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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87 Documents
<![CDATA[The Criteria of Good English Textbook for Students: A Senior English Textbook Analysis ]]>
<![CDATA[Akhmad, Enni]]>;
<![CDATA[R. Saleh, Yuwin]]>;
<![CDATA[Pakaya, Susanti]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.454
<![CDATA[Background: United Kingdom textbooks are a medium for delivering material, good material must be supported by good textbooks in accordance with the 8 ideal criteria of textbooks. Purpose: This study aims to analyze and describe the United Kingdom textbooks used in SMA Negeri 1 Gorontalo Regency Method: This study uses a qualitative method with an approach to analyzing the content of textbooks. Data was obtained through an observation system on topics, language aspects, task forms for 4 language skills, and task structure in each chapter of the book. The textbook analyzed is a textbook for high school students in grade X published by the Ministry of Education and Culture in the K-13 curriculum edition in 2017 Results and Discussion: The results of the study show that of the 8 criteria for a good textbook, this book meets the 5 criteria set. The 5 criteria are having clear goals and approaches, book design and organization, language content, language skills, language topics and practice situations Conclusions and Implications: This study concludes that this book is worthy of being recommended to be used as a textbook for students. This research has implications for efforts to improve students' mastery of United Kingdom language skills through the teaching materials in the textbooks used]]>
<![CDATA[Tata Bahasa Kasus Fillmore Dalam Cerpen Al-Yatîm Oleh Fatima Mohsen: Tata Bahasa Kasus Fillmore Dalam Cerpen Al-Yatîm Oleh Fatima Mohsen ]]>
<![CDATA[Hariyani, Nety Novita]]>;
<![CDATA[Rofidah, Ni’ma]]>;
<![CDATA[Abyad, Habil]]>;
<![CDATA[Maula, Siti Zulfa Hidayatul]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.357
<![CDATA[Background: Case grammar emerged with Fillmore's response to developments in transformation grammar, which has been an interesting subject to syntacticians and semanticists for many decades. Purpose: This study aims to (1) reveal the modalities in the short story Al-Yatîm by Fatima Mohsen; and (2) to describe the propositions in the short story Al-Yatîm by Fatima Mohsen based on the grammar theory of Charles J Fillmore's case. Method: This research includes descriptive-qualitative research. The primary data sources used are quotations from the short story Al-Yatîm by Fatima Mohsen, and the secondary data sources used are books and journals relâted to research studies. The data collection technique in this study was the note-reading technique. The data analysis technique used is Miles and Huberman's data analysis Results and Discussion: The results of this study include: (1) there are 5 types of modality, namely time (madhi, hal, mustaqbal), sign (janib madhi, janib haal, janib mustaqbal), negation (lâ, lâysa, lan), adverb (taroddad, darojah), and mood (irsyadiyah); and (2) there are 8 types of propositional cases, namely agentive case (dhomir ana, dhomir mustatir nahnu, waliid, wahiid, at-tiflu as-shoghir), experiential case (tahmilu), instrument case (jihaz), objective case (zaujatahu, kalâmaha), source case (ta'uda, i'adah, ajro'), purpose case (ilâ at-thobib, ilâ al-mabna), locative case (ma'mal, daaril aytam, maktabil mudiroh), and time case (tsalâsatu asyhur, at-tsanawatil khoms). Conclusions and Implications: Case grammar studies not only focus on English grammar, but can also be applied to all grammatical languages including Arabic. In the grammar of the Fillmore case, each case has a semantic role in the sentence aiming to exp lâ in the relâtionship between the predicate and the noun phrase. With this research, readers are expected to be able to understand the grammar of cases, and be able to apply it in the learning process. Relâted to the suggestion that needs to be looked at for future researchers is to examine more references and other theories related to case grammar, as well as be better prepared in the process of data analysis so that they can get good research results. In addition, researchers understand that this study is far from perfect. Therefore, researchers ask for constructive advice from readers so that in the future they can present better research or other written works.]]>
<![CDATA[Why and How Non-English Department Students Learn Vocabulary in Using Realia ]]>
<![CDATA[Usman Dilo, Asna]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.382
<![CDATA[Background: The primary language aspect is vocabulary. It must be mastered before mastering English skills. Vocabulary is the basement component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Purpose: This study reported comprehensive findings and interpretations that will provide a deep understanding of why non-English department students learn vocabulary using realia and why they learn the way they do. Method: This research is classroom action research that generally aims to improve students' communicative competence in English Results and Discussion: The results showed that by using realia teaching materials, lecturers could motivate students in communicative competence, and it can be seen in the results of research that have increased significantly. This can be proven by the increasing ability of students to describe things and communicate well and smoothly during the teaching and learning