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
126 Documents
<![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[Rachma Nurhaliza]]>;
<![CDATA[Mia Nurmala]]>;
<![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.]]>
<![CDATA[Semiotics of Emotion in AI-Based Text Interaction: Analysis of Signs and Meaning in Emotional Responses by Chatbots: Semiotika Emosi dalam Interaksi Teks Berbasis Kecerdasan Buatan: Analisis Tanda dan Makna dalam Respons Emosional yang Dihasilkan oleh Chatbot ]]>
<![CDATA[Absri]]>;
<![CDATA[Muhammad Fauzi Razak]]>;
<![CDATA[Wira Kafriyawan]]>;
<![CDATA[Abdul K. Ismail]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3634
<![CDATA[Background: Chatbot systems in education, customer service, and social-media platforms increasingly rely on scripted empathy language, yet how these linguistic signs are semiotically constructed and interpreted by users remains empirically under-examined, particularly because prior studies favor computational sentiment metrics over sign-based interpretation. Purpose: This study analyzes how linguistic signs in text-based chatbot responses construct emotional meaning, by identifying the operational function of Saussurean, Peircean, Barthesian, and Ekmanian categories in a corpus of authentic chatbot–user exchanges. Method: This qualitative descriptive study applied semiotic analysis to 120 chatbot–user interaction excerpts purposively collected from three educational chatbots, two customer-service chatbots, and two social-media conversational assistants operating in Indonesian and English between January and March 2026. Excerpts were selected using explicit inclusion criteria (presence of emotional linguistic markers, availability of corresponding user response, and public or consented data source) and coded using a discourse coding sheet, a semiotic interpretation matrix, and an Ekman emotion-category rubric, with inter-coder checking by two independent coders. Results and Discussion: Empathy (21.7%) and reassurance (18.3%) emerged as the most frequent emotional sign categories among the seven coded types, operating as Peircean symbols such as “I understand your concern” and “Thank you for your patience.” These signs were interpreted by participant excerpts as markers of emotional closeness, while emotionally neglectful responses (8.3% of the corpus) were associated with symbolic distance in the surrounding discourse. These findings extend prior sentiment-focused chatbot research by showing specifically how classical semiotic categories operate in AI-generated emotional discourse. Conclusions and Implications: Emotional communication in chatbot interaction is represented through linguistic signs, symbolic interpretation, and contextual discourse rather than through biological affect. The findings contribute to digital semiotics and AI linguistics, and offer a coding framework that developers and researchers can use to design more empathetic and ethically responsible conversational AI.]]>
<![CDATA[Phonological Competence and Arabic Speaking Proficiency among MTs Students: A Quantitative Correlational Study: Kompetensi Fonologis dan Kemahiran Berbahasa Arab di Kalangan Mahasiswa MTs: Sebuah Studi Korelasi Kuantitatif ]]>
<![CDATA[Raudhatul Jannah H. Genti]]>;
<![CDATA[Ratni Bt. Hj. Bahri]]>;
<![CDATA[Janet Watson]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3282
<![CDATA[Background: Arabic language learning in Indonesian madrasahs faces persistent phonological challenges because several Arabic phonemes, particularly /ع/, /ح/, and /ق/, do not exist in Indonesian and many local Austronesian languages. These differences often affect students’ pronunciation accuracy and oral intelligibility in Arabic communication. Purpose: This study aimed to examine the relationship between Arabic phonological competence and Arabic speaking proficiency among seventh-grade students at MTsN 2 Boalemo. Method: A quantitative correlational design was employed. The participants consisted of 60 students selected through proportional stratified random sampling from a population of 140 seventh-grade students. Data were collected using two validated instruments: the Arabic Phonological Competence Test (TKFBA) and the Arabic Speaking Proficiency Test (TLKB), both scored on a 0–100 scale. Students’ oral performances were audio-recorded and evaluated by trained raters. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, ANOVA-based linearity testing, Pearson correlation, and simple linear regression with IBM SPSS Statistics 28 at a significance level of α = .05. Results and Discussion: The findings revealed a statistically significant positive relationship between Arabic phonological competence and Arabic speaking proficiency (r = .999, p < .001). Regression analysis indicated that phonological competence was strongly associated with variation in speaking proficiency scores (R² = .998). These findings support previous studies emphasizing the importance of phonological competence in second-language speaking performance and contribute empirical evidence from the underrepresented context of Arabic language learning in Eastern Indonesia. Nevertheless, the exceptionally high coefficient values should be interpreted with caution and warrant further verification through replication studies involving larger and more diverse samples. Conclusions and Implications: The study concludes that Arabic phonological competence is strongly associated with Arabic speaking proficiency among MTs students. Therefore, phonological training should be systematically incorporated into Arabic language instruction, particularly for phonemes that present difficulties for Indonesian learners. Future research is encouraged to employ longitudinal or experimental designs to further investigate the role of phonological competence in speaking development.]]>
