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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126 Documents
<![CDATA[Analisis Tingkat Beban Kognitif Siswa dalam Belajar Bahasa Arab Berdasarkan Teori John Sweller: Beban Kognitif Intrinsik, Ekstrinsik, dan Relevan dalam Pembelajaran Bahasa Arab: Sebuah Studi Deskriptif Berdasarkan Teori John Sweller ]]>
<![CDATA[Ulfatul Mufidha]]>;
<![CDATA[Ahmad Mubaligh]]>;
<![CDATA[Muhammad Faisol]]>
<![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.v5i2.3582
<![CDATA[Background: Learning Arabic is often considered difficult by students because it involves various language elements that must be understood simultaneously. From the perspective of John Sweller’s Cognitive Load Theory, this condition is associated with the high demands of information processing in working memory, which can generate cognitive load. The study of cognitive load in learning Arabic is important for understanding students’ learning processes. Purpose: To describe students’ cognitive load during learning Arabic on the topic of al-mihnah in class X E at MAN Sumenep. Method: This study employed a descriptive quantitative, using all tenth-grade students of MAN Sumenep as the population, with 36 students from class X E selected as the research sample. The research instruments consisted of students’ worksheets (LKS) to measure intrinsic cognitive load and questionnaires to assess extraneous cognitive load and germane cognitive load. The questionnaire instruments were developed by adapting the multi-item indicators of Cognitive Load Theory proposed by Leppink and Klepsch and were constructed based on the factors and effects of cognitive load in the learning process. The instruments were translated and adjusted to the context of Arabic language learning and were subsequently tested for validity and reliability prior to data collection. The data were analyzed using descriptive statistical techniques to identify and categorize the levels of intrinsic, extraneous, and germane cognitive load experienced by students during Arabic learning. Results and Discussion: The study found that all three components of cognitive load were in the medium category. Intrinsic cognitive load had a mean score of 72.62, indicating that students were fairly capable of understanding the material and completing the worksheet tasks. Extraneous cognitive load had a mean score of 59.79, indicating that the instructional design sufficiently supported the learning process, although some unnecessary cognitive load remained. And germane cognitive load obtained a mean score of 71.13, indicating that students were fairly active in constructing and strengthening knowledge schemas. Conclusions and Implications: Students generally understand the material and constructed knowledge effectively, although the cognitive demands still require further optimization. These findings imply that Arabic language instruction should be designed in accordance with Cognitive Load Theory principles, with structured material presentation, appropriate media use, and clear instructions to reduce extraneous cognitive load and optimize students’ working memory capacity.]]>
<![CDATA[Analisis Teknik Penerjemahan Humor Verbal dalam Takarir Film 8 Rue de l’Humanité: Analisis Teknik Penerjemahan Humor Verbal dalam Teks Terjemahan Film 8 Rue de l’Humanité ]]>
<![CDATA[Raisya Tiara Nurradyarahma]]>;
<![CDATA[Iim Siti Karimah]]>;
<![CDATA[Farida Amalia]]>
<![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.v5i2.3699
<![CDATA[Background: The growth of streaming platforms has advanced audiovisual translation; however, humor transfer in films remains challenging due to linguistic and cultural context. Purpose: This study examines the subtitling of verbal humor in the French comedy film 8 Rue de l’Humanité (2021) into Indonesian to analyze how humor source characteristics influence translation technique selection. Method: A descriptive qualitative design using qualitative content analysis was employed, with the researcher serving as the primary instrument. The data consisted of the 125-minute French film 8 Rue de l’Humanité (2021) and its Indonesian Netflix subtitles. All subtitle utterances were screened, and those identified as verbal humor based on Shade’s classification were included in the analysis. Data were collected through document analysis using note-taking techniques and analyzed using the Miles and Huberman interactive model, integrating Shade’s verbal humor classification, Molina and Albir’s translation techniques, and Raphaelson-West’s humor sources. Analytical credibility was ensured through supervisory review and theory-based data cards that served as an audit trail. Results and Discussion: The analysis identified 40 instances of verbal humor in 8 Rue de l’Humanité (2021), dominated by irony, wit, and sarcasm, each occurring 10 times (25.0%). Six translation techniques were identified, with literal translation (42.5%) and modulation (27.5%) being the most frequent. The findings indicate that the selection of translation techniques is not determined by humor types but is instead influenced by the underlying characteristics of humor sources, whether universal, linguistic, or cultural. This study shows that humor source characteristics appear to influence translators’ decisions to preserve or reconstruct humorous effects in the target language. Conclusions and Implications: The study concludes that verbal humor transfer in subtitling does not rely on fixed techniques based on humor types. Instead, technique selection is adapted to humor source characteristics and the medium's spatial and temporal constraints. Future research should expand the corpus and examine audience acceptability.]]>
