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[A Description of English Teaching Based on Curriculum Merdeka ]]>
<![CDATA[Hikmawati, Hikmawati]]>;
<![CDATA[Nurwati, Andi]]>;
<![CDATA[Kadir Ismail, Abdul]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 2 (2024): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i2.1806
<![CDATA[Background: The curriculum change from the 2013 Curriculum to the Merdeka Curriculum has brought changes to the teaching process of a subject, including the English subject. Purpose: This research aims to describe the teaching of English based on the Merdeka curriculum at SMK Negeri 1 Limboto. Method: This research aims to describe the teaching of English based on the Merdeka curriculum at SMK Negeri 1 Limboto. Results and Discussion: The results of the research showed that during four observation sessions, the teacher consistently carried out all core learning activities stages as outlined in the observation guide. Similarly, students demonstrated active participation in the learning process, including praying, answering stimulus questions, identifying expressions from the discussed topics, working in groups, completing tasks, discussing, presenting discussion results, and participating in evaluations provided by the teacher. Conclusions and Implications: In conclusion, while the implementation of the Merdeka Curriculum has been undertaken with considerable effort and knowledge, there is still room for improvement in supporting teachers to be better prepared and able to implement this curriculum effectively in their learning processes. while the implementation of the Merdeka Curriculum has been carried out with various preparations and existing knowledge, there is still room for improvement in supporting teachers to be better prepared and able to effectively implement this curriculum in their learning process, especially in terms of in-depth understanding of its characteristics, module preparation, assessment, and adjustment of supporting infrastructure. This that English teaching based on the Merdeka curriculum provides autonom and students in setting goals and the methods to achieve them.]]>
<![CDATA[Differentiation Strategies for Arabic Language Learning in the Context of the Independent Curriculum: A Solution for Diverse Student Abilities: Strategi Diferensiasi Pembelajaran Bahasa Arab dalam Konteks Kurikulum Merdeka: Solusi untuk Keberagaman Kemampuan Siswa ]]>
<![CDATA[Nur Iman, Muhammad]]>;
<![CDATA[Faedurrohman, Faedurrohman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i3.1868
<![CDATA[Background: The process of teaching Arabic in Indonesian schools is quite a complicated challenge for teachers, especially when faced with differences in student abilities that require adjusting the teaching model. Purpose: This study aims to analyze the application of differentiation strategies in Arabic language learning within the framework of the Merdeka Curriculum through a review of available literature, as well as identify challenges and opportunities for success as reflected in the results of previous studies. Methods: This research uses a literature study approach, in which researchers review existing literature to collect, analyze, and summarize information related to differentiation strategies in Arabic language learning and the implementation of the Merdeka Curriculum. Results and Discussion: The results show that differentiation strategies contribute significantly to learning effectiveness, improving student engagement and learning outcomes. However, challenges such as limited time, resources and institutional support remain. This research provides guidance for teachers and policy makers to design more inclusive and effective learning. Conclusions and Implications: The conclusion of this study shows that differentiation strategy significantly contributes to improving the effectiveness of Arabic language learning. In its implementation, this strategy has a positive impact on the aspect of increasing students' engagement and their learning outcomes, especially in adjusting their very diverse abilities and learning styles. In addition, the role of technology is very important in supporting the process of implementing differentiation strategies, although the limitations of time and resources remain a major challenge in its implementation. The implications of implementing differentiation strategies from both theoretical and practical perspectives indicate the need to develop new learning models and teacher training programs.]]>
<![CDATA[Scientific Knowledge Integration and Overlapping Methodological Mechanisms in the Arab-Islamic Culture Analytical- Explanatory Study.: Integrasi Pengetahuan Ilmiah dan Tumpang Tindih Mekanisme Metodologis dalam Budaya Arab-Islam: Kajian Analitis-Eksplanatori ]]>
