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
94 Documents
<![CDATA[Students’ Perceptions on Wordup Application to Enhance English Vocabulary: Persepsi Mahasiswa terhadap Aplikasi Wordup untuk Meningkatkan Kosakata Bahasa Inggris ]]>
<![CDATA[Hasibuan, Ardina Khoirunnisa]]>;
<![CDATA[Maryati Salmiah]]>
<![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.v4i2.2996
<![CDATA[Background: Vocabulary mastery is a key challenge for junior high school students, as they often face difficulties in remembering and applying new words effectively. Purpose: This study aims to explore students’ perceptions of using the WordUp application to enhance English vocabulary learning. Method: A qualitative case study design was applied with 11 junior high school students aged 14-15. Data were collected through open-ended questionnaires and semi-structured interviews, then analyzed thematically using Braun and Clarke’s (2006) six-phase framework. The instruments included ten descriptive questions and follow-up interviews conducted via online sessions. The purposive sampling technique was used with the criterion of active involvement in English learning. Results and Discussion: The analysis revealed eight key themes. Students reported that WordUp supported vocabulary comprehension and retention through contextual examples, repetition, and pronunciation features. Interactive tools such as quizzes, daily words, and favorite lists increased engagement, while the app’s design and gamification elements enhanced motivation. WordUp also contributed to students’ confidence in applying vocabulary in academic tasks and informal communication. However, limitations were identified, including internet dependency and the absence of writing practice. Conclusions and Implications: WordUp is perceived as an effective and flexible vocabulary learning tool that supports autonomous learning and student motivation. The findings highlight the importance of integrating mobile applications into formal and informal English instruction to strengthen vocabulary development.]]>
<![CDATA[Management of Language Tests at the Grade Level (Format, Rubric, Validity) ]]>
<![CDATA[Abdullah, Agustin]]>;
<![CDATA[Pateda, Lamsike]]>;
<![CDATA[Kadir, Suleman]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 1 No. 3 (2022): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v1i3.3046
<![CDATA[Background: Classroom-based language testing management is a complex pedagogical process integrating technical, ethical, and contextual considerations to ensure fair and meaningful assessment practices. This study emerges from the growing need to understand how teachers design, implement, and refine classroom assessments that balance objectivity, authenticity, and validity. Purpose: This research explores how teachers manage test formats, develop scoring rubrics, and maintain assessment validity through reflective and adaptive practices within diverse learning environments. Method: Employing a qualitative case study design, the research gathered data through in-depth interviews, classroom observations, and document analyses involving language teachers at the secondary school level. Results and Discussion: The findings reveal that effective classroom testing depends on teachers’ ability to harmonize objective and subjective assessment formats. Teachers used pilot testing and peer moderation to clarify instructions and standardize rubric interpretation, enhancing fairness and transparency. Adaptation of test formats based on learners’ linguistic abilities, learning styles, and sociocultural backgrounds further enriched the authenticity and inclusivity of assessment practices. Conclusions and Implications: classroom test management functions not merely as a measurement activity but as a reflective pedagogical practice that links assessment with learning improvement. This study contributes to theory by expanding the concept of integrated classroom assessment management. It offers practical insights for enhancing teachers’ assessment literacy in multilingual educational contexts.]]>
<![CDATA[Responsive Management of Islamic Education to Local Linguistics: Challenges and Innovations in School Management Practices (Case Study in Gorontalo Regency) ]]>
<![CDATA[Toino, Elma]]>;
<![CDATA[Pateda, Lamsike]]>;
<![CDATA[Hula, Ibnu Rawandhy N.]]>;
<![CDATA[Mariana, Ana]]>;
<![CDATA[Pakaya, Nurul Aini N.]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 2 No. 3 (2023): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v2i3.3057
