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.
Semiotics of Emotion in AI-Based Text Interaction: Analysis of Signs and Meaning in Emotional Responses by Chatbots
Background: Chatbot systems in education, customer service, and social-media platforms increasingly rely on scripted empathy language, yet how these linguistic signs are semiotically constructed and interpreted by users remains empirically under-examined, particularly because prior studies favor computational sentiment metrics over sign-based interpretation. Purpose: This study analyzes how linguistic signs in text-based chatbot responses construct emotional meaning, by identifying the operational function of Saussurean, Peircean, Barthesian, and Ekmanian categories in a corpus of authentic chatbot–user exchanges. Method: This qualitative descriptive study applied semiotic analysis to 120 chatbot–user interaction excerpts purposively collected from three educational chatbots, two customer-service chatbots, and two social-media conversational assistants operating in Indonesian and English between January and March 2026. Excerpts were selected using explicit inclusion criteria (presence of emotional linguistic markers, availability of corresponding user response, and public or consented data source) and coded using a discourse coding sheet, a semiotic interpretation matrix, and an Ekman emotion-category rubric, with inter-coder checking by two independent coders. Results and Discussion: Empathy (21.7%) and reassurance (18.3%) emerged as the most frequent emotional sign categories among the seven coded types, operating as Peircean symbols such as “I understand your concern” and “Thank you for your patience.” These signs were interpreted by participant excerpts as markers of emotional closeness, while emotionally neglectful responses (8.3% of the corpus) were associated with symbolic distance in the surrounding discourse. These findings extend prior sentiment-focused chatbot research by showing specifically how classical semiotic categories operate in AI-generated emotional discourse. Conclusions and Implications: Emotional communication in chatbot interaction is represented through linguistic signs, symbolic interpretation, and contextual discourse rather than through biological affect. The findings contribute to digital semiotics and AI linguistics, and offer a coding framework that developers and researchers can use to design more empathetic and ethically responsible conversational AI.
Copyright (c) 2026 Absri, Muhammad Fauzi Razak, Wira Kafriyawan, Abdul K. Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of the Mastery of Arabic Morphology by Students in Reading Arabic Texts
Background: Mastery of Arabic morphology is one of the important foundations in learning Arabic, especially in the context of reading Arabic texts, which is a major requirement for students at Islamic boarding schools. However, the extent to which mastery of morphology contributes to proficiency in reading Arabic texts still needs to be studied empirically in order to provide a more effective basis for teaching. Objective: This study aims to analyze the relationship between mastery of Arabic morphology and the Arabic text reading proficiency of students in Islamic boarding schools. Method: This study uses a quantitative approach with a correlational design. Data were collected through objective tests that measured morphology mastery and Arabic text reading ability in 60 students (N = 60) from one selected Islamic boarding school. Data analysis was performed using Pearson's correlation test to determine the strength and direction of the relationship between the two variables. Results and Discussion: The results of Pearson's correlation test showed a positive relationship with moderate to strong strength between Arabic morphology mastery and Arabic text reading proficiency, with a correlation coefficient of r = 0.534. (R² = 0.285, indicating that morphology mastery accounted for 28.5% of the variance in Arabic text reading proficiency; this represents a large effect size according to Cohen's (1988) classification, 95% CI [0.32, 0.69]). This relationship is unidirectional, meaning that the higher the mastery of morphology, the better the ability to read Arabic texts. The significance value p = 0.000 (p < 0.01) indicates that the correlation is statistically significant at the 1% level. These findings reinforce the role of morphology as an important component in the development of students' Arabic literacy, even though it is not the only factor.
