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
87 Documents
<![CDATA[Perception of the Use of Artificial Intelligence for Improving English Academic Writing Skills: Persepsi Penggunaan Kecerdasan Buatan untuk Meningkatkan Keterampilan Menulis Akademik Bahasa Inggris ]]>
<![CDATA[Anwari, Muhammad Fatikh]]>;
<![CDATA[Retnaningsih , Woro]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2749
<![CDATA[Background: The rapid development of artificial intelligence (AI) has significantly influenced various aspects of education, particularly in academic writing. English language education students are increasingly utilizing AI-based tools to support their writing activities. Purpose: This research aims to explore the perceptions of fourth-semester English Language Education students at UIN Raden Mas Said Surakarta regarding the use of AI in improving their academic writing skills. Method: This study employs a descriptive qualitative method using in-depth analysis based on the Technology Acceptance Model (TAM). Data were collected through interviews with ten English students who actively use AI tools in their academic writing. Results and Discussion: The findings show that students use a variety of AI applications such as ChatGPT, Grammarly, Zotero, and others to assist in idea generation, language accuracy, paraphrasing, and reference management. Students acknowledged the benefits of AI in terms of increased productivity, enhanced writing quality, and overcoming writing challenges. However, several concerns were also raised, including overdependence on AI, reduced critical thinking, ethical issues regarding originality, and limited access to premium AI tools. Conclusions and Implications: The study concludes that while AI holds great potential in supporting students' academic writing, it must be balanced with ethical awareness to preserve originality and independent thinking. These findings suggest the need for proactive roles from governments and educational institutions in formulating guidelines for the responsible use of AI in academic settings Keyword : Artificial Intelligence, Student Perception, Academic Writing]]>
<![CDATA[The Phenomenon of Arabic Diglossia: A Linguistic Review and its Implications for Foreign Language Teaching : Fenomena Diglosia Arab: Tinjauan Linguistik dan Implikasinya bagi Pengajaran Bahasa Asing ]]>
<![CDATA[Pahrul. R]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2757
<![CDATA[Background: The phenomenon of Arabic diglossia, involving the use of Fusḥā and Ammiyah varieties, remains a challenge in foreign language teaching. The social functions and contexts of these varieties affect the effectiveness of Arabic language learning. Purpose: This study aims to examine the phenomenon of diglossia in Arabic from a linguistic perspective and explore its implications for teaching Arabic as a foreign language. Method: The study employs a qualitative approach through literature review in linguistics and language education. The analysis focuses on describing the diglossia phenomenon and strategies for managing it in Arabic language learning. Results and Discussion: The findings indicate that mastering both language varieties, Fusḥā and „Ammiyah, should be integrated into the curriculum to enable learners to use the language appropriately in social contexts. Learning that accommodates both varieties can enhance communicative competence and enrich the learning experience. Conclusions and Implications: The diglossia phenomenon requires a balanced approach in teaching Arabic, preserving the formal language while utilizing everyday speech. Practically, this implies developing inclusive and communicative teaching methods to support successful Arabic language learning as a foreign language.]]>
<![CDATA[The Implementation of the International Baccalaureate Curriculum in an Inclusive Classroom : Implementasi Kurikulum International Baccalaureate dalam Kelas Inklusif ]]>
<![CDATA[El Haq , Sulthon Falah Hasan]]>;
<![CDATA[Sabariyanto]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2813
<![CDATA[Background: Inclusive education requires curriculum models that are responsive to diverse student needs. The International Baccalaureate (IB) Middle Years Programme (MYP) is one such curriculum that emphasizes inquiry-based learning, student-centered approaches, and global-mindedness, making it potentially suitable for inclusive settings. Purpose: This study aims to describe the implementation of the IB MYP curriculum in inclusive classrooms at Al-Firdaus Junior High School in the 2025 academic year. Method: A qualitative research approach with a case study design was employed. Data were collected through observations, in-depth interviews with subject teachers, homeroom teachers, and curriculum coordinators, and document analysis. Results and Discussion: The findings reveal that learning planning is conducted collaboratively through structured forums such as three-way conferences and collaboration meetings. These involve teachers, students, and parents in setting individual learning goals and adjusting learning plans based on student profiles and needs. During implementation, inquiry-based and participatory strategies are used to actively involve all students, including those with special needs. Homeroom teachers play a crucial role in offering individualized support, instructional adaptations, and emotional support. Evaluation emphasizes individual progress through personalized assignments and portfolios. Key supporting factors include continuous teacher training, collaborative teaching culture, and strong school policy support. Conclusions and Implications: The study confirms that the contextual and collaborative implementation of the IB curriculum fosters an inclusive, responsive, and transformative learning environment. These findings suggest that schools aiming for inclusive practices can benefit from adopting the IB framework with tailored strategies and strong institutional support]]>
