Analysis of Pronunciation Errors in Reading Arabic Language Texts: Case Study of Islamic Educational Management Students
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| Title: | Analysis of Pronunciation Errors in Reading Arabic Language Texts: Case Study of Islamic Educational Management Students |
|---|---|
| Language: | English |
| Authors: | Zahra Khusnul Lathifah, Siti Pupu Fauziah, Nova Monaya, Fikni Mutiara Rachma, Muhtadin Tyas, Warizal |
| Source: | International Journal of Language Education. 2026 10(1):130-146. |
| Availability: | International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Pronunciation, Pronunciation Instruction, Error Correction, Arabic, Educational Administration, Administrator Education, Islam, Religious Education, Instructional Leadership, Foreign Countries, Oral Reading, Universities |
| Geographic Terms: | Indonesia |
| ISSN: | 2548-8457 2548-8465 |
| Abstract: | This study investigates the types and causes of pronunciation errors in reading Arabic Texts among Islamic Educational Management students, with implications for their future roles in educational leadership. Employing a qualitative error analysis framework, the research utilized oral reading assessments, semistructured interviews with instructors, and document analysis of student performance in sixth-semester Arabic for Education courses. Data were triangulated to identify recurrent phonological inaccuracies and contextualize them within pedagogical practices. Results demonstrated systematic misarticulation of Arabic phonemes, notably substituting kāf with qāf, zāy with jīm, ṭā' with tā', ṣād with sīn, and khā' with ḥā', particularly evident in readings from the book of Al-'Arabiyyah Baina Yadaik. These errors were attributed to three interrelated factors: phonological interference from the students' native language, which lacks equivalent Arabic sounds; insufficient emphasis on phonetic training in course instruction; and limited immersive exposure to authentic Arabic speech. The findings highlight critical implications, as precise Arabic pronunciation is integral to effective communication in Islamic educational leadership, where textual accuracy and oral proficiency are essential for pedagogical and administrative credibility. Consequently, this study advocates for curriculum reforms prioritizing phonemic awareness through targeted articulatory exercises and immersive listening modules, ensuring graduates possess the linguistic precision required to uphold educational quality in madrasas and Islamic boarding schools. Such adjustments would bridge the gap between theoretical language acquisition and functional communicative competence, aligning academic training with professional demands. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506197 |
| Database: | ERIC |
| Abstract: | This study investigates the types and causes of pronunciation errors in reading Arabic Texts among Islamic Educational Management students, with implications for their future roles in educational leadership. Employing a qualitative error analysis framework, the research utilized oral reading assessments, semistructured interviews with instructors, and document analysis of student performance in sixth-semester Arabic for Education courses. Data were triangulated to identify recurrent phonological inaccuracies and contextualize them within pedagogical practices. Results demonstrated systematic misarticulation of Arabic phonemes, notably substituting kāf with qāf, zāy with jīm, ṭā' with tā', ṣād with sīn, and khā' with ḥā', particularly evident in readings from the book of Al-'Arabiyyah Baina Yadaik. These errors were attributed to three interrelated factors: phonological interference from the students' native language, which lacks equivalent Arabic sounds; insufficient emphasis on phonetic training in course instruction; and limited immersive exposure to authentic Arabic speech. The findings highlight critical implications, as precise Arabic pronunciation is integral to effective communication in Islamic educational leadership, where textual accuracy and oral proficiency are essential for pedagogical and administrative credibility. Consequently, this study advocates for curriculum reforms prioritizing phonemic awareness through targeted articulatory exercises and immersive listening modules, ensuring graduates possess the linguistic precision required to uphold educational quality in madrasas and Islamic boarding schools. Such adjustments would bridge the gap between theoretical language acquisition and functional communicative competence, aligning academic training with professional demands. |
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| ISSN: | 2548-8457 2548-8465 |
