Ta lim al- Arabiyyah Jurnal Pendidikan Bahasa Arab & Kebahasaaraban · 2021 · 26 citations · 8 references
Second Language LearningSpeaking SkillEducational PsychologyEducationPsycholinguisticsLanguage LearningCognitive Learning TheoryPsychologySecond Language AcquisitionLanguage AcquisitionCognitive DevelopmentAlbert BanduraSocial Learning TheoryLanguage StudiesVerbal InteractionCognitive CommunicationCognitive FactorCognitive ScienceSocial SkillsSocial ObservationSocial CognitionSpeech CommunicationHuman CommunicationInterpersonal CommunicationLearning TheorySocial Cognitive TheorySocial LearningForeign Language AcquisitionEducational Theory
Albert Bandura’s social cognitive theory links behaviorist and cognitive learning theories, positing that individuals acquire new behaviors by observing, reinforcing, and modeling others. The study aims to describe the learning process of Mahārah Kalam using social cognitive theory. The study employed a descriptive qualitative design, where lecturers introduced video-based observation of conversational sentences for students to imitate, and data were collected through observation, interviews, and documentation. The findings identified four core learning activities: observing pronunciation from videos, recalling the pronunciation, imitating the sentences, and demonstrating the skills in conversation.
Albert Bandura's social cognitive theory is a theory that connects behaviorist and cognitive learning theory. This theory assumes that people can pay attention to others through observation, reinforcement, and modeling to learn new information and behavior. Based on this principle, the Arabic Language Education study program lecturer at IAIN Palangka Raya started learning maharah kalam by inviting students to review videos as a pilot, to be imitated and practiced. The purpose of this study is to describe the learning process of Mahārah Kalam using social cognitive theory. Using descriptive qualitative methods, research data is generated through the process of observation, interviews and documentation. The results showed that there were four basic activities of learning maharah kalam using social cognitive theory. First, observing the pronunciation of a conversational sentence from a learning video. Second, remembering the pronunciation of the sentence either in the form of vocabulary or the question word used. Third, replicating pronunciation by imitating conversational sentences according to the learning video. Fourth, showing abilities by exploring conversations, as well as the pronunciation learned
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