<![CDATA[Konstruksi Naratif Gerard Genette dalam Novel Celestial Bodies : Studi Wacana Naratif ]]>
<![CDATA[Rika, Atana]]>;
<![CDATA[Sutaman]]>;
<![CDATA[Nur Hasaniyah]]>;
<![CDATA[Abdus Saat]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2817
<![CDATA[Background: This study highlights the significance of narrative structure in revealing cultural identity and ideology, focusing on Celestial Bodies by Jokha Alharthi, a complex novel yet rarely analyzed through Genette’s narratological lens. Purpose: The purpose of this study is to examine the application of Genette’s narrative theory in revealing the structural and ideological dimensions of Celestial Bodies. Method: This research applied a qualitative descriptive method with a narrative discourse analysis approach. The data source was the full text of the novel Celestial Bodies, which consists of 58 chapters named after different characters. The sample was chosen purposively due to its narrative intricacy. Data collection was conducted through intensive close reading, while the analysis employed Genette’s five narrative categories: order, duration, frequency, mood, and voice. The analytical process involved identifying, classifying, and interpreting the narrative techniques and focalization shifts across chapters. Results and Discussion: The results revealed that the novel makes use of narrative fragmentation, including flashbacks (analepsis), flashforwards (prolepsis), internal focalization, and a dual narration style—heterodiegetic and homodiegetic (through Abdullah). These elements are utilized not only to enrich the plot but also to reflect themes of historical memory, gender conflict, and social transition in Oman. This study helps address a lack of structural analysis in Arabic literature and demonstrates the cross-cultural applicability of Genette’s theory. Conclusions and Implications: In summary, the novel shows how narrative techniques can act as vehicles for deeper ideological expression. This research suggests that future studies should continue applying narratological models to diverse literary traditions to uncover global patterns of storytelling and representation.]]>
<![CDATA[ini Isim Fā’il dalam QS Al-Anfāl: Pola, Fungsi, dan Relevansi dalam Pembelajaran Ilmu Sharaf: Studi Linguistik Qur’ani Berbasis Analisis Morfologis dan Pendekatan Induktif ]]>
<![CDATA[Ihsan Irfandi]]>;
<![CDATA[Sayuti, Muhammad]]>;
<![CDATA[Kholiq Hasan, Moh. Abdul]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2822
<![CDATA[Background: Arabic morphology plays a crucial role in understanding the grammatical and semantic structure of the Qur’anic language. Purpose: This study aims to analyze the patterns, meanings, functions, and syntactic roles of ism fāʿil in Surah al-Anfāl and explore its implications for Arabic grammar instruction. Method: This research adopts a qualitative approach with a library research method. The primary data source is the Qur'anic text of Surah al-Anfāl, supported by classical linguistic commentaries. The study identifies and classifies ism fāʿil based on morphological patterns (wazn), analyzes their syntactic functions in the verses, and evaluates their grammatical activity (i.e., whether they act as verbs in raising objects). Furthermore, this study discusses how these findings can be adapted into Arabic teaching using an inductive approach. Results and Discussion: The study found 35 occurrences of ism fāʿil in six different morphological patterns, with فَاعِلٌ as the most frequent. Many forms perform grammatical actions similar to verbs. Most ism fāʿil function as mubtada’, khabar, or faʿil in nominal and verbal sentences. This study fills a gap in the literature by combining linguistic analysis with pedagogical application using inductive teaching models. Conclusions and Implications: The use of Qur’anic texts for teaching Arabic morphology, especially through inductive methods, enhances both linguistic understanding and spiritual engagement. Future studies should explore other derived noun forms across different surahs using similar models.]]>
<![CDATA[Enhancing Arabic Reading Comprehension Through the Reference Epistemological Model: Meningkatkan Pemahaman Membaca Bahasa Arab Melalui Model Epistemologis Referensi ]]>
<![CDATA[Maulani, Hikmah]]>;
<![CDATA[Bustomi, Jenal]]>;
<![CDATA[Saleh, Nalahuddin]]>;
<![CDATA[Haryanti, Erni]]>;
<![CDATA[Supiana]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2845
