<p><em>Abstrak</em><strong> - Peristiwa gangguan fonologis dapat terjadi karena kontak dua bahasa. Interaksi Arab dan Indonesia memungkinkan kontak bahasa yang dapat menyebabkan pengguna bahasa asing mengalami gangguan fonologis dan gramatikal. Penelitian ini difokuskan pada gangguan fonologis pada siswa non-Arab Universitas Al-Azhar Indonesia. Tujuan dari penelitian ini adalah untuk memberikan informasi tentang gangguan fonemik pada pelajar pemula bahasa Arab. Studi ini juga memberikan manfaat bagi guru bahasa Arab di Indonesia untuk menemukan metode dan strategi pembelajaran yang sesuai. Metode deskriptif dan metode kontrasif digunakan dalam penelitian ini. Pengumpulan data dilakukan dengan menggunakan rekaman suara pada 12 siswa dari 6 fakultas dengan cara membaca fonem bahasa Arab. Berdasarkan rekaman, ditemukan 14 gangguan nada konsonan: / ġ / direalisasikan sebagai [g], / q / direalisasikan sebagai [k], / ś / direalisasikan sebagai [s], / ʕ / direalisasikan sebagai [?], / ŧ / disadari sebagai [ṣ], / ṣ / direalisasikan sebagai [s], / x / direalisasikan sebagai [h] dan [ħ] / ħ / direalisasikan sebagai [h], / đ / direalisasikan sebagai [d] dan [ð], / ð / direalisasikan sebagai [z], / θ / direalisasikan sebagai [s], / ż / direalisasikan sebagai [z] dan [ð], / h / direalisasikan sebagai [ħ]. Intervensi vokal ditemukan dalam 4 vokal: pendek / a / vokal yang direalisasikan sebagai [ɔ], long / a: / vokal yang direalisasikan sebagai [o], / i: / disadari sebagai [i] dan / u: / disadari sebagai [u] . Penyimpangan yang paling sering ditemukan dalam konsonan / ż / direalisasikan sebagai [z] dan konsonan / θ / direalisasikan sebanyak 29,76%. Tingkat gangguan masing-masing responden dipengaruhi oleh dua hal: durasi belajar dan frekuensi penggunaan bahasa sehari-hari.</strong></p><p><strong> </strong></p><p><strong><em>Kata Kunci – </em></strong><em>Gangguan, Konsonan, Vokal, Artikulasi<strong></strong></em></p><p><strong> </strong></p><p><em>Abstract </em><strong>- Phonological interference events may occur due to two-language contacts. An Arab and Indonesian interaction allows a language contact that can lead foreign language users to experience phonological and grammatical interferences. This study is focused on phonological interferences on non-Arabic students of the Al-Azhar University of Indonesia. The objective of this study is to provide information on phonemic interferences in novice Arabic learners. This study also gives merits to Arabic teachers in Indonesia to find appropriate learning methods and strategies. Descriptive method and contrastive method were employed in this study. Data collection was conducted using sound recordings on 12 students of 6 faculties by way of reading of Arabic phonemes. Based on the recordings, 14 consonant-tone interferences were found: /ġ/ </strong><strong>realized as</strong><strong> </strong><strong>[g], </strong><strong>/q/ </strong><strong>realized as</strong><strong> [k], /ś/ </strong><strong>realized as</strong><strong> [s], /ʕ/ </strong><strong>realized as</strong><strong> [?], /ŧ/ </strong><strong>realized as</strong><strong> [t], /z/ </strong><strong>realized as</strong><strong> [ṣ],</strong><strong> </strong><strong>/ṣ/ </strong><strong>realized as</strong><strong> [s], /x/ </strong><strong>realized as</strong><strong> [h]</strong><strong> and </strong><strong>[ħ]/ħ/ </strong><strong>realized as</strong><strong> [h], /đ/ </strong><strong>realized as</strong><strong> [d] </strong><strong>and </strong><strong>[ð], /ð/ </strong><strong>realized as</strong><strong> [z], /θ/ </strong><strong>realized as</strong><strong> [s], /ż/ </strong><strong>realized as</strong><strong> [z] </strong><strong>and</strong><strong> [ð], /h/ </strong><strong>realized as</strong><strong> [ħ]</strong><strong>.</strong><strong> Vowel interferences were found in 4 vowels: short /a/ vowel realized as [ɔ], long /a:/ vowel realized as [o], /i:/ realized as [i] and /u:/ realized as [u]. The most frequent deviations were found in consonant /ż/ </strong><strong>realized as</strong><strong> </strong><strong>[z] and consonant /θ/ realized as [s] as much as 29.76%. The interference level of each respondent was influenced by two things: the duration of learning and the frequency of day-to-day language use.</strong></p><p> </p><pre><strong><em>Keywords - </em></strong><em>Interference</em><em>, </em><em>Consonants</em><em>, </em><em>Vowels</em><em>, </em><em>Articulation</em></pre>
People know that the internet today has become an integral part of the lifestyle of various Indonesian community groups, but the results of surveys conducted by the Indonesian Internet Network Organizing Association are known to have access to educational pages are still very lacking. The online-based flipped classroom learning model is packaged to appeal to students and is a learning that adapts online learning in times of pandemic by directing students to utilize the internet for learning. This study was a classroom action research by applying online-based flipped classroom model to improve Students’ Mathematics Result And Interest. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the online-based flipped classroom model could improve students’ mathematics results and interest. At the end of the first cycle, the students’ mathematics result was still in the medium category and increased at the end of the second cycle, which students’ mathematics result has been in high category, and students’ mathematics interest has been more than 80% that is reaching the expected target.
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