Copyright (c) 2026 Siti Sholehah Doholio, Mukhtar I. Miolo, Fouad Achir https://creativecommons.org/licenses/by-nc-sa/4.0
Syntactic Anticipation and Arabic Reading Comprehension Among Hubulo Boarding School Students
Background: Reading comprehension of unvocalized Arabic texts presents a significant challenge for students, as the absence of harakat requires readers to rely on grammatical and structural cues rather than phonological decoding to construct meaning. One cognitive mechanism believed to support this process is syntax cognitive anticipation defined in this study as the reader's ability to predict upcoming grammatical structures and sentence roles before fully encountering the text. Despite its theoretical relevance, the relationship between syntax cognitive anticipation and Arabic reading comprehension without diacritics remains underexplored, particularly within the Islamic boarding school context, where students are routinely exposed to unvocalized religious and classical texts. Purpose: This study aims to analyze the relationship between syntax cognitive anticipation ability and the understanding of Maharotul Qirā’ah among students of Hubulo Boarding School. Method: This study employed a quantitative correlational design to examine the relationship between syntax cognitive anticipation and Arabic reading comprehension without diacritics among students at Hubulo Islamic Boarding School. A sample of 60 students (N = 60) was selected from a population of 130 students using proportionate stratified random sampling. Data were collected through a syntax cognitive anticipation test and a reading comprehension test of unvocalized Arabic texts, and analyzed using Pearson product-moment correlation. Results and Discussion: The results revealed a moderate, statistically significant positive correlation between syntax cognitive anticipation and reading comprehension without diacritics, r(58) =534, p <001, N = 60, 95% CI [32,69]. Based on standard interpretation criteria for correlation coefficients, this value falls within the moderate range, indicating that students with stronger syntactic anticipation ability tend to demonstrate better comprehension of unvocalized texts, while syntax anticipation accounts for approximately 28.5% of the variance in comprehension scores (r² =285). Conclusion and Implications: This study concludes that syntactic cognitive anticipation ability plays an important role in improving students' comprehension of unvocalized maharotul qirā'ah, as demonstrated by a moderate and statistically significant positive correlation, r(58) =534, p <001, N= 60. The practical implication is that teachers need to incorporate syntactic structure anticipation exercises into Arabic language instruction to enhance students' ability to read unvocalized texts. Future research is recommended to expand the variables and learning contexts examined in order to obtain a more comprehensive understanding of the factors influencing Arabic reading comprehension.
Copyright (c) 2026 Khairus Sakinah Chaeruddin, Hairuddin https://creativecommons.org/licenses/by-nc-sa/4.0
Phonological Competence and Arabic Speaking Proficiency among MTs Students: A Quantitative Correlational Study
Background: Arabic language learning in Indonesian madrasahs faces persistent phonological challenges because several Arabic phonemes, particularly /ع/, /ح/, and /ق/, do not exist in Indonesian and many local Austronesian languages. These differences often affect students’ pronunciation accuracy and oral intelligibility in Arabic communication. Purpose: This study aimed to examine the relationship between Arabic phonological competence and Arabic speaking proficiency among seventh-grade students at MTsN 2 Boalemo. Method: A quantitative correlational design was employed. The participants consisted of 60 students selected through proportional stratified random sampling from a population of 140 seventh-grade students. Data were collected using two validated instruments: the Arabic Phonological Competence Test (TKFBA) and the Arabic Speaking Proficiency Test (TLKB), both scored on a 0–100 scale. Students’ oral performances were audio-recorded and evaluated by trained raters. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, ANOVA-based linearity testing, Pearson correlation, and simple linear regression with IBM SPSS Statistics 28 at a significance level of α = .05. Results and Discussion: The findings revealed a statistically significant positive relationship between Arabic phonological competence and Arabic speaking proficiency (r = .999, p < .001). Regression analysis indicated that phonological competence was strongly associated with variation in speaking proficiency scores (R² = .998). These findings support previous studies emphasizing the importance of phonological competence in second-language speaking performance and contribute empirical evidence from the underrepresented context of Arabic language learning in Eastern Indonesia. Nevertheless, the exceptionally high coefficient values should be interpreted with caution and warrant further verification through replication studies involving larger and more diverse samples. Conclusions and Implications: The study concludes that Arabic phonological competence is strongly associated with Arabic speaking proficiency among MTs students. Therefore, phonological training should be systematically incorporated into Arabic language instruction, particularly for phonemes that present difficulties for Indonesian learners. Future research is encouraged to employ longitudinal or experimental designs to further investigate the role of phonological competence in speaking development.
