Applying Nativist Theory in Arabic Language Acquisition: Insights from the “Ismu Fil Arabia” Activity in Elementary Schools
Keywords:
Nativism, ISMU fil Arabia, Language acquisition device
Abstract
Aim: Nativism has been a pessimistic topic when discussing its implementation in the context of children’s education. This happens because the flow of its universal ability, which has been carried since birth, is not influenced by external elements like an Arabic language environment gifted by a teacher’s values. In fact, the understanding of Nativism is not that shallow; there are several indicators that are missed when looking at implicit phenomena in the role of Arabic language acquisition without involving this understanding.
Methodology: Using a phenomenological approach related to the "ISMU fil Arabia" activity, the researcher would explain the Nativism learning method in the Muhammadiyah Elementary environment.
Findings: which has been proven to have produced students who are able to speak Arabic without external limitations from the school environment and teachers, which has become one of the sources of school promotion to gain its accreditation value that can be achieved for free.
References
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Burton, J. K., Moore, D. M., & Magliaro, S. G. (1996). Behaviorism and instructional technology. Handbook of Research for Educational Communications and Technology, 46-73.
DeHart, J. D. (2020). It is what it is": Literacy studies and phenomenology. The Qualitative Report, 25(3), 596-603.
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Falaqi, R. (2020). Educational evaluation: Specifications of a good test. TSAQOFIYA: Jurnal Pendidikan Bahasa dan Sastra Arab, 2(2), 160-175.
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Madkur, A. A. (2002). Manhaj al-tarbiyah fi al-tasawwur al-islami. Dar al-Fikr al-’Arabi.
Mahfud, M., & Patsun, P. (2019). Mengenal filsafat antara metode praktik dan pemikiran socrates, plato dan aristoteles. Cendekia, 5(1), 291597.
Mahmudatunnisa, I., & Mawardi, K. (2023). Perkembangan motorik halus anak (studi empirisme dan nativisme dalam pendidikan). Indo-MathEdu Intellectuals Journal, 4(3), 2497-2511.
Mardhatillah, A., Fitriani, E. N., Ma’rifah, S., & Adiyono, A. (2022). Pengembangan kurikulum pendidikan agama islam dalam meningkatkan mutu pembelajaran di sma muhammadiyah tanah grogot. Jurnal Ilmu Pendidikan dan Kearifan Lokal, 2(1), 1-17.
Munawwarah, H., & Maemonah, M. (2021). Pendidikan karakter anak perspektif aliran filsafat behaviorisme. Jurnal Golden Age, 5(01), 71-82.
Palmer, D. C. (2000). Chomsky’s nativism: A critical review. The Analysis of Verbal Behavior, 17, 39.
Rahardjo, M. (2017). Studi kasus dalam penelitian kualitatif: konsep dan prosedurnya.
Rahman, M. I., et al. (2019). Pengembangan kurikulum al-islam, kemuhammadiyahan dan bahasa arab (ismuba) berorientasi karakter religius di smp muhammadiyah 3 depok. Unpublished doctoral dissertation, UIN Sunan Kalijaga.
Reiss, C., & Volenec, V. (2021). Naturalism, internalism, and nativism:< what> the legacy of the sound pattern of english< should be>. A Companion to Chomsky, 96-108.
Rohimah, S., Maimunah, M., & Samiha, Y. T. (2020). Internalisasi nilai–nilai agama islam dalam pembentukan karakter religius siswa melalui program ismuba di sd muhammadiyah 1 palembang. Muaddib: Islamic Education Journal, 3(2), 73-80.
Scott, L. (1992). Attention and perseverance behaviors of preschool children enrolled in suzuki violin lessons and other activities. Journal of Research in Music Education, 40(3), 225-235.
Thu’aimah, R. A., Madkur, A. A., & Haridi, I. A. (2010). al-marji’fi manâhij ta’lîm al-lughah al-‘arabiyyah li an-nâthiqîn bi lughât ukhrâ. Kairo: Dar al-Fikr al-‘Arabî.
Turner, B. S., & Edmunds, J. (2002). The distaste of taste: Bourdieu, cultural capital and the australian postwar elite. Journal of Consumer Culture, 2(2), 219-239.
Van Manen, M. (1982). Phenomenological pedagogy. Curriculum Inquiry, 12(3), 283-299.
Yanti, A. F., & Hambali, R. Y. A. (2023). Aliran rasionalisme filsuf abad modern (rene descartes). In Gunung djati conference series (Vol. 19, p. 870-878).
Yuniarti, F. A., Fauzi, H. N., & Widodo, H. (2020). Implementasi kurikulum ismuba dalam meningkatkan keterampilan, sikap dan pengetahuan siswa di sd muhammadiyah slanggen. Khazanah Pendidikan, 13(2).
Adiwijaya, D. R. (2011). Semiologi, strukturalisme, post-strukturalisme, dan kajian desain komunikasi visual? Humaniora, 2(1), 803-813.
Arthur, S. (2016). The world as will and representation. Aegitas.
Astutik, Y., & Nurdin, M. N. I. (2023). Aktualisasi kurikulum ismuba dalam membentuk karakter peserta didik di sd muhammadiyah sapen yogyakarta. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 5588-5602.
Bourdieu, P. (2019). Distinction: A social critique of the judgement of taste. In Social stratification, class, race, and gender in sociological perspective, second edition (p. 499-525). Routledge.
