Abstract

This study attempts to identify the causes that led to the phonological mistakes of the stressing side, pauses, tones, and intonations in the Arabic text read by students at the Nurus Salam Mentayan Resident House's 9th grade Wustha level. The error analysis approach is used in this investigation to track the development of Arabic text reading abilities. In addition to recording techniques, freely engaged dialectical methods and observation are used in data collection. The study's findings demonstrated 50 errors in the stressed speech in both the speech and the sentence. The pause happened when one spoke the ma`rifat phrases in a sentence or number when one spoke the word Qaul and the phrase that came from it, and when one spoke the words and responses. 43 reading tones do not match the word's meaning; 4) 32 intonations on the intonation tune do not match the sentence or number's context. Since intonations are uttered consistently without regard to meaning, they cannot convey the structure and meaning of numbers. Several variables contribute to the incidence of mistakes, such as: 1) When it comes to suprasegmental sounds, particularly stressing, pauses, tones, and intonation, teachers pay insufficient attention to them. 2) In theory, no subjects like ashwat can accept the super-segmental sound element. 3) The mother tongue heavily impacts the use of this suprasegmental noise, as the students' reading habits of Indonesians are also flat, meaning they ignore tone, intonation, stressing, and pauses.

Keywords:

Arabic phonology, mistakes, emphasis, pauses, tones, and intonation

References:

1) Abdul, Ahmad al-Jabbar Snwbr. 1439 h./2017. Ad-Dalil at-Tadribuy Fi Tadrisi Maharati al-Lughah al-`Arabiyyah Wa Anashiruha li an-Natiqin bi Ghairiha. Riyadh: Markaz al-Malik `Abdullah Bin `Abul al`Aziz ad-Dauliy Li Khidmati al-Lughah al-`Arabiyyah

2) Al-Naqah, Mahmud Kamil 1985. Ta’lim al-Lughah al-Arabiyyah Li al-Nathiqin Bi Lughat Ukhra: Ususuh, Mahakhiluh, Thuruq Tadrisih. Makkah al-Mukarramah: Jami’at Um al-Qura

3) Badri, Kamal Ibrahim. 1982. Ilmu Lugha al Mubaramaj. Saudi Arabiyah. Imadat Syabauni al Maktab-Jama’tu Malik Su’ud-Riyad.

4) Dendy, Sugono. 2008. Kamus Besar Bahasa Indonesia, edisi ke-1 .Jakarta: Gramedia.

5) Effendi, Ahmad Fuad. 2004. Metodologi Pengajaran Bahasa Arab. Malang: Misykat.

6) Habah Muhammad `Abdu al-Hamid. 1426 H./2006 H. Ansyithah Wa Maharatu al-Qira’ah Wa al-Istidzkar. edisi ke-1. Oman: Dar Shafa’.

7) Ibrahim Muhammad Ali. 2007. Al-Maharaat al-Qara`iyyah Wa Thuruqu Tadrisiha Baina an-Nazhriyah Wa at-Tathbiq, Edisi Ke- 1. Oman: Dar al-Khazami.

8) Ibrahim Muhammad Ali. 2007. al-Maharat al-Qaraiyyah Wa Thuruq Tadrisiha Baina an-Nazhriyyah Wa at-Tathbiq, Muskat: Dar al-Khazami, Cet 1.

9) Indranata, Iskandar. 2008. Pendekatan Kualitatif untuk Pengendalian Kualitas, Jakarta: Universitas Indonesia.

10) Jabir , Walid Ahmad. 2002. Tadris al-Lughah al-Arabiyyah: Mafahim Nadzariyyah wa Tathbiqat ‘Amaliyyah. Amman Jordan: Dar al-Fikr Li al-Thaba’ah wa al-Nasyr.

11) Jauhar, Nasruddin Idris. 2014. Fonologi Bahasa Arab untuk Penutur Indonesia, Sidoarjo: Lisan Arabi.

12) Lenaini, Ika. "Teknik Pengambilan Sampel Purposive Dan Snowball Sampling", Jurnal Kajian, Penelitian & Pengembangan Pendidikan Sejarah, Vol. 6, No. 1, (Juni 2021).

13) Mahsun, 2014. Metrode Penelitian Bahasa, (Jakarta: PT. Rajagrafindo Persada), cet. VII

14) Marlina, Lina. 2019, Pengantar Ilmu Ashwat. Bandaung: Fajar Media, Cet ke -1.

15) Moleong , Lexy J. 2010. Metodologi Penelitian Kualitatif, Bandung: Remaja Rosdakarya, cet. XXVII.

16) Soni kartika, Dharsono. 2004. Estetika, Bandung: Rekayasa Sains