process. Students quickly draw what is happening around them because they are obtained or events that occur in their area. Conclusions and Implications: By using realia teaching materials, lecturers can motivate students in communicative competence, which can be seen from the research results that have experienced a significant increase. This can be evidenced by the increasing ability of students to describe things and communicate well and smoothly during the teaching and learning process. The implication of this research is to motivate students to communicate, and it must start with what exists and happens in the environment where they live so that they can easily find difficult words. The implication of this research is that in motivating students in communicating, it should start from what exists and happens in the environment where they live so that they can easily find difficult words.]]>
<![CDATA[Implementation of Interactive Multimedia to Improve Understanding of Arabic Rules in Jar and Athaf Letters ]]>
<![CDATA[Yusuf , Muhammad]]>;
<![CDATA[Arif, Muh]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.386
<![CDATA[Background: Along with the main task of teachers, namely teaching, in the teaching and learning process that takes place at school, teachers are not only required to be able to convey subject matter, but are required to be able to guide and encourage students to learn more actively. Purpose: The purpose of this study was to improve students' understanding and enthusiasm in learning Arabic on the material of jar and athaf letters by using interactive multimedia methods. Method: This study used classroom action research method. Results and Discussion: Interactive multimedia methods can improve students' activeness and learning outcomes. This can be seen from the learning activeness of students in Arabic language subjects on the subject of Jar letters and Athaf letters from the pre-cycle only obtained an average of 54.25 with a qualitative index (D) “Less” increased in cycle I by 65 with an index (C) “Enough” and increased significantly in cycle II to 84.12% with a qualitative index (A) “Excellent”. Likewise, the completeness of learning outcomes in Arabic language subject matter of Jar and Athaf letters continues to increase from the pre-cycle of only 23.07% (3 students) with an average score of 61.15, then increased in cycle I to 53.83% (7 students) with an average score of 67.69. While the completeness of student learning in cycle II can reach 84.59% (11 students) with an average score of 82.30. Conclusion and Implication: Based on the results of data analysis of classroom action research, it can be concluded that the implementation of Arabic language learning on the material of Jar and Athaf letters using interactive multimedia methods has been successful for this Classroom Action Research (PTK).]]>
<![CDATA[Sosiolinguistik (Campur Kode Masyarakat Kampung Arab Gorontalo) ]]>
<![CDATA[Adam, Abdul Azis]]>;
<![CDATA[Yasin , Zohra]]>;
<![CDATA[Hairuddin, Hairuddin]]>;
<![CDATA[Sarif, Suharia]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v1i3.482
<![CDATA[Background: Code Mixing is a sociolinguistic phenomenon and is common in bilingual or multilingual societies. Purpose: The purpose of this study is to describe the sociolinguistic phenomenon of code-switching through the speech of the Gorontalo Arab community. Method: This research uses a qualitative method to descript the object of code-mixing according to the actual situation and phenomenon. Data collection was done by direct observation with note-taking techniques and interviews with five descendants of Yemeni Hadrami Arab ethnic living in Gorontalo. Results and Discussion: This study concludes that in the speech of ethnic Arabs of Gorontalo Arab Village, there is a code mix in the form of word insertion from Indonesian to Arabic. This study found an external code mix that is often used in the speech of people who live in Gorontalo Arab village, with as much as 25 data. Conclusion and Implication: The results of this study imply that sociolinguistics can be a means of language learning. However, from the grammatical aspect, it has shortcomings due to mixing words that do not follow the standard rules in the two mixed languages. It is believed that there are still many vocabularies that are mixed between Arabic and Indonesian and are often spoken by the Arab community in Gorontalo. Therefore, this research can be developed in a larger population, especially in ethnic Arabs inhabiting several Gorontalo Province areas.]]>
<![CDATA[Ta’tsir Barnamaj Tazwid al-Mufradat ala Kafa’ah Kitabah al-Insya’: The Effect of the Vocabulary Enrichment Program on Composition Writing Efficiency ]]>
<![CDATA[Qibtiyah, Luthfatul]]>;
<![CDATA[Romlah, Siti]]>;
<![CDATA[Amini, Izzat]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 1 (2023): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v2i1.534