Burton, J. K., Moore, D. M., & Magliaro, S. G. (1996). Behaviorism and instructional technology. Handbook of Research for Educational Communications and Technology, 46-73.
DeHart, J. D. (2020). It is what it is": Literacy studies and phenomenology. The Qualitative Report, 25(3), 596-603.
Effendi, R. (2017). Filsafat kebahagiaan: Plato, aristoteles, al-ghazali, al-farabi. Deepublish.
Falaqi, R. (2020). Educational evaluation: Specifications of a good test. TSAQOFIYA: Jurnal Pendidikan Bahasa dan Sastra Arab, 2(2), 160-175.
Friesen, N. (2023). Phenomenology and education: Researching pedagogical experience. International encyclopedia of education, 131-140.
Hasanah, M. (2006). Model nativis language acquisition device (sebuah teori pemerolehan bahasa). LiNGUA: Jurnal Ilmu Bahasa dan Sastra, 1(2).
Holloway, B. (2020). Language and the existence of god: The tension between nativism and naturalism in the linguistic theories of noam chomsky and jerry fodor, together with an inference to the best explanation for theistic non-naturalism. Southeastern Baptist Theological Seminary.
Kholifatun, U. N. (2024). Peserta didik (dalam pandangan aliran nativisme, empirisme, naturalisme dan konvergensi dalam tinjauan pendidikan islam). Ta’dib: Jurnal Pendidikan Agama Islam, 3(1), 86-96.
Madkur, A. A. (2002). Manhaj al-tarbiyah fi al-tasawwur al-islami. Dar al-Fikr al-’Arabi.
Mahfud, M., & Patsun, P. (2019). Mengenal filsafat antara metode praktik dan pemikiran socrates, plato dan aristoteles. Cendekia, 5(1), 291597.
Mahmudatunnisa, I., & Mawardi, K. (2023). Perkembangan motorik halus anak (studi empirisme dan nativisme dalam pendidikan). Indo-MathEdu Intellectuals Journal, 4(3), 2497-2511.
Mardhatillah, A., Fitriani, E. N., Ma’rifah, S., & Adiyono, A. (2022). Pengembangan kurikulum pendidikan agama islam dalam meningkatkan mutu pembelajaran di sma muhammadiyah tanah grogot. Jurnal Ilmu Pendidikan dan Kearifan Lokal, 2(1), 1-17.
Munawwarah, H., & Maemonah, M. (2021). Pendidikan karakter anak perspektif aliran filsafat behaviorisme. Jurnal Golden Age, 5(01), 71-82.
Palmer, D. C. (2000). Chomsky’s nativism: A critical review. The Analysis of Verbal Behavior, 17, 39.
Rahardjo, M. (2017). Studi kasus dalam penelitian kualitatif: konsep dan prosedurnya.
Rahman, M. I., et al. (2019). Pengembangan kurikulum al-islam, kemuhammadiyahan dan bahasa arab (ismuba) berorientasi karakter religius di smp muhammadiyah 3 depok. Unpublished doctoral dissertation, UIN Sunan Kalijaga.
Reiss, C., & Volenec, V. (2021). Naturalism, internalism, and nativism:< what> the legacy of the sound pattern of english< should be>. A Companion to Chomsky, 96-108.
Rohimah, S., Maimunah, M., & Samiha, Y. T. (2020). Internalisasi nilai–nilai agama islam dalam pembentukan karakter religius siswa melalui program ismuba di sd muhammadiyah 1 palembang. Muaddib: Islamic Education Journal, 3(2), 73-80.
Scott, L. (1992). Attention and perseverance behaviors of preschool children enrolled in suzuki violin lessons and other activities. Journal of Research in Music Education, 40(3), 225-235.
Thu’aimah, R. A., Madkur, A. A., & Haridi, I. A. (2010). al-marji’fi manâhij ta’lîm al-lughah al-‘arabiyyah li an-nâthiqîn bi lughât ukhrâ. Kairo: Dar al-Fikr al-‘Arabî.
Turner, B. S., & Edmunds, J. (2002). The distaste of taste: Bourdieu, cultural capital and the australian postwar elite. Journal of Consumer Culture, 2(2), 219-239.
Van Manen, M. (1982). Phenomenological pedagogy. Curriculum Inquiry, 12(3), 283-299.
Yanti, A. F., & Hambali, R. Y. A. (2023). Aliran rasionalisme filsuf abad modern (rene descartes). In Gunung djati conference series (Vol. 19, p. 870-878).
Yuniarti, F. A., Fauzi, H. N., & Widodo, H. (2020). Implementasi kurikulum ismuba dalam meningkatkan keterampilan, sikap dan pengetahuan siswa di sd muhammadiyah slanggen. Khazanah Pendidikan, 13(2).
Published
2023-09-11
How to Cite
Syuhadak, M. Abdul Hamid, Mohammad Samsul Ulum, Mamluatul Hasanah, & R. Taufiqurrochman. (2023). Applying Nativist Theory in Arabic Language Acquisition: Insights from the “Ismu Fil Arabia” Activity in Elementary Schools. Journal of Advanced Research in Social Sciences and Humanities, 8(3), 50-57. https://doi.org/10.26500/JARSSH-08-2023-0305
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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