Field Details Journal Title ELOQUENCE: Journal of Foreign Language Accreditation Sinta 3 Frequency 3 Issues per year (April-August-December) DOI prefix https://doi.org/10.58194/eloquence by Crossref Online ISSN 2964-9277 Editor-in-Chief Ibnu Rawandhy N. Hula Publisher Language Development Center, IAIN SMART Gorontalo Journal Manager Adtman A. Hasan Publication Language English - Indonesia ELOQUENCE: Journal of Foreign Language is a multilingual (English-Arabic-Indonesian) peer-refereed journal that promotes research in the field of foreign language teaching and learning, linguistics, literature, approaches, and theories. ELOQUENCE: Journal of Foreign Language Accredited SINTA 3 by the Ministry of Higher Education of the Republic of Indonesia with Decree Number 0173/C3/DT.05.00/2025 from Volume Vol. 1 No. 1 (2022) to Volume 6 No. 1, (2027) 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 Aspects of a foreign language) 3. Literature (Comparative Literature, Foreign Language Literature) We invite researchers, academics, and practitioners to submit manuscripts of research results to ELOQUENCE Journal of Foreign Language, E ISSN: 2964-9277. ELOQUENCE is a blind peer-reviewed foreign language journal dedicated to the publication of quality research results in the field of foreign languages (English, Arabic, and Indonesian) with the scope: Macro Linguistics, micro linguistics, literature, second language, translation, and cultural studies. All publications in the ELOQUENCE journal are open access.
Answering the Challenges of Inclusive Education: Differentiation Practices of Arabic Language Learning in Islamic Boarding Schools
Background: Inclusive education poses challenges for Arabic language teaching in pesantren-based madrasas, where student diversity in abilities and backgrounds requires adaptive learning approaches. Purpose: This study aims to analyze the implementation of differentiated learning in Arabic language instruction as a response to inclusive education challenges in pesantren contexts. Method: This research employed a qualitative case study design conducted at Darul Faqih Senior High School Malang, which integrates the Independent Curriculum with the Islamic Boarding School curriculum. Observation, in-depth interviews, and documentation were used to gather data. The participants included Arabic language teachers and students representing diverse learning profiles. The research instruments consisted of interview guidelines and observation sheets. Thematic analysis was used to identify patterns of differentiated learning practices and their impact on inclusivity. Results and Discussion: Observation was used to gather data. The findings indicate that differentiated learning is implemented through diagnostic assessments, grouping based on readiness and learning styles, peer tutoring, variation in learning methods and media, and intensive mentoring. The pesantren environment also reinforces Arabic language learning through the use of language in daily life and character-building activities. This strategy improves students' language competence, independence, and collaboration while supporting the principle of inclusivity. This research fills a gap by showing that traditional educational institutions such as Islamic boarding schools can effectively implement modern pedagogical approaches to address learning diversity. Conclusions and Implications: Differentiated learning in pesantren based schools successfully bridges modern pedagogy and traditional values, fostering inclusive and character-based Arabic education. Future research should explore scalable models for integrating differentiated instruction into other language and cultural education settings.