<![CDATA[Background: Islamic education in Gorontalo Regency operates within a rich multilingual context, yet it remains insufficiently responsive to local linguistic resources, particularly the Gorontalo language. Although the local language holds significant potential to enhance students’ understanding of Islamic values and engagement, its integration into school management is hindered by a lack of formal policies, academic stigma, and limited supporting resources. Purpose: This study aims to examine how Islamic education management responds to local linguistic contexts and formulate an integrative management model that harmonizes Islamic values with local language practices. Method: Employing a qualitative-descriptive approach with a constructivist design, the research was conducted in Gorontalo Regency through in-depth interviews, participant observation, and document analysis. Data were collected from 20 informants, including madrasah principals, teachers, Ministry of Religious Affairs officials, and customary leaders. Results and Discussion: Findings reveal that 92% of respondents recognize the importance of the Gorontalo language, only 46% of institutions have implemented it in formal policies, and only 27% of teachers have received relevant training. The local language proves effective in teaching moral character (76%) and religious communication (82%), yet faces structural barriers such as the absence of regulatory support, academic marginalization of local languages, and a scarcity of bilingual teaching materials. Support from customary and religious leaders significantly strengthens cultural legitimacy. Moreover, using the local language demonstrably enhances student participation, comprehension of Islamic values, and religious behavior. Conclusions and Implications: Synthesizing empirical findings with theoretical frameworks—Funds of Knowledge, sociolinguistics, Contextual Teaching and Learning, and Fazlur Rahman’s thought—this study proposes a conceptual model: “Locally Linguistically Responsive Islamic Education Management.” The model comprises four pillars: institutional policy, contextual learning management, culturally grounded teacher capacity building, and socio-religious collaboration. It bridges the universality of Islamic values with local cultural specificity, contributing to both the preservation of indigenous languages and the contextual strengthening of Islamic identity. The study recommends that Islamic education adopt inclusive, context-sensitive management approaches to foster meaningful and sustainable learning.]]>
<![CDATA[Inovasi Media Pembelajaran Bahasa Arab melalui Flash Card untuk Meningkatkan Pemahaman Ta’bir yaumi : Inovasi Media Pembelajaran Bahasa Arab Melalui Kartu Flash untuk Meningkatkan Pemahaman Terhadap Ta'bir Yaumi ]]>
<![CDATA[Pontoh, Akmal]]>;
<![CDATA[Sahrul Muhamad]]>;
<![CDATA[Muh. Rizki Gobel]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.2305
<![CDATA[Background: The development of digital technology in learning media has changed the way students interact with subject matter. However, although there have been many studies on the use of media in language learning, there is still a lack of research that specifically evaluates the effectiveness of using Flash Cards in teaching ta’bir yaumi in Arabic. Objectives: This study aims to develop Flash Card-based learning media that is effective in improving students' understanding of ta’bir yaumi. The media was designed not only to be visually appealing, but also to fulfill pedagogical principles relevant to language learning. Method: This study uses the Research and Development (R&D) method, which aims to produce a certain product while testing its effectiveness. This research has a main focus on the product development process through a series of trials and revisions to produce a product that is ready to be used effectively. In this study, the development model applied is the ADDIE model, which is considered more rational and has simple development stages. This model follows the needs of research and development conducted by researchers. Results and Discussion: At the analysis stage is a stage in analyzing the problems and needs of students. Analyze the problem to find out related problems in the learning process. At the design stage, researchers create storyboards as the first step in media design. Furthermore, at the development stage, researchers began to produce Flash Card learning media. After the media is made, validation is carried out by involving experts. The validation results showed that media experts gave a percentage of 94% (category “very feasible”), material experts 92% (category “very feasible”), and linguists 81% (category “very feasible”). At the implementation stage, the results of the teacher's assessment of this media resulted in a score of 98%, which is included in the “very feasible” category based on the eligibility criteria table. Student responses also showed a score of 98%, which is also included in the “very feasible” category. At the evaluation stage, the t-test produced a t-value of -36.582 with a degree of freedom (df) of 14 and a significance value (Sig. 2-tailed) of 0.000. This very small p-value (p < 0.05) indicates a statistically significant difference between the pre-test and post-test scores. This confirms that the use of Flash Card learning media effectively improves students' understanding of the material provided. Conclusion and Implication: This study shows that Flash Card-based learning media can significantly improve students' understanding of ta’bir yaumi in Arabic language learning. It was also shown to increase learning motivation, and student engagement, as well as the ability to recall vocabulary and colloquial expressions. The findings underscore the importance of developing creative and technology-based learning media to support the language learning process more effectively.]]>