<![CDATA[Enhancing EFL Speaking Proficiency through TalkPal AI and Automatic Speech Recognition: Meningkatkan Kemampuan Berbicara Bahasa Inggris sebagai Bahasa Asing (EFL) melalui TalkPal AI dan Pengenalan Suara Otomatis ]]>
<![CDATA[Hasna Nurain Mukhsin]]>;
<![CDATA[Rita Roswita Duyo Duyo]]>;
<![CDATA[Randi Safii]]>
<![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.v5i2.3703
<![CDATA[Background: The integration of Artificial Intelligence (AI) into language education has created new opportunities to improve English as a Foreign Language (EFL) learners' speaking proficiency through interactive and personalized learning environments. One emerging platform is TalkPal AI, which incorporates Automatic Speech Recognition (ASR) technology to provide immediate feedback on learners' oral performance. Purpose: This study aimed to investigate the effectiveness of TalkPal AI-assisted learning in enhancing EFL university students’ speaking proficiency through Automatic Speech Recognition (ASR)-based learning. Method: A quantitative approach employing a quasi-experimental nonequivalent control group design was used. The participants were 21 undergraduate students enrolled in the English Literature Study Program at Universitas Muhammadiyah Gorontalo, comprising an experimental group (n = 11) and a control group (n = 10). Students' speaking proficiency was assessed through pre-test and post-test speaking tasks using an analytic rubric covering pronunciation, fluency, grammar, vocabulary, and comprehension. The instrument demonstrated excellent inter-rater reliability (ICC = 0.987) and high rating consistency (Cronbach's α = 0.994). Data were analyzed using descriptive statistics, Shapiro–Wilk normality test, Levene's test, paired samples t-test, independent samples t-test, and Cohen's d. Results and Discussion: Both groups showed significant improvement after instruction. However, the experimental group demonstrated a substantially greater improvement (mean difference = 42.09) than the control group (mean difference = 14.25). The independent samples t-test revealed a significant difference in post-test scores between the groups (t = −14.470, p < .001), with a very large effect size (Cohen's d = 2.35). Conclusions and Implications: TalkPal AI-assisted learning supported by ASR technology was associated with significantly higher speaking proficiency than conventional instruction, indicating its potential to enhance technology-enhanced language learning in EFL speaking classrooms.]]>
<![CDATA[ANALISIS KUALITAS TERJEMAHAN DEEPSEEK DAN GEMINI AI PADA TEKS POLITIK MENGGUNAKAN FRAMEWORK KARANGTURI: Analisis Kualitas Terjemahan Deepseek dan Gemini pada Artikel Politik Berbahasa Prancis Menggunakan Kerangka Kerja Karangturi ]]>
<![CDATA[Zalfaa Azhaar Maziyah]]>;
<![CDATA[Farida Amalia]]>;
<![CDATA[Ariessa Racmadhany]]>
<![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.v5i2.3753
<![CDATA[Background: The rapid integration of AI in machine translation has spurred extensive research, with over 2,000 studies (2024–2026) on translation quality, mostly focused on general and literary texts. This leaves a gap in evaluating complex political texts, where cultural nuances and specialized terminology pose unique challenges. Purpose: This research is carried out with the objective to examine level of accuracy, acceptability, and readability of the translated results of French political news texts translated by DeepSeek and Gemini using Karangturi framework belongs to Honggo to find a model of AI that shows excellent translation quality based on Nababan's accuracy and readability theory and Machali's acceptability theory. Method: The research method used is descriptive qualitative with research data taken from three news portals in France, namely Le Figaro, Libération, and Le Monde, each of which represents different political ideologies. The research instrument uses Nababan's accuracy and readability theory and Machali's acceptability theory, modified by Ardi. Results and Discussion: The test results show the same accuracy score (87.04%) and acceptability (82.64%) by both AI machines. However, Gemini is more excellent in readability with a score of 98.61% compared to DeepSeek, which scored 93.06%. Therefore, in total, Gemini (89.65%) better than DeepSeek (87.63%). Conclusions and Implications: This study concludes that Gemini and DeepSeek have great potential in translating political news texts, but their translation results still require human editing due to limitations in grammatical and contextual aspects. These results can be used as an academic reference for researchers and students to be more critical of the role of AI in the transfer of socio-political meaning, and also suggest that future researchers explore other AI frameworks or machines to expand the scope of this research.]]>
