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[English: Tingkat Kecemasan Terhadap Tata Bahasa dan Subskala di Kalangan Mahasiswa Bahasa Inggris sebagai Bahasa Asing ]]>
<![CDATA[Mokoginta, Audy Meylinda]]>;
<![CDATA[Bay, Indri Wirahmi]]>;
<![CDATA[Ali, Sri Widyarti]]>
<![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.v5i1.3179
<![CDATA[Background: Grammar anxiety is a persistent affective barrier that negatively affects EFL students grammatical performance in higher education settings. Objectives: This study intends to investigate the levels, subscales, and severity of grammar anxiety among fourth-semester EFL students. Method: In this study, a quantitative descriptive design was utilized, with the structured questionnaire serving as the primary source for data collection. The target population consisted of 135 fourth-semester students. However, only 90 students voluntarily participated by completing the questionnaire. Therefore, the study employed a convenience sampling technique. The Grammar Anxiety Scale, which was developed by Ekinci Çelikpazu and Taşdemir, was used as the research instrument. Data analysis was done through descriptive statistics, mean scores, and categorization procedures regarding severity to determine levels and patterns of grammar anxiety. Results and Discussion: It was revealed in the results that 68.89% of the students experience grammar anxiety at a moderate level, 16.67% at a high level, and 14.44% at a low level. The highest anxiety level, among the three subscales, falls into the Emphasis on Grammar Learning subscales, followed by Student Confidence and then Grammar Learning Experience. The researchers concluded that grammar anxiety still remains one of the significant affective factors influencing students' confidence and participation. On the ground of these findings, it is recommended to English teachers to provide a supportive, communicative, and student-centered environment, which may reduce anxiety and enhance student engagement in grammar learning. Conclusions and Implications: This study concludes that grammar anxiety still remains an influential factor in EFL students grammar learning and underlines the need for supportive instructional strategies. From these results, implications have been offered to teachers, curriculum designers, and future researchers on developing approaches that minimize anxiety and enhance grammar learning outcomes.]]>
<![CDATA[Arabic Vocabulary Mastery and Its Relationship with Reading Skills (Mahārat al-Qirā’ah) Among Arabic Literature Students: Penguasaan Kosakata Bahasa Arab dan Hubungannya dengan Kemampuan Membaca (Mahārat al-Qirā’ah) di Kalangan Mahasiswa Sastra Arab ]]>
<![CDATA[Amin, Nurtaqwa]]>;
<![CDATA[Nurjannah]]>;
<![CDATA[Nurhalisa, Siti]]>
<![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.v5i1.3277
<![CDATA[Background: Learning Arabic as a foreign language requires mastery of four main skills, namely listening (istimā‘), speaking (kalām), reading (qirā’ah), and writing (kitābah). Among these skills, reading skills (mahārat al-qirā’ah) play an important role in understanding academic and religious texts. However, most students in the Arabic Literature Study Program at the Indonesian Muslim University (UMI) still face obstacles in understanding Arabic texts due to their limited vocabulary (mufradāt) and weak grammatical understanding (nahwu–sharaf). Purpose: This study examines the relationship between students’ Arabic vocabulary mastery and their reading skills (mahārat al-qirā’ah) and explores the role of grammatical understanding (nahwu–sharaf) in supporting text comprehension. Method: This study employed a quantitative correlational design. Data were collected from 20 third-semester students of the Arabic Literature Study Program at UMI using a vocabulary test and a reading test. Because the population was small, total sampling (census) was applied. Data were analyzed using descriptive statistics and Pearson correlation. Results and Discussion: The results showed that 55% of students achieved grade A in vocabulary mastery, while reading skill scores were in the good category. Pearson correlation analysis revealed a strong positive relationship between vocabulary mastery and reading skills (r = 0.82; p < 0.01). Students with better mastery of nahwu–sharaf also demonstrated stronger reading comprehension. Conclusion and Implications: Vocabulary mastery was significantly associated with Arabic reading skills (r = 0.82; p < 0.01). Arabic language learning should integrate vocabulary instruction with grammatical analysis and contextual meaning so that students can comprehend texts more comprehensively.]]>
<![CDATA[Terminology Adaptation in Green Halal Economy: Arabic – English to Indonesian: Adaptasi Terminologi dalam Ekonomi Hijau Halal: Bahasa Arab–Inggris ke Bahasa Indonesia ]]>
<![CDATA[Cutri A. Tjalau]]>;
<![CDATA[Mukhsin, Hasna Nurain]]>;
<![CDATA[Paramata, Sri Hantuti]]>
<![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.v5i1.3297