<![CDATA[Pengaruh Dominasi Otak Kiri–Kanan terhadap Penguasaan Kaidah dan Mufrodat Bahasa Arab Santri MTs: Kajian Neurolinguistik: Hubungan Antara Dominansi Belahan Otak dan Penguasaan Tata Bahasa serta Kosakata Bahasa Arab di Kalangan Mahasiswa MTs: Sebuah Studi Neurolinguistik ]]>
<![CDATA[Eka Sandri Yusuf]]>;
<![CDATA[Damhuri]]>;
<![CDATA[Wala Fahad bin Subait]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3374
<![CDATA[Background: Arabic language learning at the Madrasah Tsanawiyah (MTs) level demonstrates considerable variation in students' mastery of grammar and vocabulary. Some learners perform better in grammatical analysis, whereas others achieve stronger vocabulary mastery. From a neurolinguistic perspective, these variations may be associated with differences in brain hemisphere dominance during language processing. Purpose: This study aimed to examine the relationship between brain hemisphere dominance and the mastery of Arabic grammar and vocabulary among students at MTs Al-Islam Telaga Biru. Method: This study employed a quantitative correlational design involving 60 female students from Class IX-6 and Class IX-7 selected through total sampling. Data were collected using a 20-item brain hemisphere dominance questionnaire and achievement tests measuring Arabic grammar and vocabulary mastery. Data were analyzed using descriptive statistics and Pearson's product-moment correlation with IBM SPSS Statistics Version 29. Results and Discussion: Based on the questionnaire scores, 20 students were classified as left-brain dominant and 40 as right-brain dominant. Students classified as left-brain dominant tended to obtain higher grammar scores, whereas those classified as right-brain dominant tended to achieve higher vocabulary scores. Pearson's correlation analysis revealed a very strong negative relationship between brain dominance scores and grammar mastery (r = −0.927, p < 0.01) and a very strong positive relationship between brain dominance scores and vocabulary mastery (r = 0.963, p < 0.01). Conclusions and Implications: The findings indicate a significant relationship between brain hemisphere dominance and Arabic grammar and vocabulary mastery. These findings suggest that Arabic language teachers should consider students' hemispheric learning tendencies when designing differentiated instructional strategies that accommodate diverse learning characteristics.]]>
<![CDATA[Syntactic Anticipation and Arabic Reading Comprehension Among Hubulo Boarding School Students: Antisipasi Sintaksis dan Pemahaman Membaca Bahasa Arab di Kalangan Siswa Asrama Hubulo ]]>
<![CDATA[Khairus Sakinah Chaeruddin]]>;
<![CDATA[Hairuddin]]>;
<![CDATA[Shahd Dibas]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3375
<![CDATA[Background: Reading comprehension of unvocalized Arabic texts presents a significant challenge for students, as the absence of harakat requires readers to rely on grammatical and structural cues rather than phonological decoding to construct meaning. One cognitive mechanism believed to support this process is syntax cognitive anticipation defined in this study as the reader's ability to predict upcoming grammatical structures and sentence roles before fully encountering the text. Despite its theoretical relevance, the relationship between syntax cognitive anticipation and Arabic reading comprehension without diacritics remains underexplored, particularly within the Islamic boarding school context, where students are routinely exposed to unvocalized religious and classical texts. Purpose: This study aims to analyze the relationship between syntax cognitive anticipation ability and the understanding of Maharotul Qirā’ah among students of Hubulo Boarding School. Method: This study employed a quantitative correlational design to examine the relationship between syntax cognitive anticipation and Arabic reading comprehension without diacritics among students at Hubulo Islamic Boarding School. A sample of 60 students (N = 60) was selected from a population of 130 students using proportionate stratified random sampling. Data were collected through a syntax cognitive anticipation test and a reading comprehension test of unvocalized Arabic texts, and analyzed using Pearson product-moment correlation. Results and Discussion: The results revealed a moderate, statistically