Copyright (c) 2026 Hasan Syukur, Muhammad Hidayatullah, Amri Yahya, Irfan Aziz, Muhammad Nur Iman https://creativecommons.org/licenses/by-nc-sa/4.0
Bahasa Gaul Santri sebagai Penanda Budaya Baru: Studi Antropolinguistik tentang Tren, Identitas, dan Negosiasi Makna
Background: Santri slang developed in Islamic boarding schools as a response to digital culture and modernity that influenced santri communication practices. Purpose: This study aims to analyze santri slang as a marker of new culture in terms of its linguistic form and social function. Method: The research used a qualitative approach with a linguistic ethnography design. Data were obtained through observation and interviews with junior students, senior students, and boarding school administrators. Data analysis was conducted interactively through reduction, presentation, and conclusion drawing with data triangulation. Results and Discussion: The results of the study show that santri slang is formed through the adoption of pop culture, lexical creation, and code mixing. This practice serves to build collective identity and strengthen social solidarity, while filling a gap in previous studies that viewed santri slang in a partial manner. Conclusions and Implications: The slang used by santri reflects the negotiation between pesantren tradition and modernity. These findings enrich sociolinguistic and anthropological linguistic studies and open up further research opportunities on language and identity in religious communities
Copyright (c) 2026 Trina Ningsih, Ali Manshur, Zohaib Hassan Sain https://creativecommons.org/licenses/by-nc-sa/4.0
llocutionary Acts and Functions in President Macron’s Speech at the “Choose Europe for Science” Summit: A Searle–Leech Framework
Background: This study discusses how Macron uses language strategically in his “Choose Europe for Science” speech to promote academic freedom and encourage international scientific collaboration. Beyond its political dimension, the speech reflects a deliberate effort to frame science as a shared European responsibility, conveyed through carefully selected pragmatic theories. Purpose: The purpose of this study is to examine the categories of illocutionary acts and the illocutionary functions employed in Macron’s speech by applying a pragmatic perspective. Method: This research employs a descriptive qualitative approach. A total of 189 utterances were selected from the official transcript of the “Choose Europe for Science” summit. The analysis is based on Searle’s (1979) illocutionary act categories and Leech’s (1983) illocutionary functions. Data analysis was conducted through systematc coding procedures to reveal the pragmatic patterns which present in his speech.. Results and Discussion: The results show that representative acts are the most frequently used category (57.14%), followed by directive, commissive, expressive, and declarative acts. This pattern suggests that the speech relies strongly on factual statements while also seeking to mobilize and guide its audience. In terms of illocutionary functions, collaborative functions dominate (77.25%), accompanied by convivial, competitive, and conflictive functions. These findings indicate a combination of informative, persuasive, polite, and critical communicative strategies. Overall, the analysis demonstrates how pragmatic choices are used to establish scientific credibility, influence audience perception, and subtly criticize policies viewed as barriers to scientific progress. By focusing on a scientific political forum that has rarely been examined in previous studies of Macron’s rhetoric, this research contributes to filling an existing gap in the literature. Conclusions and Implications: The study concludes that Macron’s speech is pragmatically organized to promote scientific diplomacy through the strategic use of illocutionary acts. These findings highlight the potential for further research using multimodal or corpus-based methods to deepen the understanding of political pragmatics, particularly within post-pandemic scientific discourse.
Copyright (c) 2026 Raditya Wilmar Ghivari, Yuliarti Mutiarsih, Iim Siti Karimah https://creativecommons.org/licenses/by-nc-sa/4.0
Senior High School Students’ Perception of the Use of Chatgpt in Learning English Vocabulary
Background: The rapid development of generative artificial intelligence, particularly ChatGPT, has influenced educational practices in English as a Foreign Language (EFL) learning. While ChatGPT may support vocabulary learning, concerns regarding accuracy, trust, motivation, and ethical use remain, particularly at the secondary school level. Purpose: This study aims to examine senior high school students’ perceptions of ChatGPT as a tool for learning English vocabulary, focusing on perceived usefulness, ease of use, accuracy and trust, motivation, ethical concerns, and gender-based differences. Method: This study employed a quantitative survey design involving 224 eleventh-grade students from a public vocational high school in Indonesia. Data were collected using a structured questionnaire adapted from previously validated instruments and analyzed through descriptive statistics and independent-samples t-tests. Results and Discussion: The findings indicate that students’ perceptions of ChatGPT were moderate across all constructs, with mean scores ranging from 2.67 to 3.13. ChatGPT was perceived as easy to use (M = 3.13) and useful (M = 3.10) for English vocabulary learning, whereas perceptions of accuracy and trust were lower (M = 2.67), reflecting cautious attitudes toward AI-generated content. Gender-based analysis revealed significant differences in ease of use and accuracy/trust, with male students reporting higher mean scores (Ease of Use: M = 3.20; Accuracy/Trust: M = 2.79) than female students (Ease of Use: M = 3.02; Accuracy/Trust: M = 2.51). No significant gender differences were found in usefulness, motivation, or ethical concerns. Conclusions and Implications: This study concludes that ChatGPT can serve as a supplementary tool for EFL vocabulary learning when used pedagogically and responsibly. Conducted among grade 11 students in Indonesia, the findings emphasize the importance of teacher guidance, ethical awareness, and AI literacy. Future studies are recommended to examine broader contexts and additional factors infuencing AI-assisted language learning.