<![CDATA[Background: The development of the Green Halal Economy in Indonesia has encouraged the intensified use of Arabic and English terms in regulations, academic discourse, and sustainable halal industry practices. However, this use of terms exhibits variations in transliteration and adaptation, potentially leading to conceptual ambiguity and policy inconsistencies. Purpose: This study aims to analyze the transliteration patterns and adaptation of Arabic–English terminology in Green Halal Economy practices in Indonesia and explain their linguistic and policy implications. Method: The research used a descriptive qualitative approach with an applied linguistics framework. Data were collected through a study of policy documents, halal certification standards, academic publications, industry texts, and semi-structured interviews. Data were then analyzed through term identification, source language classification, transliteration analysis, and semantic-pragmatic adaptation analysis. Results and Discussion: The results show that Arabic terms serve as normative and ethical foundations but tend to be conceptually adapted without consistent transliteration, while English terms serve as technical and systemic frameworks, the stability of which is heavily influenced by institutional authority. The discussion confirms that terminology constitutes non-material infrastructure in the governance of the Green Halal Economy. Conclusions and Implications: This study concludes that standardization of terminology is necessary to improve regulatory clarity, effectiveness of cross-sector communication, and sustainability of the halal industry in Indonesia.]]>
<![CDATA[The Effectiveness of the As-Sahlah Textbook in Improving Arabic Language Proficiency among Students of the Faculty of Islamic Economics and Business: Efektivitas Buku Teks As-Sahlah dalam Meningkatkan Kemahiran Bahasa Arab di Kalangan Mahasiswa FEBI ]]>
<![CDATA[Khamid, Agus]]>;
<![CDATA[Muhandis Azzuhri]]>;
<![CDATA[Muhammad Ulil Fahmi]]>
<![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.v5i1.3411
<![CDATA[Background: Arabic language proficiency is a fundamental requirement for students of Islamic Economics and Business, as it enables access to primary Sharia sources, comprehension of Islamic economic literature, and mastery of professional terminology used in Sharia-based financial and business practices. Purpose: This study aims to investigate the effectiveness of the As-Sahlah textbook in improving the Arabic language proficiency of students at the Faculty of Islamic Economics and Business (FEBI). Method: This research adopted a mixed-methods approach with a sequential explanatory design, in which quantitative data collection and analysis preceded qualitative inquiry. Quantitative data were obtained through pretest–posttest assessments and perception questionnaires administered to 30 FEBI students enrolled in an Arabic for Economics course. The instruments were designed to measure learning outcomes, perceived effectiveness, ease of use, relevance, and learning motivation. Qualitative data were collected through in-depth interviews and classroom observations to capture students’ learning experiences and engagement during the instructional process. Quantitative data were analyzed using descriptive statistics and gain score analysis, while qualitative data were examined using the interactive analysis model of Miles and Huberman, supported by source and method triangulation to ensure credibility. Results and Discussion: The results lead to that the use of the As-Sahlah textbook leads to measurable improvements in students’ Arabic proficiency, particularly in vocabulary mastery and comprehension of Islamic economic texts. Students also reported increased motivation, clearer understanding of Sharia-based business contexts, and greater perceived relevance of Arabic learning to their field of study. This study makes a novel contribution by integrating quantitative learning outcome data with qualitative insights to explain how contextualized materials facilitate learning transfer in Arabic for Specific Purposes. Conclusions and Implications: The study concludes that the use of the As-Sahlah textbook is associated with improvements in students’ Arabic proficiency, as reflected in the increase from a mean pretest score of 79.39 to a mean posttest score of 84.68, resulting in a score gain of 5.29. The findings suggest that context-based Arabic textbooks should be further developed and adopted, and future research should explore digital enrichment and larger samples to strengthen Arabic for Specific Purposes (ASP) pedagogy in Islamic higher education.]]>
<![CDATA[Studi Transposisi Didaktik Internal pada Materi Qirā’ah Kelas VII MTs Negeri 13 Ciamis: Transposisi Didaktis Internal dalam Materi Pembelajaran Qirā’ah ]]>
<![CDATA[Ulpah, Ima Maryatul]]>;
<![CDATA[Hikmah Maulani]]>;
<![CDATA[Zahra Alawiyah Rofieq]]>
<![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.v5i1.3496