<![CDATA[Background: The Tazwidul Mufrodat program is a program that is carried out to add new vocabulary and will later be developed into work both in conversation and in written form. Purpose: This article aims to determine the effect and how much influence the Tazwidul Mufrodat program has on the ability to write insya’ intensive semester IV students. Method: This research used the quantitative approach with the type of causal link. The population in this article were 53 intensive female student. Data collection tecniques used are questionnaires, written tests, observation the result of tazwidul mufrodat’s reseach on the ability to write insya’, a fourth semester intensive student at the Al-Amien Prenduan institute. Results and Discussion: Based on the results of the calculation of the F test, it was found that the calculated F value was 2,891. So t count > t table (6,298 > 1,671). Then the tazwidul mufrodat program for intensive famele student in fourth semester at institute Dirosat Islamiyah Al-Amien Prenduan and the R Square value shows a value of 0.054 meaning that the tazwidul mufrodat program has an effect of 0.054 or 5.4 % while others are influenced by other factors outside the independent variable. This shows significance 0.000 < 0.05, it can be concluded that Ha is rejected and Ho is accepted.]]>
<![CDATA[Insersi Nilai Karakter Melalui Pembelajaran Bahasa Arab: Character Value Insertion through Arabic Language Learning ]]>
<![CDATA[Petta Solong, Najamuddin]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 1 (2023): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v2i1.568
<![CDATA[Background: Character values have not been specifically used as a self-development concept in Arabic language learning. Divinity, humanity, and nature-based character values should be inserted in all content and language skills. Purpose: The research is to interpret and provide an in-depth understanding of the concepts, methods, problems, and solutions in inserting character values through Arabic language learning from the perspective of Islamic education. Method: This research is literature research with a critical descriptive-analytical approach. Data sources were obtained from written documents in the form of reference books and articles. Data in the form of concepts is then analyzed descriptively with a content analysis approach. This approach is done by reconstructing concepts, describing ways, and providing solutions related to research problems. Results and Discussion: The results showed that the insertion of character values through Arabic language learning in the perspective of Islamic education has a dynamic concept and has a relationship between one material and another. The way of insertion can be done by inserting character education material into various learning components as a hidden curriculum. Combining Arabic language material with character values can essentially be a solution for teachers because the embryo of Islamic studies is essentially sourced from the Arabic-Islamic treasures that are imprinted on the concept of uswatun hasanah and tammimul akhlak. Conclusions and Implications: Contains one to two important sentences. This section provides a conclusion about the results of the research and what these results mean for us today, as well as the implications of the suggested research results for future research on the topic. The implication of this research is that teachers should always provide examples of behavior so that the insertion of character values in learning is more meaningful. In the aspect of learners, the content of Arabic language materials can be insinuated through their proficiency in speaking/good speech, listening/istima' good material, writing/kitabah good things and reading/qira'ah good content. The insertion of these four language skills can certainly shape the personality of learners who are more qualified, and weighty so that they become murabbi/murabbiyah who are oriented towards the pursuit of knowledge based not only on the level of sincerity but on the degree of pleasure of Allah and the Teacher.]]>
<![CDATA[Literary Psychology: Main Character Analysis of "The Feisty Fiancee" by Jessica Steele: Psikologi Sastra: Analisis Karakter Utama dalam Novel "The Feisty Fiancee" oleh Jessica Steele ]]>
<![CDATA[Mariana, Ana]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 1 (2023): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v2i1.656
<![CDATA[Background: The emergence of literary psychology studies is inseparable from the link between psychology and literature, so the main character in a literary work in the form of a novel is interesting to analyze. Purpose: This research aims to describe the character types and their changes played by "Yancie Dawkins" and Thompson Wakefield in the novel "The Feisty Fiancee" by Jessica Steele. Method: This research is literature research with a literary psychology approach. The primary data source is a novel entitled "The Feisty Fiancee" by Jessica Steele. Data collection techniques were carried out with manuscript documentation, namely reading the novel's narrative critically and in-depth, reading the storyline continuously, and coding and identifying the text of the story played by the main and supporting actors. The research instrument uses four aspects of the novel, namely; 1) plot, 2) setting, 3) theme, and 4) point of view. While in the aspect of literary psychology, the researcher used the instrument of Flat, Static, and Rounded characters. The data analysis technique is done by content analysis, with five stages, namely identifying the intrinsic elements of the novel, classifying the data, describing the story and dialogue, describing the events that lead to the discussion of the main character, and concluding the subject matter about the types of characters in the main character in the review of literary psychology. Results and Discussion: Yancie Dawkins, is the main character in Julia Steele's The Feisty Fiancée. Steele describes Yancie's physical appearance as a girl who is beautiful, independent, unique, and categorized as a feminist who has a good nature as