Copyright (c) 2026 Ayu Dewanti, Yeni Rahmawati, Ibrahim https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing English Achievement through a Duolingo-Based Learning Intervention: The Role of Usage Intensity in Learning Gains
Background: The rapid growth of MALL technology has positined Duolingo establish itself as one of the top language learning platforms in the modern era. However, uncertainty persists regarding how variable user frequency affects outcomes, notably when learners have diverse initial skill levels․ Purpose: The study examined whether an individual's initial level of performance influenced a structured Duolingo activity that improved their English skills․ The study further explored the correlation between the application of intensive treatment and outcomes after testing․ Method: This study used a one-group pretest–posttest quasi-experimental design․ It involved 60 EFL learners completing a structured Duolingo intervention․ Standardized tests were used to measure proficiency before and after the program․ Usage logs record session timing and duration․ ANCOVA was used to test the effectiveness of the intervention and the predictive role of usage intensity․ Results and Discussion: Descriptively, the low-intensity group achieved the highest unadjusted posttest mean (M = 80.40). However, interpretation relied on ANCOVA-adjusted posttest scores controlling for pretest performance. The results showed a significant effect of usage intensity, F(2,57) = 4.421, p = .016, η² = .128. Learners with moderate-to-low engagement demonstrated greater learning gains than high-intensity users, indicating that regulated use supports more effective English learning. Conclusions and Implications: Results showed that learning English through Duolingo was effective when users were actively engaged and provided with appropriate guidance․This brings the study's full circle to the point that what matters most is the fairness of involvement․ Therefore, it is recommended that protocols be established to prevent excessive use of this platform․ These strategies must be sufficiently data-informed to preserve effectiveness, sustainability, and pedagogical soundness of technologically equipped language instruction․
Copyright (c) 2026 Yulia Wahyuningsih, Mujiono, Lasim Muzammil https://creativecommons.org/licenses/by-nc-sa/4.0
Negotiating In-Group and Out-Group Identities through Translanguaging in English Area Communities
Background: Along with the development of sociolinguistic studies and language education, the orientation of research and learning practices is shifting from a monolingual approach to a more inclusive multilingual framework. In this context, translanguaging is seen as a communicative practice that allows individuals to use the entirety of their linguistic resources dynamically to build meaning, form identity, and establish social relationships. Purpose: This study aims to explore the practice of translanguaging within English Area communities that function as Community of Practice (CoP), focusing on the role of such practices in strengthening social cohesion as well as in the identity negotiation process between core members and outsiders of the community. Method: This research applies ethnographic case study approach. Data collection was conducted through participatory observation, semi-structured interviews, and review of community documents involving various actors, ranging from core administrators, active members, new members, former members, to external observers. Data analysis was conducted using Thematic Analysis to reveal patterns of language use, linguistic norms that develop, and the dynamics of social identity formation in the community. Results and Discussion: Research findings show that the English Area acts as a community of practice that supports the collaborative and sustainable English learning process. The practice of translanguaging not only serves as a pedagogical strategy to facilitate the understanding of the material, but also as an effective strategy that contributes to decreasing language anxiety and increasing member engagement. The use of language in the community is flexible and situational, where English is applied in accordance with the goals of the activity and the level of readiness of the participants. Although the ability to speak English serves as a symbol of membership, the application of language flexibility actually strengthens the sense of community and reduces the potential for social exclusion. Conclusions and Implications: This study confirms that translanguaging plays an important role in language learning, identity formation, and the sustainability of communities of practice, and has implications for the development of more inclusive and contextual English learning practices.
Copyright (c) 2026 Fadhlan Saini, Putu Kerti Nitiasih, Ni Made Ratminingsih, Ni Komang Arie Suwastini https://creativecommons.org/licenses/by-nc-sa/4.0
The Quality of Test Items in the Arabic Grammar Olympiad: A Deep Learning Perspective
Background: Test instruments play an important role in measuring abilities, including in competitive events such as the Arabic Grammar Olympiad; therefore, standardized, valid test items that support learning outcomes are required to map participants' ability profiles accurately. The Indonesian government also emphasizes the concept of Deep Learning, which focuses not only on cognitive aspects but also on achieving graduate profile outcomes. Purpose: This study aims to analyze Olympiad test items in terms of validity, reliability, difficulty level, discrimination power, distractor effectiveness, cognitive level, and their alignment with the eight Deep Learning graduate profiles of the Merdeka Curriculum. Method: This study uses a mixed-method approach, consisting of a quantitative ex post facto design and a qualitative content analysis design. Results and Discussion: The findings indicate that the Olympiad test items demonstrate high reliability; However, only 43% of the items are valid, 87% are categorized as easy in terms of difficulty level, 57% have poor discrimination power, and only 40% of the distractors are effective, and the cognitive level of the items is still dominated by the Lower Order Thinking Skills (LOTS) category (67%). Furthermore, the test items do not fully represent the eight Deep Learning graduate profiles, as only three profiles are reflected: independence (100%), faith and devotion to God Almighty (33%), and critical reasoning (20%). Conclusions and Implications: This study concludes that the Arabic Grammar Olympiad test items still require improvement to function optimally as instruments for measuring participants’ abilities while supporting the achievement of Deep Learning graduate profiles.
