Hikmah Maulani

Instructional design of majāz in Arabic textbooks: a praxeological review for non-native secondary learners

This study aims to propose a structured didactic design for teaching majāz (figurative language) to non-native Arabic secondary learners by utilizing Chevallard’s Anthropological Theory of the Didactic. It specifically addresses the “didactic gap” between complex rhetorical tasks and the cognitive scaffolding provi...