Copyright (c) 2026 Raudhatul Jannah H. Genti, Ratni Bt. Hj. Bahri, Janet Watson https://creativecommons.org/licenses/by-nc-sa/4.0
Instructional Media and Arabic Vocabulary Mastery: A Meta-Analysis
Background: Instructional media are widely implemented in Arabic vocabulary learning, yet their overall effectiveness and the contextual factors influencing their impact require quantitative synthesis. Purpose: This study aimed to estimate the pooled effect size of instructional media on students’ Arabic vocabulary mastery and to examine whether effect size variations were influenced by media type, sample size, and publication year. Method: A quantitative meta-analysis using a random-effects model was conducted on ten one-group pretest–posttest experimental studies at the junior secondary school level. Studies were systematically identified from SINTA-indexed journals and the official website of the Perkumpulan Pengelola Jurnal Kajian Bahasa Arab (PPJKBA) following PRISMA 2020 guidelines and predefined inclusion criteria. Effect sizes were calculated using Cohen’s d and corrected to Hedges’ g, with standardized mean differences computed using the pooled standard deviation of pretest and posttest scores as the standardizer. Statistical analyses were performed using JASP. Results and Discussion: The meta-analysis revealed a large and statistically significant pooled effect size (SMD = 2.549; 95% CI [1.388, 3.710]; p < 0.001), indicating substantial improvements in Arabic vocabulary mastery. However, heterogeneity was very high (I² = 94.43%), and the 95% prediction interval (−0.99 to 6.08) included zero, suggesting considerable variation in true effects across educational contexts. Moderator analysis showed no significant differences according to media type, sample size, or publication year. Potential publication bias was indicated by significant Begg’s test (Kendall’s τ = 0.854, p < 0.001) and Egger’s regression test (t = 8.448, p < 0.001). Conclusions and Implications: Instructional media have a strong positive effect on Arabic vocabulary learning outcomes and support the integration of diverse instructional media in vocabulary instruction, although the pooled effect size may be overestimated due to the exclusive use of one-group pretest–posttest designs. Future research is encouraged to explore additional contextual and pedagogical moderators.
Copyright (c) 2026 Annisa Raina Khairani, Sutaman, Mamluatu Solihah , Annisa Syalsabila https://creativecommons.org/licenses/by-nc-sa/4.0
Intrinsic, Extraneous, and Germane Cognitive Load in Arabic Learning: A Descriptive Study Based on John Sweller’s Theory
Background: Learning Arabic is often considered difficult by students because it involves various language elements that must be understood simultaneously. From the perspective of John Sweller’s Cognitive Load Theory, this condition is associated with the high demands of information processing in working memory, which can generate cognitive load. The study of cognitive load in learning Arabic is important for understanding students’ learning processes. Purpose: To describe students’ cognitive load during learning Arabic on the topic of al-mihnah in class X E at MAN Sumenep. Method: This study employed a descriptive quantitative, using all tenth-grade students of MAN Sumenep as the population, with 36 students from class X E selected as the research sample. The research instruments consisted of students’ worksheets (LKS) to measure intrinsic cognitive load and questionnaires to assess extraneous cognitive load and germane cognitive load. The questionnaire instruments were developed by adapting the multi-item indicators of Cognitive Load Theory proposed by Leppink and Klepsch and were constructed based on the factors and effects of cognitive load in the learning process. The instruments were translated and adjusted to the context of Arabic language learning and were subsequently tested for validity and reliability prior to data collection. The data were analyzed using descriptive statistical techniques to identify and categorize the levels of intrinsic, extraneous, and germane cognitive load experienced by students during Arabic learning. Results and Discussion: The study found that all three components of cognitive load were in the medium category. Intrinsic cognitive load had a mean score of 72.62, indicating that students were fairly capable of understanding the material and completing the worksheet tasks. Extraneous cognitive load had a mean score of 59.79, indicating that the instructional design sufficiently supported the learning process, although some unnecessary cognitive load remained. And germane cognitive load obtained a mean score of 71.13, indicating that students were fairly active in constructing and strengthening knowledge schemas. Conclusions and Implications: Students generally understand the material and constructed knowledge effectively, although the cognitive demands still require further optimization. These findings imply that Arabic language instruction should be designed in accordance with Cognitive Load Theory principles, with structured material presentation, appropriate media use, and clear instructions to reduce extraneous cognitive load and optimize students’ working memory capacity.