<![CDATA[Background: Reading is a complex language activity involving the recognition of linguistic symbols, cognitive processing, and interpretation of textual meaning, making qirā’ah an essential skill in Arabic language learning. In this context, internal didactic transposition is the process by which teachers transform instructional materials into more accessible and meaningful classroom learning experiences. Purpose: This study aims to describe and analyze the forms and strategies of material adaptation in qirā’ah instruction while examining the role of internal didactic transposition in classroom practices. Method: This research employed an interpretive qualitative approach with a phenomenological design. Data were collected from curriculum and teaching module documents as well as interviews with an Arabic language teacher selected through purposive sampling. The data were analyzed using praxeological document analysis and thematic analysis, supported by source and method triangulation. Result and Discussion: The results indicate no conceptual gap between the curriculum and the teaching modules in terms of learning outcomes and reading competencies. However, teaching methods are not explicitly defined, causing reading comprehension and grammatical analysis activities to rely heavily on teachers’ pedagogical initiatives, implemented through explanations, translation, and contextual examples in the classroom. These findings indicate that internal didactic transposition occurs through teachers’ pedagogical adaptations in classroom practice. Conclusions and Implications: The novelty of this study lies in demonstrating that internal didactic transposition not only occurs at the planning level but is also significantly mediated by teachers’ pedagogical practices in qirā’ah instruction. Internal didactic transposition plays a crucial role in bridging the gap between curriculum design and classroom implementation. These findings suggest that the effectiveness of learning depends not only on the quality of instructional materials but also on their clarity and structure in supporting classroom practices. Therefore, textbooks written entirely in Arabic should provide clearer instructions and more structured reading activities to support students with varying levels of proficiency.]]>
<![CDATA[Kualitas Soal Olimpiade Kaidah Bahasa Arab: Analisis Berorientasi Pembelajaran Mendalam: Kualitas Soal dalam Olimpiade Tata Bahasa Arab: Perspektif Pembelajaran Mendalam ]]>
<![CDATA[Hakim, Faiz Nasyith]]>;
<![CDATA[Maulani, Hikmah]]>;
<![CDATA[Ilham Sofiyan]]>
<![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.v5i1.3497
<![CDATA[Background: Test instruments play an important role in measuring abilities, including in competitive events such as the Arabic Grammar Olympiad; therefore, standardized, valid test items that support learning outcomes are required to map participants' ability profiles accurately. The Indonesian government also emphasizes the concept of Deep Learning, which focuses not only on cognitive aspects but also on achieving graduate profile outcomes. Purpose: This study aims to analyze Olympiad test items in terms of validity, reliability, difficulty level, discrimination power, distractor effectiveness, cognitive level, and their alignment with the eight Deep Learning graduate profiles of the Merdeka Curriculum. Method: This study uses a mixed-method approach, consisting of a quantitative ex post facto design and a qualitative content analysis design. Results and Discussion: The findings indicate that the Olympiad test items demonstrate high reliability; However, only 43% of the items are valid, 87% are categorized as easy in terms of difficulty level, 57% have poor discrimination power, and only 40% of the distractors are effective, and the cognitive level of the items is still dominated by the Lower Order Thinking Skills (LOTS) category (67%). Furthermore, the test items do not fully represent the eight Deep Learning graduate profiles, as only three profiles are reflected: independence (100%), faith and devotion to God Almighty (33%), and critical reasoning (20%). Conclusions and Implications: This study concludes that the Arabic Grammar Olympiad test items still require improvement to function optimally as instruments for measuring participants’ abilities while supporting the achievement of Deep Learning graduate profiles.]]>
<![CDATA[Tindak Tutur Komisif dan Direktif dalam Promosi TikTok Berbahasa Arab untuk ASP Pariwisata: Tindakan Wacana Komissif dan Direktif dalam Promosi Pariwisata Berbahasa Arab di TikTok ]]>
<![CDATA[Nurhaliza, Rachma]]>;
<![CDATA[Nurmala, Mia]]>;
<![CDATA[Sari Tasya Mahrima]]>
<![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.v5i1.3503