Copyright (c) 2026 Faiz Nasyith Hakim, Hikmah Maulani, Ilham Sofiyan https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Microlearning-Based Teaching Materials for the Nahwu Awal Course
Background: Among the branches of Arabic linguistics that students need to master is Nahwu (Arabic grammar). Online Nahwu learning has led to a learning loss phenomenon, resulting in varying levels of students’ understanding of the material. Some students in the Introductory Nahwu course have demonstrated low comprehension. This was evident when they were unable to answer questions related to the material during online class discussions. Purpose: This study aims to develop microlearning-based teaching materials for the Nahwu Awal course as a strategic alternative to mitigate learning loss. Method: This study employed a Research and Development (R&D) design using the ADDIE model, limited to the product development stage. Data was collected from participants representing the target population through purposive sampling. The research instruments included questionnaires and observation sheets to assess product feasibility. The data were analyzed descriptively to evaluate the quality and validity of the developed product. Results and Discussion: he needs analysis showed that 66.3% of students experienced difficulties in learning Nahwu Awal. In addition, 97.5% of respondents indicated the need for visual and audiovisual microlearning-based teaching materials. The developed product was then validated by subject matter experts and media experts. The validation results indicated that the product was categorized as feasible to highly feasible for use in learning. These LMS-based microlearning teaching materials were considered effective in addressing learning needs and overcoming the limitations of engaging and interactive instructional materials. Conclusion and Implications: Students in the Nahwu Awal course need microlearning-based teaching materials that integrate visual and audiovisual content. The materials are presented as short content segments that gradually explain each learning topic in the LMS. Microlearning-based teaching materials can help overcome learning loss and support more effective learning in the Nahwu Awal course.
Copyright (c) 2026 Samsi Setiadi, Khotimatun Nafi'ah, Puti Zulharby, Yumna Rasyid, Ihwan Rahman Bahtiar https://creativecommons.org/licenses/by-nc-sa/4.0
Internal Didactic Transposition in Qirā’ah Learning Materials
Background: Reading is a complex language activity involving the recognition of linguistic symbols, cognitive processing, and interpretation of textual meaning, making qirā’ah an essential skill in Arabic language learning. In this context, internal didactic transposition is the process by which teachers transform instructional materials into more accessible and meaningful classroom learning experiences. Purpose: This study aims to describe and analyze the forms and strategies of material adaptation in qirā’ah instruction while examining the role of internal didactic transposition in classroom practices. Method: This research employed an interpretive qualitative approach with a phenomenological design. Data were collected from curriculum and teaching module documents as well as interviews with an Arabic language teacher selected through purposive sampling. The data were analyzed using praxeological document analysis and thematic analysis, supported by source and method triangulation. Result and Discussion: The results indicate no conceptual gap between the curriculum and the teaching modules in terms of learning outcomes and reading competencies. However, teaching methods are not explicitly defined, causing reading comprehension and grammatical analysis activities to rely heavily on teachers’ pedagogical initiatives, implemented through explanations, translation, and contextual examples in the classroom. These findings indicate that internal didactic transposition occurs through teachers’ pedagogical adaptations in classroom practice. Conclusions and Implications: The novelty of this study lies in demonstrating that internal didactic transposition not only occurs at the planning level but is also significantly mediated by teachers’ pedagogical practices in qirā’ah instruction. Internal didactic transposition plays a crucial role in bridging the gap between curriculum design and classroom implementation. These findings suggest that the effectiveness of learning depends not only on the quality of instructional materials but also on their clarity and structure in supporting classroom practices. Therefore, textbooks written entirely in Arabic should provide clearer instructions and more structured reading activities to support students with varying levels of proficiency.