<![CDATA[Moussaoui, Ismail]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i3.2019
<![CDATA[Background: The research starts from the issue of specialization and its consequences, which led to the fragmentation of sciences, causing humans to lose a holistic cognitive view of various aspects of religious and worldly life. This contrasts with the perspective of ancient Muslim scholars and their deep understanding of existence, as they possessed integrated scientific mechanisms during a time when the cognitive sciences were interconnected, overlapping, and linked to the Quranic text. Purpose This paper aims to explore the concept of knowledge integration and its scientific mechanisms within Arab-Islamic culture. It highlights the contributions of Muslim scholars in establishing this concept and its role in advancing scientific progress across ages, linking it to the Quran. The study focuses on the interconnection of knowledge and sciences, their integration in serving and studying the Quran through an objective scientific approach grounded in transmitted, rational, and linguistic science. Method: he research is based on two methodologies: the integrative approach in presenting research knowledge according to a functional interpretive pattern of a series of progressive and interconnected scientific concepts that cover various topics related to the sciences of language, doctrinal sciences, and rational sciences among Muslim scholars, without dividing knowledge into separate fields. The second methodology is the analytical approach, which analyzes the issue of cognitive specialization and highlights its shortcomings in contrast to the integrative and holistic knowledge found among Muslim scholars. Results and Discussion: The research results revealed a scientific overlap between linguistic, religious, and philosophical mechanisms, demonstrating a mutual benefit and exchange between the sciences, both in content and form. This integration is one of the key factors in the development, advancement, and semantic flourishing of sciences, free from intellectual conflict, serving humanity and facilitating both its religious and worldly affairs. Conclusions and Implications: The integration of knowledge across sciences has sparked the curiosity of scholars and those interested in science and knowledge, as they found in these fields a source of fascination that strengthens their passion for science and love of learning. The study also recommends conducting new integrative studies between transmitted and rational sciences in the study of Quranic miracles and their application to reality. ]]>
<![CDATA[Pengembangan Media Interaktif Berbasis Artificial Intelegence (AI) untuk Mempermudah Pembelajaran Bahasa Arab: Pengembangan Media Interaktif Berbasis Artificial Intelegence (AI) untuk Mempermudah Pembelajaran Bahasa Arab ]]>
<![CDATA[Wulandari Samsudin, Nur Fajri]]>;
<![CDATA[Bt. H. Bahri, Ratni]]>;
<![CDATA[Amrullah, M. Kholis]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i3.2109
<![CDATA[Background: Educational technology plays a significant role in the teaching and learning process, particularly in addressing various challenges educators and students face. In this digital era, innovative learning technologies, such as artificial intelligence (AI), were increasingly applied, especially in school Arabic language instruction. Purpose: This study aimed to develop AI-based interactive media to facilitate Arabic language learning at Madrasah Tsanawiyah Al-Muhajirin Parungi. Methods: This research utilized the Research and Development (R&D) process. Results and Discussion: The findings indicated that teachers and students required practical learning media for Arabic language acquisition. Following the analysis, interactive press was developed, featuring engaging designs, audio-visual integration, and leveraging AI-based applications such as text-to-speech (TTS) and background image erasers. This media product was validated by experts, achieving a score of 90%, which indicated high feasibility. The media was then implemented with students and teachers, receiving positive feedback, with 88% of teachers and 86% of students affirming that the media was highly suitable for use. Conclusion and Implication: This study successfully developed AI-based interactive media that proved to be highly effective, showing significant improvements in students’ Arabic language learning outcomes. Statistical tests revealed a p-value smaller than 0.05 and an N Gain Score of 67.92%, indicating the effectiveness of the media in enhancing students’ Arabic language skills. This innovation was expected to positively impact learning at Madrasah Tsanawiyah Al-Muhajirin Parungi.]]>