<![CDATA[Algospeak: The Evolution of Language in the Age of Social Media in Indonesia: Algospeak: Evolusi Bahasa di Era Media Sosial di Indonesia ]]>
<![CDATA[Pateda, Lamsike]]>;
<![CDATA[Hula, Ibnu Rawandhy N.]]>;
<![CDATA[Ana Mariana]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3013
<![CDATA[Background: The rapid expansion of digital platforms has given rise to new linguistic practices, including algospeak, a creative strategy used by users to circumvent algorithmic moderation. Purpose: This study examines the morphological patterns, social functions, and broader implications of algospeak in Indonesian social media. Method: Employing a qualitative descriptive approach with a digital sociolinguistic case study design, the research analysed 500 posts collected purposively from Twitter (X), TikTok, and Instagram during 2023–2025. Data were gathered through digital documentation and screened based on linguistic relevance. Analytical procedures combined morphological analysis, sociolinguistic interpretation, and critical discourse analysis, while validity was ensured through triangulation of sources and theories, peer debriefing, and limited member checking. Results and Discussion: The findings reveal four dominant morphological strategies: phonological/orthographic substitution, abbreviation and acronyms, blending and hybridisation, and euphemism/metaphor. These patterns demonstrate that algospeak functions not only as a technical tactic to avoid censorship but also as a form of humour, solidarity, and community identity. Beyond describing linguistic forms, the study contributes to bridging a gap in digital sociolinguistics by highlighting a non-Western perspective and showing how morphology operates as a site of resistance and adaptation to algorithmic control. Conclusions and Implications: algospeak reflects the dynamic interaction between human creativity and technological governance, underscoring the need to rethink keyword-based moderation and integrate digital language practices into literacy and education. Future research should expand toward multimodal analysis and cross-linguistic comparison to better capture the global evolution of language in algorithm-driven environments.]]>
<![CDATA[From Local Wisdom to Classroom Practice: The Transformation of Gorontalo Oral Literature in Language Teaching Management at Madrasah was carried out.: Dari Kebijaksanaan Lokal ke Praktik di Kelas: Transformasi Sastra Lisan Gorontalo dalam Pengelolaan Pengajaran Bahasa di Madrasah telah dilaksanakan. ]]>
<![CDATA[Umar, Yusuf]]>;
<![CDATA[Pateda, Lamsike]]>;
<![CDATA[Hula, Ibnu Rawandhy N.]]>;
<![CDATA[Mariana, Ana]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 3 No. 3 (2024): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v3i3.3069
<![CDATA[Background: Islamic education in madrasahs is often disconnected from local cultural contexts, rendering Islamic values emotionally and culturally irrelevant to students. In Gorontalo, oral literary forms such as tuja’i, taleningo, and tinilo embody Islamic values aligned with the principle of rahmatan lil-‘alamin (mercy for all creation); however, their integration into language teaching practices remains sporadic and unsystematic. Purpose: This study aims to (1) identify Gorontalo oral literary forms relevant to language instruction in madrasahs, (2) analyse strategies for their transformation into classroom practices, and (3) formulate a localised, wisdom-based language teaching management model. Method: The study employs an exploratory-descriptive qualitative approach with a multi-site case study design across three regencies in Gorontalo. Data were collected through in-depth interviews, participant observation, and documentation involving 12 teachers, 6 madrasah principals, 8 local cultural leaders, and 24 students. Data analysis followed the model proposed by Miles, Huberman, and Saldaña (2020), guided by grounded theory principles. Results and Discussion: indicate that tuja’i, taleningo, and tinilo hold the greatest potential as authentic instructional materials due to their embedded values of tauhid (monotheism), moral character (akhlak), and social responsibility. Effective classroom strategies include performative learning approaches—such as declamation, tanggomo-based dialogues, and collaborative projects—which significantly enhanced students’ speaking fluency, linguistic politeness, and cultural pride (reported by 83% of students). Nevertheless, major barriers are managerial in nature: a complete lack of teacher training (reported by 100% of respondents), absence of written teaching modules, the dominance of