Copyright (c) 2026 Ulfatul Mufidha, Ahmad Mubaligh, Muhammad Faisol https://creativecommons.org/licenses/by-nc-sa/4.0
An Analysis of Verbal Humor Translation Techniques in the Subtitles of Film 8 Rue de l’Humanité
Background: The growth of streaming platforms has advanced audiovisual translation; however, humor transfer in films remains challenging due to linguistic and cultural context. Purpose: This study examines the subtitling of verbal humor in the French comedy film 8 Rue de l’Humanité (2021) into Indonesian to analyze how humor source characteristics influence translation technique selection. Method: A descriptive qualitative design using qualitative content analysis was employed, with the researcher serving as the primary instrument. The data consisted of the 125-minute French film 8 Rue de l’Humanité (2021) and its Indonesian Netflix subtitles. All subtitle utterances were screened, and those identified as verbal humor based on Shade’s classification were included in the analysis. Data were collected through document analysis using note-taking techniques and analyzed using the Miles and Huberman interactive model, integrating Shade’s verbal humor classification, Molina and Albir’s translation techniques, and Raphaelson-West’s humor sources. Analytical credibility was ensured through supervisory review and theory-based data cards that served as an audit trail. Results and Discussion: The analysis identified 40 instances of verbal humor in 8 Rue de l’Humanité (2021), dominated by irony, wit, and sarcasm, each occurring 10 times (25.0%). Six translation techniques were identified, with literal translation (42.5%) and modulation (27.5%) being the most frequent. The findings indicate that the selection of translation techniques is not determined by humor types but is instead influenced by the underlying characteristics of humor sources, whether universal, linguistic, or cultural. This study shows that humor source characteristics appear to influence translators’ decisions to preserve or reconstruct humorous effects in the target language. Conclusions and Implications: The study concludes that verbal humor transfer in subtitling does not rely on fixed techniques based on humor types. Instead, technique selection is adapted to humor source characteristics and the medium's spatial and temporal constraints. Future research should expand the corpus and examine audience acceptability.
Copyright (c) 2026 Raisya Tiara Nurradyarahma, Iim Siti Karimah, Farida Amalia https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of the Instagram Account @qalbcalligraphy in Supporting Mahārah al-Kitābah
Background: Students’ illegible Arabic handwriting and minimal attention to calligraphy as a learning medium demand innovation in more effective visual learning media for supporting mahārah al-kitābah, adapting to the development of digital technology. Purpose: This study aims to describe the content characteristics and analyze the role of the Instagram account @qalbcalligraphy, as well as to reveal students’ responses regarding its use as a visual learning medium in supporting mahārah al-kitābah. Method: This study used a qualitative-descriptive approach with a case study design. Data collection techniques included observation, interviews, and documentation, involving eight ninth-grade male students at MTs Al-Ma’tuq selected through purposive sampling. The instruments used were observation sheets and interview guides. Data were analyzed interactively using the Miles, Huberman, and Saldana model. Results and Discussion: The findings of this study indicate that the Instagram account @qalbcalligraphy has strong visual characteristics that support mahārah al-kitābah. The calligraphy content uploaded by this account showcases neat, balanced Arabic writing techniques that adhere to writing rules, motivating students to improve their writing, so that students’ writing quality improved after viewing the content of the Instagram account @qalbcalligraphy. Students also responded positively to the use of the account, despite its limitations and challenges. Conclusions and Implications: The use of the Instagram account @qalbcalligraphy as a visual learning medium has the potential to support mahārah al-kitābah by providing educational Arabic calligraphy content and supplementary learning beyond the classroom, and can serve as an innovation for educators to utilize similar media in their learning. Future research is recommended to employ a quasi-experimental design with comparison groups and longer research periods, as well as compare different Instagram content formats and educational levels to examine longer-term changes.