<![CDATA[Pengaruh Cooperative Learning dengan Strategi Make a Match terhadap Pemahaman Kosa Kata Bahasa Arab Siswa di MTsN 17 Tanah Datar: Pengaruh Pembelajaran Kooperatif dengan Strategi Make a Match terhadap Pemahaman Kosakata Bahasa Arab Siswa ]]>
<![CDATA[Zahra Syurfa]]>;
<![CDATA[Nurlaila]]>;
<![CDATA[Rizka Widayanti]]>;
<![CDATA[Partomuan Harahap]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i3.2276
<![CDATA[Background: This study was motivated by the low understanding of students' Arabic vocabulary at MTsN 17 Tanah Datar. Purpose: This research aims to determine the effect of cooperative learning with the make a match strategy on students' vocabulary understanding at MTsN 17 Tanah Datar. Method: The research methodology uses a quantitative experimental approach with a quasi-experimental design. The population in this study were all students in class eighth at MTsN 17 Tanah Datar. Researchers used Total Sampling techniques in taking samples. The researcher chose class 8.A with a total of 21 students as the experimental group and class 8.B with a total of 20 students as the control group. The instrument for vocabulary learning results is in the form of test questions that have been validated by the validator. Results and Discussion: The Wilcoxon test results were obtained by Asymp. Sig. (2-tailed)=<0.001. This means Asymp. Sig. (2-tailed)=0.001 is smaller than 0.05 )0.001<0.05) and means that H1 is accepted. Conclusions and Implications: Based on the results of the test wilcoxon,the researcher concluded in this study that there is effectiveness of cooperative learning with the make a match strategy on vocabulary understanding at MTsN 17 Tanah Datar.]]>
<![CDATA[Total Physical Response (TPR) Method: Is it effective in improving students' Mufradat Mastery? (Experimental Analysis): Metode Total Physical Response (TPR): Apakah efektif dalam meningkatkan Penguasaan Mufradat Siswa? (Analisis Eksperimen) ]]>
<![CDATA[Mohamad Rian Liputo]]>;
<![CDATA[Moh. Aldi Fitrah]]>;
<![CDATA[M. Tegar Nas'da Putra Yunika]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i3.2295
<![CDATA[Background: Mastery of mufradat (vocabulary) is a key element in learning Arabic, but many students have difficulty remembering and using new vocabulary. The Total Physical Response (TPR) method has proven effective in language teaching. However, its application in the context of Arabic at the primary school level is still minimally discussed. Purpose: This study aims to evaluate the effectiveness of the TPR method in increasing the mastery of Arabic mufradat in grade V students of SD UNG Laboratory. Methods: This study uses an experimental design with pre-test and post-test approaches. The research population is 60 students in class V, with a sample (Random Sampling) of 40 students. It consists of two groups: an experimental group that applies TPR and a control group that uses conventional methods. Data was collected through pre-test and post-test questions and interviews. Results and Discussion: The results showed a significant increase in mufradat mastery in the experimental group. This is based on the output of the “Test Statistic” carried out, the Asymp value—Sig. (2-tailed) for the experimental class of 0.000. Because the value of 0.000 is less than 0.05, it can be concluded that there is a difference between the results of the pre-test and the post-test of the experimental class. In other words, the Total Physical Response (TPR) method is effective in increasing the mastery of Mufradat for Grade V students of SD UNG Laboratory. Conclusion and Implications: This study concluded that the Total Physical Response (TPR) method effectively increased the mastery of Arabic mufradat by 20 words from the experimental and control classes. The implications of these findings encourage educators to adopt interactive techniques such as TPR in Arabic language teaching and provide recommendations for developing a curriculum that is more responsive to student needs. This research also opens up opportunities for further studies on applying TPR in a broader context with more diverse mufradat.]]>
<![CDATA[Google Slides as a Creative Solution to Improve Arabic Vocabulary Mastery: Google Slides sebagai Solusi Kreatif untuk Meningkatkan Penguasaan Kosakata Bahasa Arab ]]>
<![CDATA[Isima, Nuranisa]]>;
<![CDATA[Annisa Raina Khairani]]>;
<![CDATA[Eka Meitya P. Akase]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 1 (2025): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i1.2296
