An Application of Arabic Language Teaching Based on Error Analysis Theory

Zaid, Abdul Hafidz; Bahroni, Imam; Haq, Ahmad Hifdzil

doi:10.4108/eai.19-7-2019.2289474

Cited by 3 publications

(4 citation statements)

References 3 publications

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“…Punctuation errors, such as commas or periods, can affect sentence comprehension. Meanwhile, writing style analysis involves assessing whether the writer's style is appropriate for the context and purpose of the communication (Zaid et al, 2019). The importance of language error analysis lies in the effort to improve the quality of communication.…”

Section: Results and Discussion Language Error Analysismentioning

confidence: 99%

“…This process not only helps improve linguistic proficiency but also increases understanding of Arabic culture and the richness of the Arabic language. Errors in Arabic are a natural part of learning, and their analysis is essential for better mastery of the language (Zaid et al, 2019). The error analysis referred to in this study is to discover students' mistakes in pronouncing Arabic words in hiwār that do not follow the rules of makhārij al-hurūf.…”

Section: Arabic Language Error Analysismentioning

confidence: 99%

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Analysis of Mispronunciation of Makhārij Al-Hurūf in Arabic Hiwār Learning

Kosim,

Ali,

Ruhani

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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This research aims to identify the locations of mispronunciations of the makhārij al-hurūf in conversations (hiwār) in the VII PPS Babussalam class in the city of Bandung. Additionally, it serves as an evaluation tool for Arabic language learning to improve the learning process and provide solutions or treatments to students to enhance their makhārij al-hurūf pronunciation. Correcting makhārij al-hurūf errors is crucial as they can affect the meaning. This research utilizes a qualitative descriptive research method. The population of this research includes all the students in the VII PPS Babussalam class in the city of Bandung, and it was conducted on May 17, 2023, at the VII PPS Babussalam class in Bandung. Data collection involved interviews, tests, and documentation, followed by analyzing all data in narrative form. Based on the research findings, it can be concluded that there are 426 mispronunciations of makhārij al-hurūf in the hiwār in the VII PPS Babussalam class in Bandung. These errors include mispronunciations in Al-Jauf (Mouth Cavity), totaling three errors with a percentage of 0.70%, falling into the deficient category; mispronunciations in Al-halq (Throat), totaling 204 errors with a percentage of 47.89%; falling into the high category; mispronunciations in al-lisān (Tongue), totaling 171 errors with a percentage of 40.14%, also falling into the high category; mispronunciations in al-syafatain (Two Lips), totaling 35 errors with a percentage of 8.22%, falling into the low category; and mispronunciations in Al-Khaiysyum (Nasal Cavity), totaling 13 errors with a percentage of 3.05%, falling into the low category. These pronunciation errors occur due to the student's lack of understanding of the correct makhārij al-hurūf pronunciation, such as not being aware of the pronunciation differences between Indonesian and Arabic, the absence of specific attention from teachers to correct each student's pronunciation, and the lack of practice. This study recommends further research in analyzing the mispronunciation of makhārij al-hurūf letters with different research objects, namely the mispronunciation of makhārij al-hurūf letters in Arabic news.

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Section: Results and Discussion Language Error Analysismentioning

confidence: 99%

Section: Arabic Language Error Analysismentioning

confidence: 99%

Analysis of Mispronunciation of Makhārij Al-Hurūf in Arabic Hiwār Learning

Kosim,

Ali,

Ruhani

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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“…The findings demonstrated that using storytelling to teach speaking might encourage students to communicate in English, regardless of how poorly their language skills were, and to express their views freely. (Zaid & Sarjiyati, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Use of the Story Telling Method to Improve Student Speaking Ability

Baihaqi,

Prasasti,

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aims to find evidence of the method learning storytelling can improve students speaking ability at SMA Negeri 5 Metro. The total sample involved was 59 students. The method used in this studys a quasi-experimental. The result of Data analysis showed that the post-test mean score was higher than the pre-test (54.06 > 44.27). This shows the results of the analysis which show that the t value obtained is higher than the t table (17,067 > 2,048). then the second data shows that the t-test value obtained is greater than the t-table (3,269 > 2.021), it can be concluded that learning to speak using storytelling in the even semester of class XI SMA Negeri 5 Metro can improve abilities. Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This means that the use of story telling provides an improvement in students' speaking.

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“…Besides that, Wulandari (2020) also reported that the difficulties in pronouncing similar letters in speaking Arabic were often faced by students who came from non-Arabic speakers. Zaid et al, (2019) reported that word and phrase errors in the form of substitution, addition and omission are also the biggest obstacles in learning Arabic. Adila (2019) and Khuwaileh and Shoumali (2000) argue that the most grammatical errors occur in the process of writing Arabic.…”

Section: Introductionmentioning

confidence: 99%

Writing Composition Problem in Arabic Language Learning Among Arabic Language Education Students

Zulaeha

2022

lkw

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Learning foreign languages, especially Arabic, is still an obstacle for non-Arabic speakers. Apart from the problem of grammatical gaps, and phonological differences between source and target languages, writing composition proficiency is also a problem in learning arabic that often occurs, especially among Arabic language learners in higher education. Anchored by this problem, this study aims to investigate errors in the practice of arabic sentences composition made by learners at the university level, as well as the factors behind it. To explain this problem, the Error Foreign Language (EFL) approach to the content of insyā’ (writing/composing) assignments written by students in Arabic courses are involved as an analytical framework. The results of the analysis reveal that the types of tarkīb errors that appear in students’ assignments include; First, errors in the use of the letters jār, tarkib iḍāfī, tarkīb waṣfī, tarkīb jumlah fi’liyah, and tarkīb jumlah ismiyah that consist of mubtada’ (subject of the sentence) with khabar jumlah fi’ilyah, and mubtada’ with khabar mufrad. The factors that cause this are the result of interlingual interferences, inadequate learning, simplification, and fault analogy in Arabic language rules. The implications and recommendations for this problem are described intensely at the end of this study.

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An Application of Arabic Language Teaching Based on Error Analysis Theory

Cited by 3 publications

References 3 publications

Analysis of Mispronunciation of Makhārij Al-Hurūf in Arabic Hiwār Learning

Analysis of Mispronunciation of Makhārij Al-Hurūf in Arabic Hiwār Learning

The Use of the Story Telling Method to Improve Student Speaking Ability

Writing Composition Problem in Arabic Language Learning Among Arabic Language Education Students

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