Copyright (c) 2026 Syafiq Muhammad Qutub, Tatang, Yusuf Ali Tantowi, Ghazy Ahmad Filando https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Deepseek and Gemini Translation Quality on French Political Articles Using Karangturi Framework
Background: The rapid integration of AI in machine translation has spurred extensive research, with over 2,000 studies (2024–2026) on translation quality, mostly focused on general and literary texts. This leaves a gap in evaluating complex political texts, where cultural nuances and specialized terminology pose unique challenges. Purpose: This research is carried out with the objective to examine level of accuracy, acceptability, and readability of the translated results of French political news texts translated by DeepSeek and Gemini using Karangturi framework belongs to Honggo to find a model of AI that shows excellent translation quality based on Nababan's accuracy and readability theory and Machali's acceptability theory. Method: The research method used is descriptive qualitative with research data taken from three news portals in France, namely Le Figaro, Libération, and Le Monde, each of which represents different political ideologies. The research instrument uses Nababan's accuracy and readability theory and Machali's acceptability theory, modified by Ardi. Results and Discussion: The test results show the same accuracy score (87.04%) and acceptability (82.64%) by both AI machines. However, Gemini is more excellent in readability with a score of 98.61% compared to DeepSeek, which scored 93.06%. Therefore, in total, Gemini (89.65%) better than DeepSeek (87.63%). Conclusions and Implications: This study concludes that Gemini and DeepSeek have great potential in translating political news texts, but their translation results still require human editing due to limitations in grammatical and contextual aspects. These results can be used as an academic reference for researchers and students to be more critical of the role of AI in the transfer of socio-political meaning, and also suggest that future researchers explore other AI frameworks or machines to expand the scope of this research.
Copyright (c) 2026 Zalfaa Azhaar Maziyah, Farida Amalia, Ariessa Racmadhany https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Role of Comprehensible Input in Culinary Vocational EFL Classrooms Using Procedure Texts
Background: Focusing on Stephen Krashen’s Input Hypothesis, the study examines how teacher provides comprehensible input, students’ perceptions, and challenges that constrain the input of English for Specific Purposes (ESP) in culinary settings. Purpose: This study aims to explore the role of comprehensible input used by English teacher in culinary vocational EFL classroom through the use of procedure texts, shows students perspective about comprehensible input and its relevance, and analyzes the challenges encountered in applying the frameworks. Method: The research design that used for this study is a qualitative classroom-based case study. The research sets in SMK Ibu Kartini Semarang and use the participation from one culinary classroom and one English teacher. The data collection from this research was obtained through classroom observation, documents analysis, a survey form, and semi structured interview with teacher and selected students. Results and Discussion: The findings of the research shows that comprehensible input was primarily obtained through the interaction in classroom rather than instructional lesson plan, with frequent strategies used by the teacher such as simplification and repetition, translanguaging, visual support, and comprehension check in lesson. Students’ perception shows that they understand English in procedure text better through demonstrations, contextualized culinary tasks, and mixed-language during classroom. However, challenges exist from limited and unfamiliar vocabulary, time constraints, and variations of student’s proficiency levels. Conclusions and Implications: These findings indicates that comprehensible input in culinary EFL settings mostly supported through multimodal materials and interactive learning classroom.
Copyright (c) 2026 Keisha Lingga Kusumadewi, Alief Noor Farida https://creativecommons.org/licenses/by-nc-sa/4.0
Developing Character Education-Based Arabic Teaching Materials for Islamic Elementary School
Background: Teaching materials play an important role in the learning process because they serve as a primary reference for teachers and students in achieving learning objectives. When teaching materials are inappropriate, irrelevant, or not aligned with students’ needs, they may affect not only learning outcomes but also students’ character development. Therefore, teaching materials are needed that not only teach language skills but also help shape students’ attitudes and moral values. Purpose: This study aims to develop Arabic teaching materials based on character education at Islamic Elementary School Mi’rojul Ihtida Bondowoso. Method: This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Results and Discussion: The results show that the developed teaching materials obtained a feasibility score of 82.5% from the material expert (categorized as feasible) and 97.5% from the design expert (categorized as highly feasible). The average student pre-test score increased from 59.4 to 83.2 in the post-test. The paired sample t-test results indicate a significant difference between students’ learning outcomes before and after the use of the teaching materials. The N-gain value of 0.5893 (58.93%) falls into the moderate category. Conclusion and Implications: The development of character education–based Arabic teaching materials is considered valid and effective for use in the learning process at Islamic Elementary School Mi’rojul Ihtida Bondowoso. These teaching materials contribute to integrating Arabic language learning with the development of character values among elementary-level students.
