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All Journal Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Literaturia: Journal of Linguistics, Literature, and Language Teaching
Muhammad Khoirul Umam
Universitas Islam Internasional Darullughah Wadda'wah, Pasuruan
Religion Education Languange, Linguistic, Communication & Media Other

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Fostering Learner Autonomy through Contextual Teaching and Learning: Stake’s Countenance Evaluation at UII Dalwa Achmad Naufal As Shiddiqy; Welly Kuswanto; Muhammad Khoirul Umam
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 8 No. 2 (2025): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v8i2.5682

Abstract

This study evaluates how Contextual Teaching and Learning (CTL) fosters learner autonomy among Arabic Language Education students at Universitas Islam Internasional Darullughah Wadda'wah (UII Dalwa). A qualitative evaluative design was organised through Stake's Countenance Model, which examines antecedents, transactions, and outcomes while comparing intended instructional conditions with observed practice and evaluative standards. The empirical corpus comprised semi-structured lecturer interviews, classroom observations, and learning artefacts reported during the odd semester of the 2025/2026 academic year. The materials were organised in ATLAS.ti through document grouping, open coding, code consolidation, analytic memoing, and network mapping. The analysis identified a consequential movement across the three countenance components. Antecedent conditions were characterised by dependence on talaqqi, examination-oriented motivation, weak goal setting, and reliance on lecturer-provided resources despite an Arabic-rich pesantren environment. Transactional practices that disrupted these patterns included contextual problem orientation, guided inquiry, probing questions, rotating roles in learning communities, multiple forms of modelling, learning contracts, performance-based assessment, and weekly reflection. Outcomes were visible in more independent use of Maktabah Syamilah, Sinta-indexed journals, and digital dictionaries; improved self-evaluation; student-initiated Arabic discussion groups; and the production of Arabic educational content beyond the classroom. The evaluation nevertheless indicates that autonomy remained scaffold-dependent and uneven rather than complete. The study contributes an evidence-based account of how CTL can convert contextual exposure into purposeful learner agency when tasks, feedback, resources, and reflection are designed as an integrated cycle.
Neurodidactics in Arabic Language Learning as a Foreign Language: The Integration of Arabic Linguistics and Cognitive Neuroscience Muhammad Khoirul Umam
Literaturia: Journal of Linguistics, Literature, and Language Teaching Vol. 1 No. 1 (2026): April
Publisher : Lembaga Pengembangan Penelitian, Pengabdian, dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/literaturia.v1i1.4663

Abstract

This study aims to examine the role of neurodidactics in Arabic language learning as a foreign language through the integration of Arabic linguistics and cognitive neuroscience. This study employs a qualitative research method using a systematic literature review approach of relevant scholarly works in the fields of cognitive neuroscience, Arabic linguistics, and foreign language pedagogy. The analysis is conducted by examining the relationship between learners’ neurological processes—such as attention, memory, emotion, and brain plasticity—and effective strategies for learning Arabic. The discussion highlights how neurodidactic principles can be implemented in the teaching of phonological, morphological, syntactic, and semantic aspects of the Arabic language in order to enhance learners’ comprehension and retention. The findings indicate that the application of a neurodidactic approach can create learning environments that are more adaptive to the way the brain functions, increase learning motivation, and optimize cognitive processes in the acquisition of Arabic as a foreign language. In conclusion, the integration of Arabic linguistics and cognitive neuroscience through a neurodidactic approach provides a strong theoretical and practical foundation for the development of more effective, innovative, and scientifically grounded models of Arabic language learning.
Co-Authors Achmad Naufal As Shiddiqy Welly Kuswanto