<![CDATA[Background: This research is based on the importance of vocabulary mastery as an indicator of language learning success. Learning Arabic at Alhijrah Kindergarten, which uses flashcards too often, causes student boredom. With interactive features like videos, animations, and links, Google Slides offers a more engaging and fun alternative to vocabulary learning. Purpose: This study aims to test the effectiveness of using Google Slides in improving students’ mastery of Arabic vocabulary in Alhijrah Islamic Kindergarten. Method: This research design is a quantitative experiment that tests the effectiveness of Google Slides on the mastery of Arabic vocabulary of Alhijrah Islamic Kindergarten students. Result and Discussion: The results showed a significant increase in students’ vocabulary mastery after using Google Slides, with an average posttest score of 80.75 compared to the average pretest score of 47.75. In the experimental class, the average value difference between the pretest and the posttest was -28,250, with a standard deviation of 11,271. As for the control class, the average score difference between the pretest and the posttest was -10,000, with a standard deviation of 6,283. The output results of the paired sample test showed that the significance value (p-value) was 0.000. Because the value obtained from 0.000 was less than 0.05, it can be concluded that Google Slides effectively improves students’ vocabulary mastery. Conclusion and Implications: Google Slides has proven effective in improving the mastery of Arabic vocabulary in Alhijrah Islamic Kindergarten. Students significantly improve their remembering and understanding of new vocabulary through its interactive and multimedia features, contributing to their Arabic language skills. As a research implication, Alhijrah Islamic Kindergarten teachers should regularly integrate Google Slides in learning Arabic vocabulary to create more interactive learning.]]>
<![CDATA[Interactive Method in Duolingo Application: Improving Students' Arabic Listening Skills: Metode Interaktif dalam Aplikasi Duolingo: Meningkatkan Kemampuan Mendengar Bahasa Arab Siswa ]]>
<![CDATA[Djafar, Zulvinawati]]>;
<![CDATA[Liputo, Mohamad Rian]]>;
<![CDATA[Adam, Muhamad Zikran]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 1 (2025): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i1.2299
<![CDATA[Background: Arabic has an important role in Islamic education in Indonesia, but students often experience difficulties in Arabic listening skills in the aspect of mastering the material. Purpose: This study aims to analyze the effect of interactive methods in the Duolingo application on students’ Arabic listening skills at MA Muhammadiyah Gorontalo. Method: This research design is quasi-experimental with a pretest-posttest approach. The study involved 40 students of grade XI as samples, who were divided into experimental and control groups. The instruments used included a listening ability test and a questionnaire to collect data on students’ perceptions. The research procedure included a pretest, an intervention using the Duolingo app for 4 weeks, and a posttest to analyze students’ listening ability improvement. Data were analyzed using descriptive and inferential statistics. Results and Discussion: The results showed that the use of interactive methods through the Duolingo application significantly improved students' listening skills at MA Muhammadiyah Gorontalo. In the experimental class, the average student pre-test score was 57.00, which increased to 76.40 in the post-test, resulting in a percentage increase of about 34.04%. Meanwhile, the control class that used the traditional method also improved, with an average pre-test score of 46.60 and a post-test of 61.00, recording an increase of about 30.92%. Although both groups showed progress, the experimental class showed greater improvement, indicating that the interactive method was more effective in improving Arabic listening skills compared to the conventional approach. Conclusions and Implications: The conclusion of this study shows that the interactive method in Duolingo is not only effective in improving students' listening skills, but also increases their motivation and engagement in learning Arabic. These results have important implications for Arabic language education curriculum development, encouraging teachers to integrate interactive learning technologies in the teaching process. This research also recommends further studies to explore the use of other applications in the context of language learning and their potential to improve language skills among students. As for some indicators that students must achieve include: (1) Understand Context (2) capture the main idea (3) analyze and evaluate.]]>
<![CDATA[Improving the Ability of Maharah Qiraah Class VII Through Busy Book Learning Media: Meningkatkan Maharah Qiraah Kelas VII Melalui Media Pembelajaran Busy Book ]]>
