<![CDATA[This study aims to analyze the various forms of pronunciation errors in Hijaiyah letters, as well as their contributing factors and improvement strategies among orphanage students at the Banyuanyar Islamic Institute. The research is motivated by the critical importance of mastering the points of articulation (makharij) and the phonetic characteristics (sifat) of Hijaiyah letters for the proper and rhythmic recitation of the Holy Quran (tartil) and Tajwid. Nonetheless, diverse pronunciation errors persist among non-native Arabic speakers, particularly regarding letters with distinctive Arabic phonetic traits. The methodology employed is a qualitative descriptive approach, utilizing data collection techniques such as observation, in-depth interviews, oral reading tests, and documentation involving ten participants ranging from elementary to advanced levels. The findings reveal four primary types of errors: substitution (replacing letters), addition (inserting sounds), omission (reducing sounds), and distortion (unclear phonetic attributes). Factors contributing to these errors include the influence of the mother tongue (Madurese and Indonesian), a lack of systematic phonetic training, insufficient understanding of letter characteristics, and psychological factors such as low self-confidence. Proposed solutions include intensive phonetic and articulation instruction based on Tajwid theory and articulatory phonetics, the use of audio-visual educational media, repetitive training with direct teacher feedback, and the creation of a supportive and motivating learning environment. This research is expected to provide a scholarly contribution for Quranic instructors, Islamic boarding school educators, and practitioners of Arabic phonology in designing effective strategies for teaching Hijaiyah letters tailored to the characteristics of Indonesian students. Based on the findings at the Banyuanyar Orphanage, it is concluded that the majority of pronunciation errors occur with letters that lack direct equivalents in the students' mother tongue. The highest frequency of errors was observed in the letters Qaf (26.14%), Zha (21.66%), Tha (21.42%), and Sad (20%), primarily due to the students' inability to correctly apply phonetic characteristics such as Isti’la, Itbaq, Shiddah, Jahr, or Qalqalah. Letters with moderate error rates, including Thal (13.33%), Dal (12.85%), Kha (10%), ‘Ain (8.33%), Dad (7.14%), Shin (6.57%), Tha (6.66%), Ha (5%), and Ta (5%), were mostly associated with the substitution of articulation points and attributes such as Hams and Rakhawah. Meanwhile, letters such as Hamzah, Ba, Jim, Ghayn, Kaf, and Ha’ showed error rates below 5%, and the letters Ra, Zay, Sin, Fa, Lam, Mim, Nun, Waw, and Ya were pronounced correctly by all students. This indicates that students tend to master letters that have equivalents or similarities in Madurese and Indonesian, while letters with unique Arabic articulation points and characteristics continue to pose a significant challenge.]]>
