scholarly journals البيداغوجية النقدية (الاتجاه الجديد في تعليم اللغة العربية لغير الناطقين بها)

Abjadia ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Muhammad Muchlish Huda
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
Primary Source ◽  
Paulo Freire ◽  
Arabic Language ◽  
Learning Material ◽  
Critical Reasoning ◽  
Dialogic Pedagogy ◽  
Critical Pedagogies ◽  
Agent Of Change

<p dir="RTL">تهدف هذه المقالة الى أن تقوم بمناقشة حيويّة في مجال البيداغوجية النقدية كإحدى المقاربات فيما بعد الحداثة في التعليم اللغة. فتحاول هذه المقاربة الى أن تقوم بالإرتباط المتين بين السياق الدراسي والسياق الإجتماعي لتشدّد تمكين المتعلمين على التفكير والتصرّف بشكل حاسم بهدف تحويل ظروفهم الحياتية والشعبية. فتعتمد هذه النظرية بمباديئ رئيسية من فرانكفورط الأكاديمي كالمصادر الأولوية الا وهي نظرية نقد الإجتماعية والنظم السياسي والمجتمعة المغرضة لأنها نتيجة من حركة الإجتماعية الحارة في فرانكفورط “Frankfurt” الألماني سنة 1923. تتعلق هذه النظرية بمصطلح جدلية البيداغوجية “Dialogic Pedagogy” أشاره Paulo Freire  في مؤلفاته أو باللغة العربية أن في التعليم يلزم على الجدلية, فليس هناك الحوار بلا جدلية وليس هناك التعليم الصالح بلا الحوار. فظهور نظرية البيداغوجية النقدية في أمريكا من خلال فكرة غيروق في مجال التربية والبيداغوجية. لتحقيق هذا الهدف فيقوم الباحث على منهج البحث المكتبي حيث يقارن فيه كتب ومقالات علمية فيما تتعلق بهذه القضية. دلّت نتيجة هذه المقالة على أهمية تطبيق هذه المقاربة في تعليم اللغة لغير الناطقين بها وخصوصا في تعليم اللغة العربية لتزويد المتعلمين للحصول على وعي صالح وعناية جدّيّة في تنمية التساؤلات المتعلّمين وتحدى على المعتقدات والتطبيقات المهيمنة من خلال تعليم اللغة العربية.</p><p dir="RTL"> </p><p>This paper aim to present the discursive dynamics of critical pedagogy theory as one of the post-modernism approaches in language learning. The critical pedagogy approach seeks to focus on the interrelationships that occur between the educational and social context with the aim of optimizing students' critical thinking reasoning as an agent of change. Critical pedagogy theory is based on the basic principles of the Frankfurt Academy as the primary source, especially the teachings on the theory of social criticism from the social movements in Germany 1923. This theory has a connection with the concept of "dialogic pedagogy" by Paulo Freire. Critical pedagogy emphasis on the process of dialogue in learning, including learning Arabic. Without dialogue and critical and discursive reasoning processes, the learning process becomes unhealthy. The critical pedagogies in America is often associated with Henry Giroux. This study uses a qualitative research method with a library approach. The research step is to collect information and research discourses relating to the theory of critical pedagogy. The results there is importance to use critical pedagogy in learning Arabic language to sharpen critical reasoning learners so that Arabic learners are not easily infiltrated with ideological orthodoxy and orthopraxies contained in learning material.</p>

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

scholarly journals ARABIC LEARNING MATERIAL OF HIGHER EDUCATION MUSLIM COMMUNITY NORTH SULAWESI

2017 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Oman Karya Syuhada
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Conceptual Knowledge ◽  
Mother Tongue ◽  
Participant Observation ◽  
Group Discussion ◽  
Arabic Language ◽  
Learning Material ◽  
North Sulawesi ◽  
Language Competency