<![CDATA[Background: The rapid growth of the Middle Eastern tourist market demands advanced communication skills from tourism practitioners. However, current teaching materials for Arabic for Specific Purposes (ASP) in Tourism are often limited to conventional transactional offline scenarios, which are increasingly less relevant to modern digital promotion needs. Purpose: This study explores the pragmatic functions of speech acts in Arabic tourism promotional discourse on TikTok and examines their pedagogical implications for developing adaptive, industry-relevant ASP materials. Method: Employing Krippendorff's qualitative content analysis, this study analyzed 61 speech units extracted from five purposively selected travel-agency TikTok accounts with high engagement and explicit Arabic promotional content targeting Middle Eastern tourists. Out of 124 transcribed units 61 relevant commissive and directive units were analyzed. The data were gathered through documentation and coded based on Searle and Leech's pragmatic functional schemes, focusing specifically on persuasive strategies within digital discourse. Results and Discussion: The findings reveal a clear predominance of commissive speech acts (77%) over directive speech acts (23%). This suggests that digital tourism marketing discourse tends to prioritize trust-building through promises and guarantees over direct instruction. Linguistically, this persuasion is realized through the efficient use of ḥadhfu al-mubtada’ (subject omission) structures, the integration of digital technical lexicons, and the strategic code-switching into the ‘ammiyyah (colloquial) variety to foster emotional closeness. Conclusions and Implications: This study highlights the necessity of updating current educational resources. It recommends reorienting the ASP Tourism curriculum toward a functional-pragmatic approach that integrates digital copywriting skills, technological literacy, and sociolinguistic flexibility, ultimately preparing competent tourism graduates for the digital era.]]>
<![CDATA[Tindak Tutur Ilokusi dalam Pidato Wamenlu RI Anis Matta pada KTT Luar Biasa OKI 2024 : Illocutionary Acts in the Speech by Indonesian Deputy Minister of Foreign Affairs Anis Matta at the 2024 Extraordinary OIC Summit ]]>
<![CDATA[Siti Ainun Nuriyah]]>;
<![CDATA[Fahmy Lukman]]>;
<![CDATA[Muhammad Zulfi Abdul Malik]]>
<![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.v5i1.3524
<![CDATA[Background: This study examines illocutionary speech acts in Anis Matta's Arabic speech at the 2024 Extraordinary OIC Summit. The speech was delivered as Indonesia's response to the humanitarian crisis in Palestine and sought to encourage a collective response from Arab and Islamic countries. It drew widespread attention because it was delivered in Arabic by a non-Arab diplomat, demonstrating how language was strategically employed as an instrument for shaping perception and building legitimacy in international forums. Purpose: This study aims to analyze the forms and functions of illocutionary speech acts in Anis Matta's speech at the 2024 Extraordinary OIC Summit using a pragmatic approach. Method: This study employs a descriptive qualitative approach with data sourced from Anis Matta's Arabic speech accessed through the YouTube channel of the Indonesian Ministry of Foreign Affairs. Data were collected through non-participatory observation and note-taking techniques. The data were analyzed using Searle’s (1979) speech act theory and Leech’s (1983) illocutionary function framework through the extralingual identity method to analyze utterances based on their speech context. Results and Discussion: The results show that four forms of illocutionary speech acts were identified in the speech with a total of 24 utterances, namely assertive 12 utterances (50%), expressive 7 utterances (29.17%), directive 4 utterances (16.67%), and commissive 1 utterance (4.17%), while the declarative form was not found. The dominance of assertive acts reflects the speaker's role as an official state representative delivering statements and proposals in a diplomatic forum. The illocutionary functions identified include competitive 12 utterances (50%), convivial 7 utterances (29.17%), and collaborative 5 utterances (20.83%), while the conflictive function was not found. The dominance of competitive functions indicates that the speech conveys demands and proposals addressed to member states while maintaining diplomatic politeness. These findings suggest that assertive and directive utterances in the form of proposals and demands tended to function competitively, while expressive utterances tended to function convivially and assertive utterances in the form of statements tended to function collaboratively. Conclusions and Implications: This study reveals that the use of Arabic in diplomatic speech reflects the speaker's communication strategy in international forums. It contributes to the field of Arabic pragmatics, particularly in the analysis of illocutionary speech acts in diplomatic discourse. Future research may examine a wider range of Arabic diplomatic speeches, conduct comparative analyses across speeches, and explore perlocutionary aspects to broaden understanding of pragmatic strategies in diplomatic discourse.]]>