Copyright (c) 2026 Ima Marya Ulpah, Hikmah Maulani, Zahra Alawiyah Rofieq https://creativecommons.org/licenses/by-nc-sa/4.0
Commissive and Directive Speech Acts in Arabic Tourism Promotion on TikTok
Background: The rapid growth of the Middle Eastern tourist market demands advanced communication skills from tourism practitioners. However, current teaching materials for Arabic for Specific Purposes (ASP) in Tourism are often limited to conventional transactional offline scenarios, which are increasingly less relevant to modern digital promotion needs. Purpose: This study explores the pragmatic functions of speech acts in Arabic tourism promotional discourse on TikTok and examines their pedagogical implications for developing adaptive, industry-relevant ASP materials. Method: Employing Krippendorff's qualitative content analysis, this study analyzed 61 speech units extracted from five purposively selected travel-agency TikTok accounts with high engagement and explicit Arabic promotional content targeting Middle Eastern tourists. Out of 124 transcribed units 61 relevant commissive and directive units were analyzed. The data were gathered through documentation and coded based on Searle and Leech's pragmatic functional schemes, focusing specifically on persuasive strategies within digital discourse. Results and Discussion: The findings reveal a clear predominance of commissive speech acts (77%) over directive speech acts (23%). This suggests that digital tourism marketing discourse tends to prioritize trust-building through promises and guarantees over direct instruction. Linguistically, this persuasion is realized through the efficient use of ḥadhfu al-mubtada’ (subject omission) structures, the integration of digital technical lexicons, and the strategic code-switching into the ‘ammiyyah (colloquial) variety to foster emotional closeness. Conclusions and Implications: This study highlights the necessity of updating current educational resources. It recommends reorienting the ASP Tourism curriculum toward a functional-pragmatic approach that integrates digital copywriting skills, technological literacy, and sociolinguistic flexibility, ultimately preparing competent tourism graduates for the digital era.
Copyright (c) 2026 Rachma Nurhaliza, Mia Nurmala, Sari Tasya Mahrima https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of the As-Sahlah Textbook for Arabic Proficiency Among FEBI Students
Background: Arabic language proficiency is a fundamental requirement for students of Islamic Economics and Business, as it enables access to primary Sharia sources, comprehension of Islamic economic literature, and mastery of professional terminology used in Sharia-based financial and business practices. Purpose: This study aims to investigate the effectiveness of the As-Sahlah textbook in improving the Arabic language proficiency of students at the Faculty of Islamic Economics and Business (FEBI). Method: This research adopted a mixed-methods approach with a sequential explanatory design, in which quantitative data collection and analysis preceded qualitative inquiry. Quantitative data were obtained through pretest–posttest assessments and perception questionnaires administered to 30 FEBI students enrolled in an Arabic for Economics course. The instruments were designed to measure learning outcomes, perceived effectiveness, ease of use, relevance, and learning motivation. Qualitative data were collected through in-depth interviews and classroom observations to capture students’ learning experiences and engagement during the instructional process. Quantitative data were analyzed using descriptive statistics and gain score analysis, while qualitative data were examined using the interactive analysis model of Miles and Huberman, supported by source and method triangulation to ensure credibility. Results and Discussion: The results lead to that the use of the As-Sahlah textbook leads to measurable improvements in students’ Arabic proficiency, particularly in vocabulary mastery and comprehension of Islamic economic texts. Students also reported increased motivation, clearer understanding of Sharia-based business contexts, and greater perceived relevance of Arabic learning to their field of study. This study makes a novel contribution by integrating quantitative learning outcome data with qualitative insights to explain how contextualized materials facilitate learning transfer in Arabic for Specific Purposes. Conclusions and Implications: The study concludes that the use of the As-Sahlah textbook is associated with improvements in students’ Arabic proficiency, as reflected in the increase from a mean pretest score of 79.39 to a mean posttest score of 84.68, resulting in a score gain of 5.29. The findings suggest that context-based Arabic textbooks should be further developed and adopted, and future research should explore digital enrichment and larger samples to strengthen Arabic for Specific Purposes (ASP) pedagogy in Islamic higher education.