<![CDATA[Background: Reading comprehension (qirā’ah) is a fundamental skill in learning Arabic as a foreign language. As the complexity of texts and the demands of critical literacy increase, there is a need for a conceptual model that can map the cognitive and epistemic processes involved in understanding Arabic texts. Purpose: This study explores the technical potential of the Reference Epistemological Model (REM) in enhancing students' qirā’ah comprehension. Method: This study employs a qualitative approach with an exploratory case study design. Data were collected through text-based comprehension tests using authentic materials, semi-structured interviews, structured observations, and classroom documentation. Thematic analysis results indicate that the REM is effective in identifying students’ conceptual representations, epistemic activities, and epistemic stances while reading Arabic texts. Results and Discussion: The main findings indicate that the majority of students are still at the stage of literal comprehension and have not yet fully activated inferential and reflective strategies in reading. The REM has potential as both a diagnostic and pedagogical framework for developing qirā’ah assessment, constructing authentic evaluation rubrics, and designing learning strategies based on deep meaning-making. 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.]]>
<![CDATA[Independent Learning in Higher Education: Perspectives and Challenges from EFL Students: Pembelajaran Mandiri di Pendidikan Tinggi: Perspektif dan Tantangan dari Mahasiswa Bahasa Inggris sebagai Bahasa Asing ]]>
<![CDATA[Luthfiyah, Endah]]>;
<![CDATA[Sukarno]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2848
<![CDATA[Background: In learning other language, higher education students’ perceptions of independent learning—including their motivations, challenges, strategies, and its impact on achievement—are crucial to investigate. Purpose: This research seeks to elucidate EFL students' motives, obstacles, tactics, and the effects of independent learning from their perspective. Method: A qualitative research design is used in this research. Data is collected through an open-ended questionnaire. The participants are ten first-year postgraduate students enrolled in the Higher Education Study Skills course. Then, open and selective coding are performed to analyse the data. Results and Discussion: The findings show different motivations from participants in their motivations, challenges, strategies, and impact from independent learning. This research also provides the mechanism on how the students manage their challenges to help them achieve learning goals. Various findings related to students’ perceptions invites contention among students. There are positive and negative impacts that come from independent learning. Conclusions and Implications: Revealing EFL higher students’ perspectives can be ended up by conclusion that there are some students’ socio background that can affect their perspectives. These findings implicate postgraduate students, lecturers, and future researchers to fill the blank information from the lecturers’ perspectives, different gender perspectives, or add more statistical data to support the newest research about independent learning in higher education level.]]>
<![CDATA[Perbandingan Representasi Ketidaktstabilan Negara dalam Film Ditto ‘동감’ dan Remakenya: Kajian Semiotika: Perbandingan Ketidakstabilan Negara dalam Film ‘Ditto '동감’' dan Remakenya: Studi Semiotik ]]>
<![CDATA[Sekarwati, Widya]]>;
<![CDATA[Velayeti Nurfitriana Ansas]]>;
<![CDATA[Jayanti Megasari]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2923
<![CDATA[Background: This research discusses the comparison of the representation of state instability in the 2000 film Ditto '동감' with its national remake film Ditto '동감' (2022). The interesting point is there are many studies that have analyzed remake films, but few discuss about national remake films. Purpose: This research aims to fill the research gap by specifically highlighting the comparison of representation in national remake films, between film Ditto '동감' (2000) and its remake film Ditto '동감' (2022), especially on the phenomenon of state instability. Method: Through a qualitative method using John Fiske's semiotic theory, this research analyzes the differences in signs and symbols used by the two films in representing the phenomenon of state instability. The data used are audio, visual, and verbal elements in both films. Results and Discussion: This research shows that although national remake films are remade in the same country that relatively has the same culture and ideology, what and how a phenomena is represented can be very different. This is because representation has no definite standard and is highly dependent on the filmmaker. Conclusions and Implications: The instability of the country in the 2000 film Ditto '동감' is mostly represented through visual elements in the form of news and scenes with minimal dialogue. Meanwhile, the instability of the country in the remake of Ditto '동감' in 2022 is more likely to be represented verbally through dialogue. This research is expected to contribute to the study of semiotics in film, especially intramedium national remake films and aims to be used as teaching materials for Korean language education students to help develop an understanding of semiotics in Korean national remake films.]]>