significant positive correlation between syntax cognitive anticipation and reading comprehension without diacritics, r(58) =534, p <001, N = 60, 95% CI [32,69]. Based on standard interpretation criteria for correlation coefficients, this value falls within the moderate range, indicating that students with stronger syntactic anticipation ability tend to demonstrate better comprehension of unvocalized texts, while syntax anticipation accounts for approximately 28.5% of the variance in comprehension scores (r² =285). Conclusion and Implications: This study concludes that syntactic cognitive anticipation ability plays an important role in improving students' comprehension of unvocalized maharotul qirā'ah, as demonstrated by a moderate and statistically significant positive correlation, r(58) =534, p <001, N= 60. The practical implication is that teachers need to incorporate syntactic structure anticipation exercises into Arabic language instruction to enhance students' ability to read unvocalized texts. Future research is recommended to expand the variables and learning contexts examined in order to obtain a more comprehensive understanding of the factors influencing Arabic reading comprehension.]]>
<![CDATA[Analysis of the Mastery of Arabic Morphology by Students in Reading Arabic Texts: Analisis Penguasaan Morfologi Bahasa Arab oleh Siswa dalam Membaca Teks-teks Bahasa Arab ]]>
<![CDATA[Siti Sholehah Doholio]]>;
<![CDATA[Mukhtar I. Miolo]]>;
<![CDATA[Fouad Achir]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3377
<![CDATA[Background: Mastery of Arabic morphology is one of the important foundations in learning Arabic, especially in the context of reading Arabic texts, which is a major requirement for students at Islamic boarding schools. However, the extent to which mastery of morphology contributes to proficiency in reading Arabic texts still needs to be studied empirically in order to provide a more effective basis for teaching. Objective: This study aims to analyze the relationship between mastery of Arabic morphology and the Arabic text reading proficiency of students in Islamic boarding schools. Method: This study uses a quantitative approach with a correlational design. Data were collected through objective tests that measured morphology mastery and Arabic text reading ability in 60 students (N = 60) from one selected Islamic boarding school. Data analysis was performed using Pearson's correlation test to determine the strength and direction of the relationship between the two variables. Results and Discussion: The results of Pearson's correlation test showed a positive relationship with moderate to strong strength between Arabic morphology mastery and Arabic text reading proficiency, with a correlation coefficient of r = 0.534. (R² = 0.285, indicating that morphology mastery accounted for 28.5% of the variance in Arabic text reading proficiency; this represents a large effect size according to Cohen's (1988) classification, 95% CI [0.32, 0.69]). This relationship is unidirectional, meaning that the higher the mastery of morphology, the better the ability to read Arabic texts. The significance value p = 0.000 (p < 0.01) indicates that the correlation is statistically significant at the 1% level. These findings reinforce the role of morphology as an important component in the development of students' Arabic literacy, even though it is not the only factor.]]>
<![CDATA[Mengkaji Peran Input Komprehensif dalam Kelas EFL Vokasional Tata Boga melalui Teks Prosedur: Menelaah Peran Input yang Mudah Dipahami dalam Kelas Bahasa Inggris sebagai Bahasa Asing (EFL) Kejuruan Kuliner dengan Menggunakan Teks Prosedur ]]>
<![CDATA[Keisha Lingga Kusumadewi]]>;
<![CDATA[Alief Noor Farida]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3460
<![CDATA[Background: Focusing on Stephen Krashen’s Input Hypothesis, the study examines how teacher provides comprehensible input, students’ perceptions, and challenges that constrain the input of English for Specific Purposes (ESP) in culinary settings. Purpose: This study aims to explore the role of comprehensible input used by English teacher in culinary vocational EFL classroom through the use of procedure texts, shows students perspective about comprehensible input and its relevance, and analyzes the challenges encountered in applying the frameworks. Method: The research design that used for this study is a qualitative classroom-based case study. The research sets in SMK Ibu Kartini Semarang and use the participation from one culinary classroom and one English teacher. The data collection from this research was obtained through classroom observation, documents analysis, a survey form, and semi structured interview with teacher and selected students. Results and Discussion: The findings of the research shows that comprehensible input was primarily obtained through the interaction in classroom rather than instructional lesson plan, with frequent strategies used by the teacher such as simplification and repetition, translanguaging, visual support, and comprehension check in lesson. Students’ perception shows that they understand English in procedure text better through demonstrations, contextualized culinary tasks, and mixed-language during classroom. However, challenges exist from limited and unfamiliar vocabulary, time constraints, and variations of student’s proficiency levels. Conclusions and Implications: These findings indicates that comprehensible input in culinary EFL settings mostly supported through multimodal materials and interactive learning classroom.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR BAHASA ARAB BERBASIS PENDIDIKAN KARAKTER DI MADRASAH IBTIDA’IYAH MI’ROJUL IHTIDA BONDOWOSO: Pengembangan Bahan Ajar Bahasa Arab Berbasis Pendidikan Karakter untuk Sekolah Dasar Islam ]]>
