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
112 Documents
<![CDATA[Ekuivalensi Formal & Dinamis dalam Dua Terjemah Bahasa Inggris pada Lagu Fi Hagat Karya Nancy Ajram: Kesetaraan Formal dan Dinamis dalam Dua Terjemahan Bahasa Inggris Lagu “Fi Hagat” Karya Nancy Ajram ]]>
<![CDATA[Muladawilah, Rugayyah binti Alwi]]>;
<![CDATA[Moh. Zawawi]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3066
<![CDATA[Background: Arabic songs have recently gained popularity among Indonesian audiences. Nancy Ajram, a Lebanese artist, is one of the most well-known singers whose songs are widely appreciated. The translation of Arabic song lyrics into English involves complex decisions regarding linguistic fidelity, emotional resonance, and cultural adaptation. Purpose: This research aims to identify the translation techniques used in each version and to analyze their implications, thereby providing a deeper understanding of how meaning, emotion, and cultural nuance are conveyed in song lyrics. Method: A qualitative descriptive approach with textual analysis was employed. Data were drawn from 17 representative verses from the original Arabic lyrics and their English counterparts on genius.com and lyricstranslate.com. Results and Discussion: To maintain naturalness and emotional impact in English, dynamic equivalence predominates, with the total usage rate 69% of both translations. Meanwhile, formal equivalence is applied selectively, accounting for 31% of both translations to preserve structural fidelity in specific phrases. The key differences between the two translations involve lexical shifts, syntactic restructuring, and cultural adaptations that alter connotations while still maintaining the overarching themes. Conclusions and Implications: This study reveals a marked preference for dynamic over formal equivalence, prioritizing emotional depth and cultural nuance over syntactic fidelity. This confirms that translating lyrics of romantic distress necessitates an interlingual approach to preserve the source text’s affective impact. Although offering a novel comparative perspective, the research is limited by its single-song scope and the exclusion of musical dimensions and audience reception.]]>
<![CDATA[THE METAPHOR OF WOMEN AS HOUSEKEEPERS IN THE LYRICAL PROSE NOVEL PENGAKUAN PARIYEM: The Metaphor of Women as Servants in the Lyric Prose Novel “Pengakuan Pariyem”: A Cognitive Linguistic Study ]]>
<![CDATA[Putri, Latifah Rahmadani]]>;
<![CDATA[Suhandano]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3074
<![CDATA[Background: Women are often trapped in traditional stereotypes, viewed merely as supporters of men, particularly in patriarchal narratives. In this study, metaphors are used to illustrate how people understand and think about a sosial situation. Purpose: This research aims to describe how women as maids are metaphorized. Method: The method used in this study is qualitative descriptive. The data source is sentences containing metaphors included in the novel Pengakuan Pariyem. This study analyzes 35 metaphorical expressions from Linus Suryadi’s Pengakuan Pariyem using Lakoff and Jhonson (2003) conseptual metaphor theory to uncover the representation of women in the Javanese patrichal system. The data source use in this study is literary works using a cognitive approach. Results and Discussion: This study succeeded in finding analogies of women's lives as maids, such as water, animals, flavors, and objects. Physical analogies of women as helpers such as plants, objects, and colors. In addition, metaphors about religion, emotions, thoughts, human relationships, and morality were also found. Conclusions and Implications: The metaphors in the novel describe female characters who do not give up on their lives, even though they are less fortunate.]]>
<![CDATA[Penggunaan Kecerdasan Buatan (AI) dan ChatGPT dalam Konteks Pembelajaran Bahasa Inggris: Persepsi Mahasiswa dan Tantangannya: Pemanfaatan Kecerdasan Buatan dan ChatGPT dalam Pembelajaran Bahasa Inggris: Persepsi dan Tantangan Siswa ]]>
<![CDATA[Nur Hasanah]]>;
<![CDATA[Nur Aini Syah]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3110
<![CDATA[Background: The use of Artificial Intelligence (AI) technologies in teaching and learning at universities is unavoidable trend in the Industry 4.0 age. This study uniquely integrates the 5E learning model with ChatGPT in a real EFL classroom context, which is till underexplored in Indonesian tertiary education. Purpose: The aims of this research are to investigate students’ perception and experience of using AI technology application in English Classes and their challenges. It focuses on the influence of ChatGPT in the five aspects of 5E learning, namely engagement, exploration, explanation, elaboration, and evaluation, which were analyzed from questionnaire and interview. Method: The Students having experience using chat GPT of General English class at the second semester in State Islamic University Ponorogo took part in this study. This study employed mixed methods (quantitative and qualitative research approach), with data being gathered via questionnaire and interview. Results and Discussion: The finding based on students’ perception indicate that artificial intelligence can be an effective tool to aid student in English teaching and learning process. The students showed positive view of ChatGPT (M=2,7-3,02) in the learning process, including in the 5E learning model. The students felt that ChatGPT helped to increase their engagement and enthusiasm for learning English. ChatGPT not only facilitates understanding and build English language skill but also provides an interesting and interactive learning experience. However, some students meet challenges such as limiting access, signal strength, inaccurate answers, and a lack of prompts. Another challenge is AI can make some students feel lazy to learn and depend on AI tools. Conclusions and Implications: It is suggested that using AI should be followed by prompt formulation training and be done by considering other reference sources both books and journals and should be balanced with human interaction in Language Learning. By comparing several reference sources and interacting with humans, it will help students gain a broader perspective and avoid laziness of thinking and dependence on AI.]]>
<![CDATA[Voices from the Barzakh: A Sociological Reading of Refugee Suffering in Omayma Abdullah’s al-Ṭarīq 'abra al-Barzakh: Suara dari Barzakh: Pembacaan Sosiologis tentang Penderitaan Pengungsi dalam Karya Omayma Abdullah, al-Ṭarīq 'abra al-Barzakh ]]>
<![CDATA[Azkiyatunnisa]]>;
<![CDATA[Ulil Abshar]]>;
<![CDATA[Ekawati]]>;
<![CDATA[Fitri Liza]]>;
<![CDATA[Mawardi Mawardi]]>;
<![CDATA[Deva Yohana]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3143
<![CDATA[Background: The short story al-Ṭarīq 'abra al-Barzakh is a literary work that reflects the suffering of Sudanese refugees during the 1956–2005 conflict, which is important to study. Purpose: This study aims to analyze the forms of suffering experienced by Sudanese refugees in the short story “al-Ṭarīq 'abra al-Barzakh.” Method: This study uses a library method, with the short story al-Ṭarīq 'abra al-Barzakh as the primary data source. The analysis focuses on textual elements such as narrative, dialogue, and description. Wellek and Warren's the sociology of content of the literary work approach is used, supported by Agamben's theory of bare life to understand how the suffering of refugees is represented in the story. Result and Discussion: The results of the study show five forms of suffering, namely physical, psychological, social, existential, and spiritual. This is caused by the collapse of Sudan's socio-political structure, which places refugees in a state of bare life, namely biological existence without social or legal protection. This forces refugees to live without protection, without a country, and without access to basic needs. Conclusions and Implications: This study shows that short stories function as social documents that record the tragedy of displacement while also showing how humans are reduced to bare life in situations of war. The implications of this study emphasize the importance of literature as a medium of collective memory and a means of understanding trauma, marginalization, and the dynamics of humanity in the study of displacement.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Fadhlan Saini]]>;
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