Arabic has a special characters and positions compare to bahasa Indonesia as the mother tongue of students. These conditions are prospect to create joyful learning and teaching. Therefore, through the teaching and learning it is the opportunity to accelerate the process of understanding source language. This research was conducted in higher education of north Sulawesi in Manado. Non-participant observation and in-depth interview were conducted to collect data. Four months of research was studied from May to September of 2016. There was three circles of focus group discussion in validating data for triangulation. This article shows that the learning material consists of two categories language competency and religious teaching. This study illustrate that learning material was integrated to teaching of Islam. Religious material used to developed interactive substantial discussion and the medium of conversation is the Arabic. Additional activities and class hour was programed to enhance student chance to learn and practice outside formal classroom. There were some instructors were provided to maintain student training for couple weeks. This research discusses that in the field of Arabic language learning emphasize constructing learning opportunity environments, it is important which contents are included and it is also students’ great interest how these contents are presented. Lecturers and instructors tried to provide instructional explanations. Furthermore, they communicate and demonstrate prior knowledge and student motivation in determining learning outcomes. The learning provide student opportunity to acquire conceptual knowledge and language competency. The article concludes by considering how embodied language material learning to religious content is the way to speed up two subject in one teaching for curriculum enhancement.

scholarly journals Rethinking Paulo Freire’s Dialogic Pedagogy and Its Implications for Teachers’ Teaching

2018 ◽  
Vol 7 (4) ◽  
pp. 230 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Paulo Freire ◽  
Critical Thinking Ability ◽  
Dialogic Pedagogy ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contemporary Education ◽  
Do So

Paulo Freire was a Brazilian educator, and was seen as a theorist of critical pedagogy. Freire’s works have a particular significance for contemporary education in different countries. This paper aims to rethink Freire’s dialogic pedagogy, and further illuminate its implications for teachers’ teaching. In order to do so, firstly, we explain the importance of Freire’s dialogic pedagogy. Secondly, we explore the theory & practice of dialogue. Thirdly, this study explains that the dialogue between teachers and students is a way of promoting critical consciousness. Finally, we explore dialogic pedagogy, and illuminate its implications for teachers’ teaching. By reading and analyzing related studies, the implications can be summarized as follows: (1) practicing love-based teaching, (2) developing humility-based teaching, (3) nourishing hope-centered teaching, (4) enriching humor-based teaching, (5) developing silence-based teaching, (6) teachers should promotes students’ critical thinking ability in their teaching, and (7) teachers deeply believe that their students will achieve a better vocation.

scholarly journals Mediated Arabic Language Learning for Arabic Students of Higher Education in COVID-19 Situation

IZDIHAR ◽  
2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Wildana Wargadinata Wargadinata
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Emergency Situation ◽  
Arabic Language ◽  
Learning Material ◽  
Total Change ◽  
Tertiary Institutions ◽  
Offline Learning ◽  
The Media ◽  
Arabic Students

The COVID-19 emergency situation has affected all citizens of the world, including Indonesia and also all non-formal and formal educational institutions, such as higher educations. The Learning Process in various educational units, including tertiary institutions, experienced a total change to the use of internet or online media. The present article examines the media and the Arabic learning process at the university in the COVID-19 pandemic situation. The COVID-19 pandemic situation changed the way of learning Arabic students at UIN Maulana Malik Ibrahim Malang from conventional offline learning to learning using internet media online. This research is a qualitative descriptive study. The data are obtained through observation, questionnaires distributed through Google forms, online interviews through social media, and documentation. The result shows that the majority of students use the WhatsApp application, and most of them study autonomously through online platforms. Besides, it reveals that the most popular learning material is video. To improve their language skills, students are more likely to have peer-discussion activities. The study discovered a shift in Arabic learning by students of UIN Maulana Malik Ibrahim Malang from personal to instrumental as a result of the current COVID-19 pandemic situation. In this case, there was a transformation in Arabic learning from a personal-cultural approach to an instrumental-functional approach. This research has implications regarding the ideal Arabic learning process in the conditions of the COVID-19 pandemic. The shift also took place in the degree of teachers' dependence towards dependence on technology during the pandemic situation. 