<![CDATA[Quality Management of Teaching Materials at Atsaamenah Lil Arabiyyah Course Institute: Manajemen Kualitas Bahan Ajar di Institut Kursus Atsaamenah Lil Arabiyyah ]]>
<![CDATA[Naili Nur Azizah]]>;
<![CDATA[Ulfatul Mufidha]]>;
<![CDATA[Fikri Haikal Ibrahim]]>;
<![CDATA[Shofil Fikri]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2935
<![CDATA[Background: This study was motivated by the importance of teaching material quality management to ensure that the material complies with the quality, content standards, and competencies set out in the National Education Standards (SNP). However, the teaching materials used in a number of course institutions do not yet fully comply with these standards, so further study is needed. Based on interviews with the director of one of the course institutions, it was found that the teaching materials used were considered effective in supporting the achievement of student competencies, as evidenced by the improvement in their language skills. Therefore, this study aims to examine the suitability of the teaching materials used with the applicable standards. Purpose: The objective of this study is to analyze the quality of teaching materials and describe the implementation of teaching material quality management in Arabic language course institutions, particularly in terms of their compliance with National Education Standards. Method: The method used in this study is a descriptive qualitative type, with data collection in the form of interviews and documentation. Data analysis was conducted in several stages, namely data condensation, data presentation, and data verification. Results and Discussion: The research results indicate that the Al-‘Arabiyyah Baina Yadayk Volume 1 textbook at the Atsaamenah Lil Arabiyyah Course Institution meets the four aspects of instructional material quality according to the BSNP and its management aligns with National Education Standards. However, the low pass rate (33–40%) suggests that quality management implementation is not yet optimal due to a gap between competency standards and learning outcomes. Conclusions and Implications: In conclusion, the quality of the Al-‘Arabiyyah Baina Yadayk Volume 1 teaching materials and their quality management at the Atsaamenah Lil Arabiyyah Language Course Institute are in line with the National Education Standards. However, the low graduation rate of participants (33–40%) indicates that its implementation is not yet optimal. The implication is that continuous evaluation of the application of competency standards is needed so that quality]]>
<![CDATA[Manajemen Kelas dalam Kelas Bahasa Inggris: Studi Kasus Kelas Sebelas di SMA Negeri 2 Sigi: Integrasi Marzano dan Bronfenbrenner: Studi Berperspektif Ganda tentang Pengelolaan Kelas Bahasa Inggris sebagai Bahasa Asing di Sulawesi Tengah ]]>
<![CDATA[Siti Lailatuz Zahro]]>;
<![CDATA[Ruslin]]>;
<![CDATA[Hijrah Syam]]>;
<![CDATA[Nur Asmawati]]>;
<![CDATA[Moh. Aditya Erlangga]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i2.2990
<![CDATA[Background: Classroom management in EFL setting is pivotal not only for maintaining order but also for fostering academic achievement and creating a positive learning environment. Purpose: This study employs qualitative a case study approach to examine classroom management practices within English as a Foreign Language (EFL) setting, focusing specifically on eleventh grade at SMAN 2 Sigi. Method: This qualitative case study collected data through semi-structured interviews with one EFL teacher and ten students, supplemented by document review, and data were analyzed using thematic analysis to identify key patterns in the data. Results and Discussion: The study reveal that both the EFL teacher and students demonstrates a shared positive understanding of classroom management. The EFL teacher implemented comprehensive the aspects of classroom management based on Marzono’s theory (2005), including rules and procedures, discipline and consequences, positive EFL teacher-students relationships, and awareness and flexibility in responding to classroom dynamics, which enhanced students comfort, engagement, and motivation. However, barriers such as low basics skill in English, emotional instability, inadequate facilities and curriculum implementation, and disruptive behaviors persisted, aligning with Bronfenbrenner’s theory (2005) on external influences affecting learning outcomes. This study addresses a gap in understanding local implementation of Marzono’s theory and is further integration of Bronfenbrenner’s theory in Indonesia EFL contexts. Conclusions and Implications: The implementation of classroom management in EFL setting, specifically in eleventh grade at SMAN 2 Sigi reveal that the EFL teacher applies classroom management in a structured, proactive, affective, and flexible, which enhances student engagement and positive classroom interactions. The findings emphasize the importance of the EFL teacher’s dedication, flexibility, and awareness in responding to the frequently changing classroom dynamics, while also providing a comprehensive understanding of classroom management practices, the integration of two theories, and the influence of social, cultural, and institutional factors on EFL learning.]]>
