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All Journal Jurnal Al-Maqayis Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Ijaz Arabi Journal of Arabic Learning Khazanah: Jurnal Studi Islam dan Humaniora Al-Fathin: Jurnal Bahasa dan Sastra Arab Lugawiyyat HuRuf Journal : International Journal of Arabic Applied Linguistic HuRuf Journal : International Journal of Arabic Applied Linguistic Journal of Applied Transintegration Paradigm
M.Kamil Ramma Oensyar
UIN Antasari Banjarmasin, Banjarmasin
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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الأخطاء اللغوية فى التعبير الشفوي لدي طلاب لغير الناطقين بها في كاليمنتان الجنوبية Oensyar, M. Kamil Ramma
Lugawiyyat Vol 6, No 1 (2024): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v6i1.22973

Abstract

Speaking skill is a language ability in pronouncing articulation sounds or uttering words to express thoughts, opinions, and feelings to other people as speakers. Language errors are the use of speech forms of various linguistic units which include words, sentences, paragraphs, which deviate from the system of language rules. Many of the students from Darul Hijrah Islamic boarding School experienced language errors in using Arabic as their daily language. The purpose of this research is to find out the form of errors and factors that cause language errors in students' speaking skills. This research is a qualitative research using a descriptive analysis approach. Data collection techniques were carried out using observation, interviews, and documentation. The subjects of this study were old students and language supervisors at Darul Hijrah Islamic boarding School. Based on the results of the study, linguistic errors in daily conversations made by students of  Islamic boarding School are divided into 7 forms of errors, namely errors in adding letters outside of Arabic, using repeated words, question words, the word "فقط", pronouns, everyday expressions, and Arabic vocabulary. The factors that cause language errors are classified into two parts. Internal factors are; lack of vocabulary, not writing vocabulary, lack of awareness of the importance of language, because of local culture and language, interference of foreign languages in Arabic, due to lack of interest in learning Arabic, often using local languages, do not know vocabulary and do not understand Arabic grammar, not serious about learning Arabic, unable to pronounce Arabic letters. External factors are; Errors in the process of distributing vocabulary both orally and in writing and bad associations among students.
Training Arabic Language Teachers in Pronunciation through the Natural Method across Educational Levels in Indonesia: تدريب مدرسي اللغة العربية على نطق الأصوات بالأسلوب الطبيعي في جميع المراحل التعليمية بإندونيسيا Darmawaty, Ridha; Oensyar, M. Kamil Ramma; al-ma’youf, Ali Ma’youf
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10468

Abstract

Teachers and learners of Arabic across various levels of education frequently encounter difficulties that impede the development of their linguistic competence. A principal challenge lies in the articulation of Arabic phonemes absent from their mother tongue, particularly for Indonesian speakers. This circumstance gives rise to phonological interference, namely the tendency to substitute unfamiliar sounds with those from their first language. To address this issue, the present study proposes the utilisation of Uslub al-Tabi’iyyah wa al- Muḥākāt (the method of natural imitation), which relies on spontaneous, unplanned articulatory patterns as the foundation for training in the pronunciation of unfamiliar phonemes. The researchers implemented an intensive training programme employing a direct procedural approach, encompassing the stages of analysis, design, implementation, evaluation, and reflection. The findings reveal that this method was positively received by both teachers and learners, as it was perceived as straightforward and consonant with  their natural learning tendencies. However, learners continued to experience difficulties in pronouncingcertain consonants such as ṣād (ص), ḍād (ض), ṭāʾ (ط), and ẓāʾ (ظ) especially within words and sentences. These challenges were shaped by previous linguistic habits and constrained training time. Overall, the method of natural imitation has proven to be more practical, effective, and aligned with learners’ linguistic instincts, rendering it a viable primary option in pronunciation instruction, particularly at the introductory level.
Co-Authors Abdul Latif Ade Destri Deviana Ahmad Abdul Rahman ahmad arifin Ahmad Muradi Ahmad Muradi al-ma’youf, Ali Ma’youf Asikin Nor Darmawaty, Ridha Faisal Mubarak Norlaila Norlaila Nur Amalia Sajidah Sajidah Syamsuni Syarimah Alkautsari