<![CDATA[Firda Aulia Denisa]]>;
<![CDATA[Sutaman]]>;
<![CDATA[Mamluatu Solihah]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3494
<![CDATA[Background: Teaching materials play an important role in the learning process because they serve as a primary reference for teachers and students in achieving learning objectives. When teaching materials are inappropriate, irrelevant, or not aligned with students’ needs, they may affect not only learning outcomes but also students’ character development. Therefore, teaching materials are needed that not only teach language skills but also help shape students’ attitudes and moral values. Purpose: This study aims to develop Arabic teaching materials based on character education at Islamic Elementary School Mi’rojul Ihtida Bondowoso. Method: This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Results and Discussion: The results show that the developed teaching materials obtained a feasibility score of 82.5% from the material expert (categorized as feasible) and 97.5% from the design expert (categorized as highly feasible). The average student pre-test score increased from 59.4 to 83.2 in the post-test. The paired sample t-test results indicate a significant difference between students’ learning outcomes before and after the use of the teaching materials. The N-gain value of 0.5893 (58.93%) falls into the moderate category. Conclusion and Implications: The development of character education–based Arabic teaching materials is considered valid and effective for use in the learning process at Islamic Elementary School Mi’rojul Ihtida Bondowoso. These teaching materials contribute to integrating Arabic language learning with the development of character values among elementary-level students.]]>
<![CDATA[Efektivitas Media Pembelajaran dalam Meningkatkan Penguasaan Kosakata Bahasa Arab: Sebuah Meta-Analisis Studi Eksperimental di Sekolah Menengah Pertama: Media Pembelajaran dan Penguasaan Kosakata Bahasa Arab: Sebuah Meta-Analisis ]]>
<![CDATA[Annisa Raina Khairani]]>;
<![CDATA[Sutaman]]>;
<![CDATA[Mamluatu Solihah]]>;
<![CDATA[Annisa Syalsabila]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v5i2.3495
<![CDATA[Background: Instructional media are widely implemented in Arabic vocabulary learning, yet their overall effectiveness and the contextual factors influencing their impact require quantitative synthesis. Purpose: This study aimed to estimate the pooled effect size of instructional media on students’ Arabic vocabulary mastery and to examine whether effect size variations were influenced by media type, sample size, and publication year. Method: A quantitative meta-analysis using a random-effects model was conducted on ten one-group pretest–posttest experimental studies at the junior secondary school level. Studies were systematically identified from SINTA-indexed journals and the official website of the Perkumpulan Pengelola Jurnal Kajian Bahasa Arab (PPJKBA) following PRISMA 2020 guidelines and predefined inclusion criteria. Effect sizes were calculated using Cohen’s d and corrected to Hedges’ g, with standardized mean differences computed using the pooled standard deviation of pretest and posttest scores as the standardizer. Statistical analyses were performed using JASP. Results and Discussion: The meta-analysis revealed a large and statistically significant pooled effect size (SMD = 2.549; 95% CI [1.388, 3.710]; p < 0.001), indicating substantial improvements in Arabic vocabulary mastery. However, heterogeneity was very high (I² = 94.43%), and the 95% prediction interval (−0.99 to 6.08) included zero, suggesting considerable variation in true effects across educational contexts. Moderator analysis showed no significant differences according to media type, sample size, or publication year. Potential publication bias was indicated by significant Begg’s test (Kendall’s τ = 0.854, p < 0.001) and Egger’s regression test (t = 8.448, p < 0.001). Conclusions and Implications: Instructional media have a strong positive effect on Arabic vocabulary learning outcomes and support the integration of diverse instructional media in vocabulary instruction, although the pooled effect size may be overestimated due to the exclusive use of one-group pretest–posttest designs. Future research is encouraged to explore additional contextual and pedagogical moderators.]]>