Education for Humanization: Applying Paulo Freire's Pedagogy to Learning a Second Language

1988 ◽  
Vol 58 (4) ◽  
pp. 433-449 ◽  
Author(s):  
Tomas Graman
Keyword(s):  
Second Language ◽  
Critical Pedagogy ◽  
Language Learning ◽  
Second Language Learning ◽  
Paulo Freire ◽  
Teaching English ◽  
Human Needs ◽  
Definition Of

In this article, Tomas Graman shares his experiences of working with critical pedagogy in teaching English as a Second Language (ESL). He argues that second-language learning can be both transformative and genuinely educative. By sharing his experiences of working with critical pedagogy in teaching ESL, Graman provides powerful insights into the constructive processes made possible when education is based on real human needs and concerns. Graman believes that the critical pedagogy of Paulo Freire, which is based upon a generative and empowering definition of learning, is particularly appropriate for learning a second language. The author concludes with a call for reconceptualizing education in general, and specifically second-language learning, as a humanizing activity.

scholarly journals TSALATS MARAHIL LI TATHWIR TA'LIM AL-LUGHAH AL-ARABIYYAH FI INDONESIA

ALSINATUNA ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Muhajir Muhajir
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Method ◽  
Arabic Language ◽  
Second Phase ◽  
Learning Material ◽  
Education Development ◽  
The Third ◽  
Third Phase

The spread of Islam in Indonesia is closely related to the activity of Arabic language learning. As a code of linguistic expressions in learning Islam, the first aim in learning Arabic language in Indonesia is to fulfill people’s need in praying. In the second phase, Arabic language learning developed at many Islamic Boarding Schools. There was awareness that Arabic language was not only a tool in understanding a text, but also a tool for communication. It makes many people, especially those who studied abroad in the Middle East, motivated to innovate in the education development such as finding new concept and new teaching method especially in Arabic language teaching. In the third phase, Arabic language learning is nowadays used in a formal education and it is still in the process of completion of its curriculum, learning objective, learning material, teaching method, and its teaching media used in the teaching and learning process.

scholarly journals Multimedia Interaktif Pembelajaran Bahasa Arab Untuk Siswa Madrasah Aliyah

2017 ◽  
Vol 1 (2) ◽  
pp. 199
Author(s):  
Renti Yasmar
Keyword(s):  
Language Learning ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Learning Material ◽  
Quantitative Descriptive Analysis ◽  
Good Material ◽  
Teachers And Students ◽  
Product Assessment ◽  
Quantitative Descriptive ◽  
Research Type

This study aims to produce appropriate Arabic Learning Media for Madrasah Aliyah students viewed from the validation results of material experts, media experts and teacher and student responses to the developed Arabic Learning Interactive CD. This research is based on the lack of Arabic language learning media in Madrasah Aliyah Muhammadiyah Yogyakarta so that the teacher difficulties in dalm explain Arabic materials. This research type is research and development with stages consist of (1) needs analysis, (2) instructional design 3) product development, (4) Validation (5) Product assessment of teachers and students, (6) Final Product. The validation process is done by 1 media expert and 1 material expert. The subjects of the study were the teachers of Arabic Madrasah Mu'allimaat Muhammadiyah Yogyakarta at the level of Aliyah amounting to 2 people and the students of Madrasah Mu'allimaat Muhammadiyah Yogyakarta amounted to 30 students. The data were obtained using questionnaires for media experts and material experts as well as students' responses or responses to media developed on the aspects of learning, material aspects, display aspects and programming aspects. Data were analyzed by quantitative descriptive analysis. The result of the research shows that the material expert judgment on the feasibility of Interactive CD of Arabic Learning from the learning aspect with the average 4,17 (good) and the material aspect with the average 4,00 (good). Assessment of media expert on the feasibility of Interactive CD of Arabic Learning from aspect of display with average 4,15 (good) and programming aspect with average 4,00 (good). Teachers' responses to Interactive CDs Arabic learning shows that teachers give positive responses to Interactive CD of Arabic Learning seen from learning aspect with average 4,12 (good), material aspect with average 4,16 (good), aspect of display with average 4 , 19 (good), and programming aspect with average 4,21 (good). The result of responses or students' responses to Interactive CDs The learning of Arabic shows that students give positive responses to Interactive CD of Arabic Learning seen from learning aspect with average 4,12 (good), material aspect with average of 4.10 (good), aspect of display average 4,07 (good), and programming aspect with a mean of 4.12 (good). The results of this study conclude that the Interactive CD of learning Arabic language developed feasible to be used for Madrasah Aliyah students