Copyright (c) 2026 Agus Khamid, Muhandis Azzuhri, Muhammad Ulil Fahmi https://creativecommons.org/licenses/by-nc-sa/4.0
Grammar Anxiety Levels and Subscales Among EFL Students
Background: Grammar anxiety is a persistent affective barrier that negatively affects EFL students grammatical performance in higher education settings. Objectives: This study intends to investigate the levels, subscales, and severity of grammar anxiety among fourth-semester EFL students. Method: In this study, a quantitative descriptive design was utilized, with the structured questionnaire serving as the primary source for data collection. The target population consisted of 135 fourth-semester students. However, only 90 students voluntarily participated by completing the questionnaire. Therefore, the study employed a convenience sampling technique. The Grammar Anxiety Scale, which was developed by Ekinci Çelikpazu and Taşdemir, was used as the research instrument. Data analysis was done through descriptive statistics, mean scores, and categorization procedures regarding severity to determine levels and patterns of grammar anxiety. Results and Discussion: It was revealed in the results that 68.89% of the students experience grammar anxiety at a moderate level, 16.67% at a high level, and 14.44% at a low level. The highest anxiety level, among the three subscales, falls into the Emphasis on Grammar Learning subscales, followed by Student Confidence and then Grammar Learning Experience. The researchers concluded that grammar anxiety still remains one of the significant affective factors influencing students' confidence and participation. On the ground of these findings, it is recommended to English teachers to provide a supportive, communicative, and student-centered environment, which may reduce anxiety and enhance student engagement in grammar learning. Conclusions and Implications: This study concludes that grammar anxiety still remains an influential factor in EFL students grammar learning and underlines the need for supportive instructional strategies. From these results, implications have been offered to teachers, curriculum designers, and future researchers on developing approaches that minimize anxiety and enhance grammar learning outcomes.
Copyright (c) 2026 Audy Meylinda Mokoginta, Indri Wirahmi Bay, Sri Widyarti Ali https://creativecommons.org/licenses/by-nc-sa/4.0
Terminology Adaptation in Green Halal Economy: Arabic – English to Indonesian
Background: The development of the Green Halal Economy in Indonesia has encouraged the intensified use of Arabic and English terms in regulations, academic discourse, and sustainable halal industry practices. However, this use of terms exhibits variations in transliteration and adaptation, potentially leading to conceptual ambiguity and policy inconsistencies. Purpose: This study aims to analyze the transliteration patterns and adaptation of Arabic–English terminology in Green Halal Economy practices in Indonesia and explain their linguistic and policy implications. Method: The research used a descriptive qualitative approach with an applied linguistics framework. Data were collected through a study of policy documents, halal certification standards, academic publications, industry texts, and semi-structured interviews. Data were then analyzed through term identification, source language classification, transliteration analysis, and semantic-pragmatic adaptation analysis. Results and Discussion: The results show that Arabic terms serve as normative and ethical foundations but tend to be conceptually adapted without consistent transliteration, while English terms serve as technical and systemic frameworks, the stability of which is heavily influenced by institutional authority. The discussion confirms that terminology constitutes non-material infrastructure in the governance of the Green Halal Economy. Conclusions and Implications: This study concludes that standardization of terminology is necessary to improve regulatory clarity, effectiveness of cross-sector communication, and sustainability of the halal industry in Indonesia.
Copyright (c) 2026 Cutri A. Tjalau, Hasna Nurain Mukhsin, Sri Hantuti Paramata https://creativecommons.org/licenses/by-nc-sa/4.0
Optimizing Arabic Language Education Through Downstreaming Content-Based Learning: Islamic Digitalization
Background: The rapid development of digital technology and the challenges of learning Arabic, which is often perceived as abstract, require innovation through a contextual approach based on Islamic digital content. Purpose: This study aims to examine how Islamic digital content can be implemented to support a digital, relevant, and sustainable Arabic learning ecosystem for younger learners. Method: This study employed a qualitative case study design involving 28 students at MA Muhammadiyah Gorontalo City. Data were collected through in-depth interviews, participant observation, and document analysis over four months. Data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion verification through source triangulation. Results and Discussion: The implementation of downstream Islamic digital content was found to transform Arabic learning into a more active and contextual process, as reflected in higher participation in online discussion and reported improvement across students’ four language-skill areas. Downstream strategies involving collaborative content production, multi-platform distribution, and continuous evaluation were found to support the development of a more comprehensive digital learning ecosystem. The integration of Islamic values in digital content not only supported language development but also contributed to the strengthening of students’ Islamic character, while helping bridge the gap between conventional learning and the digital needs of the modern era. Conclusions and Implications: Downstreaming Islamic digital content appears to be a promising strategy for optimizing Arabic language education in the digital era. The study suggests the need for systematic policies to support digital transformation in Islamic educational institutions and the adaptation of similar models for other subjects.