Copyright (c) 2026 Firda Aulia Denisa, Sutaman, Mamluatu Solihah https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Storytelling Method on Students’ Reading Comprehension
Background: Students at State Junior High School (SMPN) 4 Monta experience difficulties in reading comprehension, particularly in identifying main ideas, understanding supporting details, following sequences, and drawing conclusions. Limited vocabulary, low interest in reading, and passive participation may contribute to these difficulties. Purpose: This study examined the effectiveness of the storytelling method in improving students’ reading comprehension at State Junior High School (SMPN) 4 Monta. Method: This quantitative study employed a true experimental design with a pre-test and post-test control group design. The participants were 43 eighth-grade students, consisting of 23 students in the experimental group and 20 students in the control group. The experimental group received storytelling instruction using narrative texts, while the control group received conventional instruction. Data were collected through reading comprehension tests and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test of homogeneity, a baseline equivalence test, paired-samples t-tests, an independent-samples t-test, and Cohen’s d effect size. Results and Discussion: The experimental group’s mean score increased from 52.74 to 82.13, while the control group’s mean score increased from 49.95 to 63.40. The independent-samples t-test showed a statistically significant difference between the groups, t(41) = −7.406, p < 0.001, with an absolute mean difference of 18.730 points and a large effect size (d = 2.26). These findings indicate that storytelling produced greater improvement in reading comprehension than conventional instruction. The narrative structure and contextualized presentation of vocabulary may have supported students in organizing information, activating prior knowledge, and constructing meaning from narrative texts. Conclusions and Implications: The findings demonstrate that storytelling significantly improved students’ reading comprehension and produced greater gains than conventional instruction. Storytelling may therefore be considered an alternative instructional strategy for teaching narrative texts in EFL classrooms, particularly at the junior high school level. Future studies should involve larger and more diverse samples, longer treatment periods, different educational contexts, and various text types to further examine the effectiveness and applicability of storytelling in English language learning.
Copyright (c) 2026 Nurwahidah, Suratman, Muhammad Yani https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing EFL Speaking Proficiency through TalkPal AI and Automatic Speech Recognition
Background: The integration of Artificial Intelligence (AI) into language education has created new opportunities to improve English as a Foreign Language (EFL) learners' speaking proficiency through interactive and personalized learning environments. One emerging platform is TalkPal AI, which incorporates Automatic Speech Recognition (ASR) technology to provide immediate feedback on learners' oral performance. Purpose: This study aimed to investigate the effectiveness of TalkPal AI-assisted learning in enhancing EFL university students’ speaking proficiency through Automatic Speech Recognition (ASR)-based learning. Method: A quantitative approach employing a quasi-experimental nonequivalent control group design was used. The participants were 21 undergraduate students enrolled in the English Literature Study Program at Universitas Muhammadiyah Gorontalo, comprising an experimental group (n = 11) and a control group (n = 10). Students' speaking proficiency was assessed through pre-test and post-test speaking tasks using an analytic rubric covering pronunciation, fluency, grammar, vocabulary, and comprehension. The instrument demonstrated excellent inter-rater reliability (ICC = 0.987) and high rating consistency (Cronbach's α = 0.994). Data were analyzed using descriptive statistics, Shapiro–Wilk normality test, Levene's test, paired samples t-test, independent samples t-test, and Cohen's d. Results and Discussion: Both groups showed significant improvement after instruction. However, the experimental group demonstrated a substantially greater improvement (mean difference = 42.09) than the control group (mean difference = 14.25). The independent samples t-test revealed a significant difference in post-test scores between the groups (t = −14.470, p < .001), with a very large effect size (Cohen's d = 2.35). Conclusions and Implications: TalkPal AI-assisted learning supported by ASR technology was associated with significantly higher speaking proficiency than conventional instruction, indicating its potential to enhance technology-enhanced language learning in EFL speaking classrooms.