the national curriculum, and insufficient digital documentation. The integration of oral literature extends the theoretical frameworks of Communicative Language Teaching and Funds of Knowledge into the context of localised Islamic education. Conclusions and Implications: Gorontalo oral literature constitutes a strategic pedagogical resource that strengthens linguistic competence, Islamic character, and cultural identity. This research recommends enhancing teacher professional development, developing oral-literature-based teaching modules, and implementing policies supporting localised curriculum autonomy through structured partnerships between madrasahs and customary institutions to revitalise the Gorontalo language and foster sustainable Islamic education.]]>
<![CDATA[The Role of Translanguaging in Enhancing Students’ Enthusiasm in Mu’askar Lughoh: A Linguistic–Psychological Study: Peran Translanguaging dalam Meningkatkan Antusiasme Siswa dalam Mu’askar Lughoh: Studi Linguistik-Psikologis ]]>
<![CDATA[Luluk Yuliani]]>;
<![CDATA[Icha Gilang Permata]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.2993
<![CDATA[Background: One of the activities that supports Arabic language learning is Mu’askar Lughoh, which applies a translanguaging approach. From both linguistic and psychological perspectives, this approach is considered capable of increasing students’ enthusiasm for learning Arabic. Purpose: This study aims to further explore the translanguaging from a linguistic perspective, translanguaging from a psychological perspective, and assess students’ level of enthusiasm. Method: This research employs a mixed-methods design. Data were collected through interviews, questionnaires, and documentation involving 43 Arabic Language Education students at UIN Sayyid Ali Rahmatullah Tulungagung. The sampling technique used was non-probability sampling with a purposive sampling type. The data were analyzed using Miles and Huberman’s framework along with descriptive statistical analysis. Results and Discussion: From a linguistic perspective, the application of translanguaging helped students understand the material more comprehensively. From a psychological perspective, translanguaging positively contributes to increasing students’ self-confidence and willingness to communicate in Arabic, which in turn fostered greater enthusiasm for participating in Mu’askar Lughoh. The mean level of students’ enthusiasm is 89,93 with a standard deviation of 11.95, which falls into the moderate category. Conclusions and Implications: Application of translanguaging in Mu’askar Lughoh holds significant potential for developing students’ Arabic language proficiency. The organizers of Mu’askar Lughoh can use the research results as evaluation material to boost students’ enthusiasm by reviewing and improving the curriculum, teaching strategies, learning facilities, and non-formal activities. Further research could examine the effectiveness of translanguaging through a longitudinal approach and broaden the analysis to include cultural and social factors that may influence the program’s success, thereby further enhancing student enthusiasm.]]>
<![CDATA[Management of Instructional Document Archives for Arabic Language Learning in Madrasah: Pengelolaan Arsip Pengajaran Bahasa Arab di Madrasah ]]>
<![CDATA[Isbah, Faliqul]]>;
<![CDATA[Nurul Huda, Moh]]>;
<![CDATA[Zuliana, Sukma]]>;
<![CDATA[Rifai, Muhammad]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3014
<![CDATA[Background: The management of instructional document archives for Arabic language learning in madrasahs plays a crucial role in supporting the effectiveness of instructional management and improving the quality of education. However, various instructional documents such as lesson plans, modules, teaching materials, evaluation instruments, and learning outcome reports are often not systematically documented, which creates difficulties for teachers and madrasah administrators in planning, implementing, and evaluating the teaching process. Purpose: This article aims to examine the urgency of implementing archival management of Arabic language instructional documents in madrasahs and to propose solutions based on modern archival principles to ensure more effective, efficient, and sustainable document management. Method: This study employs a descriptive-analytical approach, highlighting the current practices of instructional document archival management in madrasahs and analyzing them within the framework of educational archival management principles. Results and Discussion: A structured management system for Arabic language instructional document archives can enhance accountability, improve instructional management, and contribute to the overall quality of education in madrasahs. The implication is that madrasahs should adopt archival systems based on modern principles, both physical and digital, to support teacher professionalism and the sustainability of the learning process. Conclusions and Implications: The findings reveal that weak archival management in madrasahs leads to disorganized instructional documents, limited accessibility, and potential loss of important records. The application of modern archival principles is shown to better organize instructional documents, facilitate easier access, and ensure both security and sustainability.]]>