Copyright (c) 2026 Sriwahyuningsih R. Saleh, Roymanto Ilolu, Febrianto Hakeu https://creativecommons.org/licenses/by-nc-sa/4.0
Resilience-Based Digitalization Strategy for Sustainable Arabic Module Downstreaming
Background: Background: The Society 5.0 era requires Islamic educational institutions, including Islamic boarding schools, to undergo digital transformation without compromising their identity and scholarly traditions. In the context of Arabic language learning, a managerial strategy is needed to integrate digitalization, resilience management, and module downstreaming, so that learning innovation does not stop at the prototype stage but continues to develop into adaptive and sustainable practices in the pesantren environment. Purpose: Purpose: This study aims to describe the practices of resilience management at Al-Khairaat Islamic Boarding School in Gorontalo City, analyze the digitalization strategy developed to support the sustainable downstreaming of the Arabic Language 5.0 Module, and explain the factors that support and inhibit the sustainability of module downstreaming. Method: This study employed a descriptive qualitative case-study approach. Data were collected through in-depth interviews, participatory observation, and documentation, involving pesantren leaders, Arabic teachers, information technology managers, and students as key informants. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing/verification. Data trustworthiness was maintained through triangulation of sources, methods, and time triangulation, and strengthened by member checking. Results and Discussion: The findings show that pesantren resilience management is rooted in traditional values and combined with a vision of institutional modernization. The digitalization strategy is implemented gradually through the use of communication applications, digital academic records, and the development and use of the Arabic Language 5.0 Module in print and digital formats. The sustainable downstreaming process occurs through content adaptation, digital repackaging, and integration into the formal curriculum, with the central role of pesantren leaders, teachers, and IT managers. However, this process still faces infrastructure limitations and disparities in device access. Conclusions and Implications: Conclusions and Implications: The study concludes that the resilience-based digitalization strategy at Al-Khairaat Islamic Boarding School supports the sustainable downstreaming of the Arabic Language 5.0 Module. The practical implication is that pesantren need to strengthen written policies, develop continuous training programs for teachers, and improve the digital ecosystem.
Copyright (c) 2026 Nurul Aini Pakaya, Wahyudin Hasyim, Febrianto Hakeu https://creativecommons.org/licenses/by-nc-sa/4.0
The Ambivalence of the Female Body in Ramayda Akmal’s Jatisaba
Background: This article examines Ramayda Akmal’s Jatisaba, which portrays the female body as a complex social construct shaped by power relations. Purpose: The aim of this study is to articulate the ambivalence of the female body. Method: The study employs close reading within a narratological framework, drawing on theory of focalization and concept of narrative voice to analyze shifts in the position of the protagonist, as both character and narrator. The analysis focuses on narrative moments that depict embodied experiences, particularly the ambivalence of the female body as it emerges through storytelling strategies. More broadly, the discussion of the female body refers to Beauvoir’s The Second Sex, while the specific issue of bodily ambivalence is addressed through the works of Young and Priyatna. Results and Discussion: The findings indicate that Jatisaba depicts the female body as ambivalent, oscillating between an awareness of its position as the Other and its attempts to negotiate a space of subjectivity within constraining social structures. This ambivalence surfaces through internal focalization and the female narrative voice, which reveal Mae’s capacity to narrate her emotions while simultaneously reinforcing her position as a body that is controlled, objectified, and disciplined by patriarchal institutions. Conclusions and Implications: Jatisaba demonstrates that the ambivalence of the female body arises from the protagonist’s internal conflicts, social pressures, and patriarchal structures. The study’s implication is to open further exploration into the ambivalence of women’s bodies within the broader landscape of Indonesian literature.