a female character in real life today. Yancie's type is categorized into Static Character which is hard and annoying Yancie has a stable character from the beginning of the story to the end which is characterized by her stability in facing problems in her life. The supporting character in this novel is played by Thompson, he is a minor character, because Thompson plays an important role in the development of the story, especially the problems faced by Yancie Dawkins. Thompson's type is categorized as a Dynamic Character, constantly changing and developing as the story progresses. Dynamic characters respond to events and experience changes in attitude or outlook. Conclusion and Implications: The conclusion of this study shows that the novel "The Feisty Fiancée" introduces readers to the types of characters that can be emulated in everyday life. However, readers can also understand the roles and changes of characters that can change, according to the conditions of time, place, and events. The implication of the research can be a reference for future researchers to analyze the character and characterization of the characters.]]>
<![CDATA[Articulate Storyline Application: Development of Foreign Language Learning Media on the Aspects of Listening Skills ]]>
<![CDATA[Rokhim, Minatur]]>;
<![CDATA[Oktaviani , Fina Mega]]>;
<![CDATA[Safii, Randi]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 1 (2023): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v2i1.670
<![CDATA[Background: Arabic learning media using the Articulate Storyline application has not been developed much to improve listening skills. Objective: This study aims to develop one of the Arabic learning media that can improve listening proficiency through the use of the Articulate Storyline application in Madrasah Tsanawiyah students. Method: This research uses the RnD method. The development model follows Dick and Carry's opinion with the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data collection procedures are obtained through, observation, interviews, questionnaires, and tests. The research instrument uses questionnaires. The source of data was obtained from an Arabic teacher, 20 students, and 3 experts. Data analysis techniques use descriptive analysis in percentage form using a paired sample t-test formula. Distribution of questionnaires to students and provision of tests in the form of pre-tests and post-tests. Each test has 20 questions. Researchers conducted a normality test using the Kolmogrof-Simirnov test one sample test. For quantitative data response questionnaires, presentations were processed using Likert scales (4) Very good, (3) Good, (2) Sufficient, and (1) less. Results and Discussion: The results showed that the Arabic learning media based on the Articulate Storyline application was declared very good, and could increase students' interest in learning. This is based on: (1) an Assessment of material experts with a percentage of 97% of criteria and Very feasible and an Assessment of media experts with a percentage of 75% of feasible criteria. (2) Student assessment through response questionnaires, obtained a percentage of 94% so that it is classified as very feasible criteria. (3) Pretest, obtained an average score of 56.80% in the sufficient category, post-test test 85% in the eligible category. Conclusion and Implication: The conclusion of this study shows that articulate storyline learning media can be accepted by students and teachers as Arabic learning media that can be a solution to the problem of learning listening skills at the Madrasah level. The implication of the research is that application-based media articulate storyline is one of the best tools needed in learning foreign languages and improving language proficiency.]]>
<![CDATA[Development of Augmented Reality-based Arabic Uslub Materials to Improve Daily Language Expressing Ability ]]>
<![CDATA[Hasaniyah, Nur]]>;
<![CDATA[Arsyad, Berti]]>;
<![CDATA[A. Hasan, Adtman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 1 (2023): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v2i1.672
<![CDATA[Background: A language is a communication tool every person uses to express their desires. However, few students who learn Arabic find it challenging to speak the daily language with the correct uslub Objective: This study aims to develop the Arabic language based on Augmented Reality to improve the ability to express with the correct phrasing and diverse language styles. Method: This study used the RnD method with the ADDIE model. The research location is at the IAIN Sultan Amai Gorontalo Language Development Center. The population is 100 students, and the sample is 30 students. The data collection procedure is done by observation, interview, lift and test. Data analysis techniques are carried out with T-tests, and presentations are carried out with Likert scales. Results and Discussion: This study produced several recommendations that the basis of Augmented Reality can improve students' ability to express Arabic with the correct uslub Conclusion and Implication: This study concluded that students' ability to express themselves with the Arabic language needs to be accompanied, trained and continue to be familiarized with campus life so that daily expressions become spontaneous habits. The implications of this study suggest that learning Arabic using standard terms can be helped by augmented reality as a technology that combines digital elements, such as images, sounds, and virtual objects, with user needs.]]>