scholarly journals Whatshapp Sebagai Model Pembelajaran Nahwu Berbasis Internet

2020 ◽  
Vol 3 (2) ◽  
pp. 1-13
Author(s):  
Ariadi Muliansyah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Cognitive Learning ◽  
Language Education ◽  
Field Research ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Material ◽  
Jean Piaget ◽  
Online Data

This study aims to form learning that is active, interesting, creative, innovative and can attract students who tend to be bored and lazy with Nahwu learners. This is based on seeing the problem of Arabic language education, especially in Nahwu's learning which tends to be passive and unattractive, because identical language learning is carried out and taught with a teaching system that still tends to stick to classical methods that seem boring. In addition, the problems that exist are also due to the absence of specific guidelines that can integrate the development of world technology with learning Arabic. This study uses field research methods. Namely by researching the Whatshap group that runs online learning. Data analysis using the theory of behaviorism proposed by Skyner and using cognitive learning theory proposed by Jerome S. Bruner and Jean Piaget Learning using Whatsapp media is an online learning model by using and utilizing the features provided in the Whatshap application to facilitate the learning process which has always seemed boring. The learning model is in the form of sending learning material in two formats, namely in PDF format and with audio recording format. Then the provision of learning material is carried out every once a week, but the discussion is carried out without any time limit in the discussion group. Then the evaluation is done two times, which is every once a week with weekly material and every once at the end of the month with material a month before. Abstrak Penelitian ini bertujuan agar terbentuknya model pembejaran yang aktif, menarik, kreatif, inofatif, dan bisa menarik minat para pelajar yang cenderung bosan dan malas dengan pembelajar nahwu. Hal ini didasari karena setelah melihat permasalahan pendidikan bahasa Arab, terutama dalam pembelajaran nahwu  yang cenderung fasif dan tidak menarik, karena pembelajaran kebahasa araban identik dilaksanakan dan diajarkan dengan sistem pengajaran yang masih cenderung berpatok kepada metode-metode klasik saja yang terkesan membosankan. Selain itu, permasalahan yang ada juga dikarenakan belum adanya pedoman khusus yang dapat mengintegrasikan perkembangan teknologi dunia dengan pembelajaran bahasa arab. Penelitian ini menggunakan metode penelitian lapangan (field research). Yaitu dengan meneliti grup Whatshap yang menjalankan pembelajaran online. Data analisis menggunakan teori behaveriorisme yang dikemukakan oleh skyner dan mengunakan teori pembelajaran kognitif yang dikemukakan oleh Jerome S. Bruner dan Jean Piaget Pembelajaran dengan menggunakan media Whatshapp merupakan suatu model pembelajaran online dengan menggunakan dan memanfaatkan fitur-fitur yang disediakan dalam aplikasi Whatshap untuk mempermudah proses pembelajaran yang selama ini terkesan membosankan. Model pembelajarannya berupa pengiriman materi pembelajaran dengan dua format, yaitu dengan format PDF dan dengan format rekaman audio. Kemudian pemberian materi pembelajaran dilakukan setiap sekali seminggu, namun diskusi dilakukan tanpa ada batas waktu di dalam grup diskusi. Kemudian evaluasi dilakukan dalam dua waktu, yaitu setiap sekali seminggu dengan materi mingguan dan setiap sekali pada akhir bulan dengan materi sebulan sebelumnya. Kata kunci: Pembelajaran Nahwu, dan Whatshapp

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

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