Copyright (c) 2026 Cinda Amilia Rahman, Aquarini Priyatna, Amaliatun Saleha https://creativecommons.org/licenses/by-nc-sa/4.0
Arabic Vocabulary Mastery and Its Relationship with Reading Skills (Mahārat al-Qirā’ah) Among Arabic Literature Students
Background: Learning Arabic as a foreign language requires mastery of four main skills, namely listening (istimā‘), speaking (kalām), reading (qirā’ah), and writing (kitābah). Among these skills, reading skills (mahārat al-qirā’ah) play an important role in understanding academic and religious texts. However, most students in the Arabic Literature Study Program at the Indonesian Muslim University (UMI) still face obstacles in understanding Arabic texts due to their limited vocabulary (mufradāt) and weak grammatical understanding (nahwu–sharaf). Purpose: This study examines the relationship between students’ Arabic vocabulary mastery and their reading skills (mahārat al-qirā’ah) and explores the role of grammatical understanding (nahwu–sharaf) in supporting text comprehension. Method: This study employed a quantitative correlational design. Data were collected from 20 third-semester students of the Arabic Literature Study Program at UMI using a vocabulary test and a reading test. Because the population was small, total sampling (census) was applied. Data were analyzed using descriptive statistics and Pearson correlation. Results and Discussion: The results showed that 55% of students achieved grade A in vocabulary mastery, while reading skill scores were in the good category. Pearson correlation analysis revealed a strong positive relationship between vocabulary mastery and reading skills (r = 0.82; p < 0.01). Students with better mastery of nahwu–sharaf also demonstrated stronger reading comprehension. Conclusion and Implications: Vocabulary mastery was significantly associated with Arabic reading skills (r = 0.82; p < 0.01). Arabic language learning should integrate vocabulary instruction with grammatical analysis and contextual meaning so that students can comprehend texts more comprehensively.
Copyright (c) 2026 Nurtaqwa Amin, Nurjannah, Siti Nurhalisa https://creativecommons.org/licenses/by-nc-sa/4.0
Tindak Tutur Ilokusi dalam Pidato Wamenlu RI Anis Matta pada KTT Luar Biasa OKI 2024
Background: This study examines illocutionary speech acts in Anis Matta's Arabic speech at the 2024 Extraordinary OIC Summit. The speech was delivered as Indonesia's response to the humanitarian crisis in Palestine and sought to encourage a collective response from Arab and Islamic countries. It drew widespread attention because it was delivered in Arabic by a non-Arab diplomat, demonstrating how language was strategically employed as an instrument for shaping perception and building legitimacy in international forums. Purpose: This study aims to analyze the forms and functions of illocutionary speech acts in Anis Matta's speech at the 2024 Extraordinary OIC Summit using a pragmatic approach. Method: This study employs a descriptive qualitative approach with data sourced from Anis Matta's Arabic speech accessed through the YouTube channel of the Indonesian Ministry of Foreign Affairs. Data were collected through non-participatory observation and note-taking techniques. The data were analyzed using Searle’s (1979) speech act theory and Leech’s (1983) illocutionary function framework through the extralingual identity method to analyze utterances based on their speech context. Results and Discussion: The results show that four forms of illocutionary speech acts were identified in the speech with a total of 24 utterances, namely assertive 12 utterances (50%), expressive 7 utterances (29.17%), directive 4 utterances (16.67%), and commissive 1 utterance (4.17%), while the declarative form was not found. The dominance of assertive acts reflects the speaker's role as an official state representative delivering statements and proposals in a diplomatic forum. The illocutionary functions identified include competitive 12 utterances (50%), convivial 7 utterances (29.17%), and collaborative 5 utterances (20.83%), while the conflictive function was not found. The dominance of competitive functions indicates that the speech conveys demands and proposals addressed to member states while maintaining diplomatic politeness. These findings suggest that assertive and directive utterances in the form of proposals and demands tended to function competitively, while expressive utterances tended to function convivially and assertive utterances in the form of statements tended to function collaboratively. Conclusions and Implications: This study reveals that the use of Arabic in diplomatic speech reflects the speaker's communication strategy in international forums. It contributes to the field of Arabic pragmatics, particularly in the analysis of illocutionary speech acts in diplomatic discourse. Future research may examine a wider range of Arabic diplomatic speeches, conduct comparative analyses across speeches, and explore perlocutionary aspects to broaden understanding of pragmatic strategies in diplomatic discourse.
Copyright (c) 2026 Siti Ainun Nuriyah, Fahmy Lukman, Muhammad Zulfi Abdul Malik https://creativecommons.org/licenses/by-nc-sa/4.0