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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112 Documents
<![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.]]>
<![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.]]>