<![CDATA[Makalunsenge, Firgiawan]]>;
<![CDATA[Abu Samad, Musdelifa]]>;
<![CDATA[Abdullah, Abdullah]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v3i3.2306
<![CDATA[Background: Learning media plays an important role in learning Arabic. The use of appropriate learning media can increase students' interest and activeness in learning subject matter, especially in learning Arabic. In the current era of information technology development, the use of innovative learning media such as Busy books can be an effective alternative to improve the quality of learning. Purpose: The objectives of this Learning Media Development include, (1) Developing effective and interesting Busy book-based learning media to improve students' Arabic reading skills at MTs Nurul Yaqin, Gorontalo City, (2) Measuring the feasibility of Busy book-based learning media, the researcher hopes to improve students' ability to read Arabic sentences at MTs Nurul Yaqin, Gorontalo City. Method: This research uses research and development (R&D) methods. Research and Development Theory is a type of research used to produce products. The research and development steps carried out are adapted from the ADDIE (Analyze, Designe, Develop, Implement, and Evaluate) design. Results and Discussion: It was found that for the pre-test data of the implementation class, there were 30 samples with a minimum score of 10 and a maximum value of 50, while for the post test data of the implementation class, there were 30 samples with a minimum score of 60, a maximum value of 90. then it can be concluded that there is a difference between the results of the Pre-Test and Post-Test of the Implementation class. In other words, that there is an influence of the Busy Book method on Maharatul Qiraah of MTs Nurul Yaqin Students. Conclusions and Implications: Based on the results of the limited trial, there was a significant increase between students' pre-test and post-test scores after using busy book media. Thus, it can be concluded that the busy book method has a positive influence on the ability of Maharatul Qiraah of MTs Nurul Yaqin students.Berdasarkan hasil uji coba terbatas, terdapat peningkatan signifikan antara nilai pre-test dan post-test siswa setelah menggunakan media busy book. Dengan demikian, dapat disimpulkan bahwa metode busy book memiliki pengaruh positif terhadap kemampuan Maharatul Qiraah siswa MTs Nurul Yaqin.]]>
<![CDATA[Utilisation of Wordwall Application as a Media for Evaluating Maharah Al Kitabah: Pemanfaatan Aplikasi Wordwall sebagai Media Evaluasi Maharah Al Kitabah ]]>
<![CDATA[Khairanis, Retisfa]]>;
<![CDATA[Hasaniyah, Nur]]>;
<![CDATA[Al Anshory, Abdul Muntaqim]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 1 (2025): APRIL ]]>
Publisher : <![CDATA[Language Development Center ]]>
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DOI: 10.58194/eloquence.v4i1.2658
<![CDATA[Background: This research is motivated by the importance of innovation in learning evaluation media, especially in improving the quality of the Maharah Al Kitabah evaluation at Mutiara Al Madani Islamic Junior High School. So far, the evaluation methods used are still conventional and less able to arouse students' interest in learning. Based on observations and interviews with Arabic language teachers, it is known that the Wordwall application has been utilized as an alternative evaluation media that is more interesting and interactive. Purpose: This research aims to describe the utilization of Wordwall application as an evaluation media for Maharah Al Kitabah. Method: This research used a qualitative approach with a descriptive design. Data sources consisted of Arabic teachers and learning activities in class VIII. The sample was selected through purposive sampling, while the data were collected through participatory observation and semi-structured interviews. The instruments used were observation guidelines and interview guidelines. The data analysis procedure followed the stages of data reduction, data presentation, and conclusion drawing. Results and Discussion: The results showed that the use of Wordwall helped teachers in preparing varied and fun evaluations and was able to increased student involvement in the learning process of Maharah Al Kitabah. This research also fills the gap related to the lack of utilisation of digital media in Arabic learning evaluation. Conclusions and Implications: In conclusion, Wordwall is effectively used as an evaluation medium for Maharah Al Kitabah and has a positive impact on students' learning process. The implication is that teachers need to continue to develop the utilisation of digital media in learning evaluation and become a reference for further research in the field of Arabic language education.]]>