Copyright (c) 2026 Hasna Nurain Mukhsin, Rita Roswita Duyo Duyo, Randi Safii https://creativecommons.org/licenses/by-nc-sa/4.0
The Relationship Between Brain Hemisphere Dominance and Arabic Grammar and Vocabulary Mastery Among MTs Students: A Neurolinguistic Study
Background: Arabic language learning at the Madrasah Tsanawiyah (MTs) level demonstrates considerable variation in students' mastery of grammar and vocabulary. Some learners perform better in grammatical analysis, whereas others achieve stronger vocabulary mastery. From a neurolinguistic perspective, these variations may be associated with differences in brain hemisphere dominance during language processing. Purpose: This study aimed to examine the relationship between brain hemisphere dominance and the mastery of Arabic grammar and vocabulary among students at MTs Al-Islam Telaga Biru. Method: This study employed a quantitative correlational design involving 60 female students from Class IX-6 and Class IX-7 selected through total sampling. Data were collected using a 20-item brain hemisphere dominance questionnaire and achievement tests measuring Arabic grammar and vocabulary mastery. Data were analyzed using descriptive statistics and Pearson's product-moment correlation with IBM SPSS Statistics Version 29. Results and Discussion: Based on the questionnaire scores, 20 students were classified as left-brain dominant and 40 as right-brain dominant. Students classified as left-brain dominant tended to obtain higher grammar scores, whereas those classified as right-brain dominant tended to achieve higher vocabulary scores. Pearson's correlation analysis revealed a very strong negative relationship between brain dominance scores and grammar mastery (r = −0.927, p < 0.01) and a very strong positive relationship between brain dominance scores and vocabulary mastery (r = 0.963, p < 0.01). Conclusions and Implications: The findings indicate a significant relationship between brain hemisphere dominance and Arabic grammar and vocabulary mastery. These findings suggest that Arabic language teachers should consider students' hemispheric learning tendencies when designing differentiated instructional strategies that accommodate diverse learning characteristics.
Copyright (c) 2026 Eka Sandri Yusuf, Damhuri, Wala Fahad bin Subait https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Watching the Cartoon Film "The Lost Cat" on Listening Skill of Trilateral Verbs
Background: Listening skills (maharah istima') are the foundation of Arabic language acquisition; however, female students’ ability to understand transitive and intransitive triliteral verbs (fi'il tsulasi) in spoken discourse remains low due to the limited availability of contextual audiovisual materials. Purpose: This study aims to describe the level of maharah istima’ before and after watching the animated film “Al-Qith Adh-Dha’i’,” measure the impact of the screening, and reveal its contribution to morphological awareness. Method: The study employed a one-group pretest–posttest pre-experimental design using a mixed-methods approach; data were collected from 10 female 11th-grade students at Madrasah Aliyah Al-Bayan Hidayatullah in Makassar through tests, Likert-scale questionnaires, observations, and interviews, and were then analyzed using descriptive statistics, N-Gain, and qualitative descriptive analysis with triangulation. Results and Discussion: The results showed a limited increase from 51% (adequate) to 63% (good) with an N-Gain of 0.22 (low category), a positive affective response of 71.4% (good), and an initial morphological awareness of 52% (adequate); these findings fill a research gap by demonstrating that animated films serve as a strong motivational-contextual mediator in the affective domain, yet are not sufficient on their own to produce profound cognitive gains without organized morphological practice. Conclusions and Implications: The screening of animated films contributes fundamentally, though not absolutely effectively, to listening comprehension and morphological awareness; therefore, animated films need to be integrated with organized morphological exercises and clear audio materials, and further research with control groups and larger samples is warranted.
Copyright (c) 2026 Fitriani, Muh. Fihris Khalik, Afifuddin Harisah https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of the Alef Education Platform on Arabic Learning Interest and Outcomes in Madrasah Aliyah
Background: Arabic language learning in Madrasah Aliyah still faces challenges, including low student interest and learning outcomes, because the material is considered difficult and instruction tends to be monotonous, making interactive technology-based media necessary to increase student engagement. Purpose: This study analyzed the effectiveness of the Alef Education platform as an interactive medium in improving Arabic learning interest and outcomes among grade XI students at MAN 1 Enrekang. Method: A quantitative quasi-experimental Nonequivalent Control Group Design was used. Of 233 grade XI students, 64 were selected through purposive sampling into a control class (XI B, n=32) and experimental class (XI D, n=32), with baseline equivalence confirmed (p>0.05). Data were collected via observation, a 15-item Likert-scale learning interest questionnaire, pretest–posttest achievement tests, and documentation. Results and Discussion: Post-treatment learning interest was high (mean=83.38; range=74–96) and learning outcomes were also high (mean=83.31; range=63–93), with significant effects (p=0.001<0.05) on both variables. Conclusions and Implications: Alef Education is effective in increasing students' interest and achievement in Arabic learning; however, successful implementation requires adequate devices, stable internet, and pedagogical readiness.