<![CDATA[The Effect of Storytelling Method on Students’ Reading Comprehension: Pengaruh Metode Bercerita terhadap Pemahaman Membaca Siswa ]]>
<![CDATA[Nurwahidah]]>;
<![CDATA[Suratman]]>;
<![CDATA[Muhammad Yani]]>
<![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.v5i2.3763
<![CDATA[Background: Students at State Junior High School (SMPN) 4 Monta experience difficulties in reading comprehension, particularly in identifying main ideas, understanding supporting details, following sequences, and drawing conclusions. Limited vocabulary, low interest in reading, and passive participation may contribute to these difficulties. Purpose: This study examined the effectiveness of the storytelling method in improving students’ reading comprehension at State Junior High School (SMPN) 4 Monta. Method: This quantitative study employed a true experimental design with a pre-test and post-test control group design. The participants were 43 eighth-grade students, consisting of 23 students in the experimental group and 20 students in the control group. The experimental group received storytelling instruction using narrative texts, while the control group received conventional instruction. Data were collected through reading comprehension tests and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test of homogeneity, a baseline equivalence test, paired-samples t-tests, an independent-samples t-test, and Cohen’s d effect size. Results and Discussion: The experimental group’s mean score increased from 52.74 to 82.13, while the control group’s mean score increased from 49.95 to 63.40. The independent-samples t-test showed a statistically significant difference between the groups, t(41) = −7.406, p < 0.001, with an absolute mean difference of 18.730 points and a large effect size (d = 2.26). These findings indicate that storytelling produced greater improvement in reading comprehension than conventional instruction. The narrative structure and contextualized presentation of vocabulary may have supported students in organizing information, activating prior knowledge, and constructing meaning from narrative texts. Conclusions and Implications: The findings demonstrate that storytelling significantly improved students’ reading comprehension and produced greater gains than conventional instruction. Storytelling may therefore be considered an alternative instructional strategy for teaching narrative texts in EFL classrooms, particularly at the junior high school level. Future studies should involve larger and more diverse samples, longer treatment periods, different educational contexts, and various text types to further examine the effectiveness and applicability of storytelling in English language learning.]]>
<![CDATA[Peran Akun Instagram @qalbcalligraphy dalam Pengembangan Mahārah al-Kitābah: Peran Akun Instagram @qalbcalligraphy dalam Mendukung Mahārah al-Kitābah ]]>
<![CDATA[Syafiq Muhammad Qutub]]>;
<![CDATA[Tatang]]>;
<![CDATA[Yusuf Ali Tantowi]]>;
<![CDATA[Ghazy Ahmad Filando]]>
<![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.v5i2.3785
<![CDATA[Background: Students’ illegible Arabic handwriting and minimal attention to calligraphy as a learning medium demand innovation in more effective visual learning media for supporting mahārah al-kitābah, adapting to the development of digital technology. Purpose: This study aims to describe the content characteristics and analyze the role of the Instagram account @qalbcalligraphy, as well as to reveal students’ responses regarding its use as a visual learning medium in supporting mahārah al-kitābah. Method: This study used a qualitative-descriptive approach with a case study design. Data collection techniques included observation, interviews, and documentation, involving eight ninth-grade male students at MTs Al-Ma’tuq selected through purposive sampling. The instruments used were observation sheets and interview guides. Data were analyzed interactively using the Miles, Huberman, and Saldana model. Results and Discussion: The findings of this study indicate that the Instagram account @qalbcalligraphy has strong visual characteristics that support mahārah al-kitābah. The calligraphy content uploaded by this account showcases neat, balanced Arabic writing techniques that adhere to writing rules, motivating students to improve their writing, so that students’ writing quality improved after viewing the content of the Instagram account @qalbcalligraphy. Students also responded positively to the use of the account, despite its limitations and challenges. Conclusions and Implications: The use of the Instagram account @qalbcalligraphy as a visual learning medium has the potential to support mahārah al-kitābah by providing educational Arabic calligraphy content and supplementary learning beyond the classroom, and can serve as an innovation for educators to utilize similar media in their learning. Future research is recommended to employ a quasi-experimental design with comparison groups and longer research periods, as well as compare different Instagram content formats and educational levels to examine longer-term changes.]]>
