressed through the works of Young and Priyatna. Results and Discussion: The findings indicate that Jatisaba depicts the female body as ambivalent, oscillating between an awareness of its position as the Other and its attempts to negotiate a space of subjectivity within constraining social structures. This ambivalence surfaces through internal focalization and the female narrative voice, which reveal Mae’s capacity to narrate her emotions while simultaneously reinforcing her position as a body that is controlled, objectified, and disciplined by patriarchal institutions. Conclusions and Implications: Jatisaba demonstrates that the ambivalence of the female body arises from the protagonist’s internal conflicts, social pressures, and patriarchal structures. The study’s implication is to open further exploration into the ambivalence of women’s bodies within the broader landscape of Indonesian literature.]]>