Copyright (c) 2026 Husnul Khatimah, Haniah, Hamka https://creativecommons.org/licenses/by-nc-sa/4.0
Moral Development of Child Protagonists in Perrault's Fairy Tales: A Kohlbergian Analysis
Background: Fairy tales play an important role in shaping children's character because they contain moral values that reflect stages of moral development. Purpose: This study aims to analyze the stages of moral development in children in Charles Perrault's fairy tales using Kohlberg's theory of moral development. Method: This study uses a qualitative design with a content analysis approach based on literature review. Data were sourced from two selected fairy tales in Contes de Perrault, Le Petit Chaperon Rouge and Le Petit Poucet, which feature children as the main characters. Data collection techniques were carried out through text reading and note-taking of narratives containing moral values. The data were analyzed by classifying the findings into levels and types of moral development according to Kohlberg's theory. Results and Discussion: The results show that both fairy tales contain two levels of Kohlberg's moral development with different variations. Differences in the complexity of the storyline and the maturity of the main characters influence the diversity of moral values found. This study fills a gap in research by showing that classic French fairy tales are not only narrative in nature, but also systematically represent the stages of children's moral development. Conclusions and Implications: This study concludes that Charles Perrault's fairy tales are relevant as a medium for studying children's moral development. These findings imply the use of classic fairy tales as a source of moral learning and open up opportunities for further research on other children's literature.
Copyright (c) 2026 Rd Defira Dien Haiqa, Yuliarti Mutiarsih, Dudung Gumilar https://creativecommons.org/licenses/by-nc-sa/4.0
An Analysis of the Implementation of Insyā’ Ṭalabī Learning in Enhancing Arabic Speaking Skills among Grade X Students
Background: Arabic balāghah instruction often emphasises theoretical mastery, leaving a gap in understanding how Insyā’ Ṭalabī can be operationalised as a communicative resource for developing students’ speaking skills in pesantren-based education. Purpose: This study aimed to describe the implementation of Insyā’ Ṭalabī instruction and analyse its role in supporting the Arabic speaking skills of tenth-grade female students at SMAS IMMIM Putri Pangkajene. Method: This study employed a descriptive qualitative design with an interpretive orientation. Participants were purposively selected and included one Arabic teacher and fifteen tenth-grade female students with direct experience with Insyā’ Ṭalabī instruction. Data were collected through in-depth, open-ended interviews supported by interview notes and audio recordings. The data were transcribed verbatim and analysed thematically through familiarisation, initial coding, theme development, theme review, interpretation, and source triangulation. Results and Discussion: The findings showed that Insyā’ Ṭalabī was taught contextually by integrating amr, nahy, istifhām, tamannī, and nidā’ into classroom and dormitory-related communicative situations. Instruction progressed from modelling and imitation to pattern modification, pair interaction, situational practice, and independent dialogue production, reflecting the value of contextual and communicative Arabic learning. Students reported greater confidence, responsiveness, and independence in initiating and maintaining simple Arabic interactions, although vocabulary limitations, morphological difficulties, pronunciation issues, and reliance on prepared texts remained evident. These findings fill the research gap by connecting balāghah-pragmatic knowledge with actual speaking practices in a female pesantren context, where contextual language use is particularly important for communicative development. Conclusions and Implications: Insyā’ Ṭalabī can function as a pragmalinguistic framework for contextual Arabic speaking instruction when supported by gradual practice, authentic interaction, vocabulary scaffolding, and constructive feedback. Future studies should incorporate classroom observations, actual speech analysis, multi-site designs, and mixed or quasi-experimental approaches to examine speaking development more comprehensively.
Copyright (c) 2026 Nurhikmah, Amrah Kasim, Andi Abdul Hamzah https://creativecommons.org/licenses/by-nc-sa/4.0