<![CDATA[An Evaluation of Class Classification Strategies to Improve Qira’ah Skills: Stratifikasi Kelas dan Kemahiran Membaca Al-Qur'an di Ma'had Al-Jami'ah: Evaluasi Kualitatif ]]>
<![CDATA[M. Jais Kaharudin]]>;
<![CDATA[yul, widiya]]>;
<![CDATA[Riko Andrian]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3019
<![CDATA[Background : Reading Arabic texts (Qira’ah) is a fundamental skill in Arabic language learning, particularly within Islamic higher education. However, diverse levels of student proficiency often result in learning gaps that hinder instructional effectiveness. To address this, class classification strategies based on initial Arabic ability have been introduced as a pedagogical innovation to enhance differentiated instruction and equitable learning outcomes. Objective: This study aims to critically evaluate the effectiveness of class classification strategies in improving students’ Qira’ah proficiency and to identify pedagogical factors that support or hinder the successful implementation of this approach. Method : This study employed a qualitative descriptive method, utilizing interviews and classroom observations as the primary tools for data collection. The participants consisted of eight Arabic language instructors and twenty students representing various proficiency levels. The data were analyzed thematically to identify patterns in learning experiences and instructional effectiveness across different class categories. Results and Discussion :The findings indicate that diagnostic assessments effectively support student placement, allowing instructional materials to align with learners’ linguistic readiness. Beginner students showed marked improvement in vocabulary mastery and comprehension, while advanced students benefited from authentic text engagement and analytical exercises. Nevertheless, limited class mobility and uneven progression across levels constrained the system’s overall effectiveness. Conclusion and Implications : Adaptive and context-based class classification strategies are essential to enhancing Qira’ah competence. The study recommends continuous formative assessment, mentoring systems involving peer tutors, and targeted teacher training to ensure sustainable improvement. These findings contribute to the development of more inclusive and responsive Arabic pedagogy in Islamic higher education.]]>
<![CDATA[Poskolonial dan Krisis Maksulinitas Dars dalam Wina 60: Analisis Babha dan Connell: Ambivalensi, Peniruan, dan Maskulinitas yang Terpinggirkan: Pembacaan Bhabha-Connell terhadap Dars di Wina 60 ]]>
<![CDATA[Amanda, Saryfa]]>;
<![CDATA[Al Anshory, Abdul Muntaqim]]>
<![CDATA[ ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Language Development Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58194/eloquence.v4i3.3026
<![CDATA[Background: the cultural clash between East and West when Dars visited Vienna in the 1960s. Purpose: Analyze the postcolonial form and crisis of masculinity experienced by Dars in Yusuf Idris' novel Vienna. Method: Using a qualitative descriptive research design Regarding the text of Vienna 60, by Yusuf Idris with textual analysis using Miles & Huberman. The primary data was the text of novel Vienna 60 by Yusuf Idris. The research population was the entire text of the novel, and the sample consisted of sentences containing elements of postcolonialism (Bhabha) and the crisis of masculinity (Connell). The instruments were developed by the researcher himself, and the data collection technique was note-taking and reading. The data analysis technique was data reduction, data presentation, and verification. Results and Discussion: The findings show that Dars experiences an identity and masculinity crisis. Ambivalence is evident when he admires Western culture but also feels alienated. Mimicry is seen when he tries to imitate the language used by Westerners. The potential for hybridity occurs in his encounters with Western women. Dars experiences a masculinity crisis related to his race and origins in the East. Therefore, Dars exhibits ambivalence, failed mimicry, and marginalized/subordinate masculinity. This research contributes by adding gender issue analysis of the character. Conclusions and Implications: Dars experiences cultural incompatibility, which causes him to experience a crisis of masculinity. This illustrates how migration between the West and the East not only experiences alienation but also gender issues. This study expands the postcolonial discourse in modern Arabic literature by integrating gender analysis through Connell's lens. Therefore, it is hoped that further research will deepen postcolonial studies, especially gender in literary works.]]>
