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All Journal Tatsqifiy: Jurnal Pendidikan Bahasa Arab EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Muhammad Ivang Rizaldi
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Arabic Morphological Errors in the Writings of Traditional Pesantren Students in Yogyakarta: Integrating Error Analysis and Educational Ethnography: English Muhammad Ivang Rizaldi; Daly Auliya Rahayu; Wati Susiawati; Mauidlotun Nisa
Tatsqifiy: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026): Tatsqify: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/tjpba.v7i2.25360

Abstract

The ability to write Arabic as the highest productive skill faces complex challenges for non-native learners, especially in the unique environment of traditional pesantren. This study aims to analyze the variations, causes, and cultural meanings of morphological errors in the writings of santri traditional Pesantren in Yogyakarta. Using an educational ethnographic approach, this study analyzes ten handwritten artifacts (imla’) accompanied by reflective interviews to integrate textual analysis and cultural interpretation. The results of the study identified seven categories of morphological errors, with hamzah writing errors (25.8%) being the most dominant, followed by idhafah errors and ha writing in fi'il. The analysis shows that these errors stem from complex interactions between interference from the mother tongue (Indonesian), intralingual learning strategies (such as overgeneralization and oversimplification), and the learning ecology of pesantren, which is centered on oral tradition and memorization. These findings imply the need for a pedagogical reorientation of Arabic morphology teaching in Islamic boarding schools that is more integrative and contextual, taking into account the santri's interlanguage and linking the rules to authentic literacy practices in the local scholarly tradition.
Embodied Pathways in Early Arabic Phoneme Acquisition: A Phenomenological Study in a Non‑Formal Religious Context Achmad Fudhaili; Muhammad Ivang Rizaldi; Alif Alvian Mawardi Hamid
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/d5vkzs71

Abstract

This study investigates the acquisition of Arabic phonemes in early childhood within a non‑formal religious learning context, emphasising phonological development as an embodied, developmental, and socially mediated process. Moving beyond segment-centred and outcome‑oriented perspectives, the study employs a qualitative phenomenological approach to explore young learners’ lived experiences as they perceive, articulate, and internalise Arabic phonemes that are typologically distant from their first language. The research was conducted in a rumah Qur’an in Jakarta, Indonesia, involving three children aged four to six at different instructional levels and one experienced instructor. Data were collected through non‑participant observation, semi‑structured interviews, and document analysis, and were analysed inductively using phenomenological thematic procedures. The findings indicate that early Arabic phoneme acquisition begins with holistic sensorimotor experiences rather than abstract phonological categories, with phonemes initially understood as bodily articulatory actions. Consistent substitution patterns emerge as adaptive developmental strategies shaped by first‑language phonology. Repetitive Qur’anic recitation supports the proceduralization of embodied articulatory routines, while teacher‑mediated multimodal scaffolding facilitates phonemic differentiation through perceptual and motor reorganisation. The study concludes that early Arabic phonological development is best explained through an integrative model combining embodied cognition, Natural Phonology, the Speech Learning Model, and sociocultural theory, highlighting pedagogical value of religious education.
Co-Authors Achmad Fudhaili Alif Alvian Mawardi Hamid Daly Auliya Rahayu Mauidlotun Nisa Wati Susiawati