Article Sidebar

Submitted
March 7, 2022
Accepted
December 29, 2022
Published
December 29, 2022
Download
PDF
Statistic
Read Counter : 160 Download : 287

Main Article Content

Abstract

Declarative and procedural knowledge are the two knowledge systems in the second language acquisition process. Declarative knowledge is more prevalent in Indonesia when it comes to the teaching and learning of Arabic. Thus, Arabic education in Indonesia
focuses more on knowledge and memorization of grammar. Meanwhile, procedural knowledge is often overlooked. This research aims to present procedural knowledge system as the alternative to transform the Arabic learning in Indonesia. The method used in this research is the descriptive qualitative model. This research found that several language patterns need to be mastered to achieve optimal procedural knowledge. These patterns require appropriate learning strategies. Metacognition is the main key in conducting self evaluation in preparing learning strategies. This article describes ninepatterns in Arabic that should be mastered for activating the learner's procedural knowledge.

Keywords

Declarative Procedural Learning Strategies Metacognition Language Pattern

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author Biography

Bakri Ahmed Mohammad Khatir, Universitas Islam Negri Sunan Kalijaga, Yogyakarta, Indonesia

Master Degree in humanities UGM, 1996

Doctorate Degree in education administration, American university of Hawaii

Visiting Lecturer in Applied linguistic, Graduate Studies, UIN Sunan Kalijaga, faculty of education

Teacing Arabic in Islamic Boarding School of UII

References

  1. Alexander, C. (1978). A Pattern Language: Towns, Buildings, Construction. Oxford: Oxford University Press.
  2. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education.
  3. Crossley, M. J., & Ashby, F. G. (2015). Procedural Learning During Declarative Control. Journal of Experimental Psychology. Learning, Memory, and Cognition, 41(5), 1388–1403. https://doi.org/10.1037/a0038853
  4. Davies, A. (2007). An Introduction to Applied Linguistics: From Practice to Theory (2nd edition). Edinburgh: Edinburgh University Press.
  5. Deshler, D. D., & Schumaker, J. B. (1986). Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents. Exceptional Children, 52(6), 583–590. https://doi.org/10.1177/001440298605200611
  6. Eggen, P. D., & Kauchak, D. P. (2003). Educational Psychology: Windows on Classrooms (6th edition). Indianapolis: Merrill Pub Co.
  7. Gibbons, P., & Cummins, J. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom (1st edition). Portsmouth: Heinemann.
  8. Hickok, G., & Small, S. L. (Eds.). (2015). Neurobiology of Language (1st edition). Massachushetts: Academic Press.
  9. Hurd, S., & Lewis, T. (2008). Language Learning Strategies in Independent Settings. Bristol: Multilingual Matters.
  10. Jhon H, S. (2004). The Neurobiology of Learning: Perspectives From Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates Publisher.
  11. Jones, D. (2008). Mind Control Language Patterns (null edition). US: Mind Control Publishing.
  12. Norman, G. R., & Schmidt, H. G. (1992). The Psychological Basis of Problem-Based Learning: A Review Of The Evidence. Academic Medicine: Journal of the Association of American Medical Colleges, 67(9), 557–565. https://doi.org/10.1097/00001888-199209000-00002
  13. Park, S. H., & Kim, H. (2018). The Acquisition of Declarative And Procedural Knowledge on Korean Causative Constructions By Chinese Learners of Korean. Electronic Journal of Foreign Language Teaching, 15(2), 356–372.
  14. Parr, T. (2009). Language Implementation Patterns: Create Your Own Domain-Specific and General Programming Languages (1st edition). Raleigh: Pragmatic Bookshelf.
  15. Protheroe, N., & Clarke, S. (2008). Learning Strategies as a Key to Student Success. Principal, 88(2), 33–37.
  16. Robinson, P. J. (1988). Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learner’s Lexicon. Annual Meeting of the Teachers of English to Speakers of Other Languages, Chicago. https://eric.ed.gov/?id=ED296585
  17. Schmitt, N. (2010). An Introduction to Applied Linguistics (2nd edition). London: Hodder Education Publishers.
  18. West, G. (2018). Procedural And Declarative Memory And Language Ability In Children [Doctoral, UCL (University College London)]. In Doctoral thesis, UCL (University College London). (pp. 1–340). https://discovery.ucl.ac.uk/id/eprint/10046062/
  19. White, L. (2003). Second Language Acquisition and Universal Grammar. Cambridge University Press.
  20. Willis, D. (2004). Rules, Patterns and Words: Grammar and Lexis in English Language Teaching (1st edition). Cambridge: Cambridge University Press.