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p-Index From 2020 - 2025
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This Author published in this journals
All Journal al-Afkar, Journal For Islamic Studies ELP (Journal of English Language Pedagogy)
Muhammad Mugni Assapari
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

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Contrastive Analysis of Phonology (Sounds, Speech, Stress, and Intonation) of Arabic and Indonesian Languages Habiburrahman; Kurnia Wahyuni; Muhammad Mugni Assapari
al-Afkar, Journal For Islamic Studies Vol. 7 No. 3 (2024)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v7i3.1030

Abstract

Phonology has a crucial role in the early stages of learning both native and foreign languages. This research aimed to analyze the phonological differences between Arabic and Indonesian, focusing on aspects such as sound systems, pronunciation, stress, and intonation. This study was classified as a literature review. The method employed was a descriptive contrastive analysis, comparing contrasting differences in Arabic and Indonesian through a pedagogical linguistic approach. The results showed that the vowel sounds in Arabic consist of fathah, fathah thowilah, kasrah, kasrah thowilah, dhommah, dhommah and thowilah which significantly impact the meaning of the language. On the other hand, Indonesian vowel sounds /i/, /u/, /e/, /ә/, /o/, and /a/ did not influence meaning and tended to remain consistent in their speech functions. Regarding stress and intonation, Indonesian utilized these elements to differentiate meaning when spoken with flat, high, and low tones in delivering news or interrogative sentences. In contrast, Arabic stress and intonation patterns were based on the position of consonants, syllables, and the length of vowels.
English : English Liana Putri; Muhammad Mugni Assapari
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i1.985

Abstract

      In a globalized world, English proficiency is essential for academic and professional success, significantly influencing educational and economic opportunities. Speaking skills are pivotal in language learning, serving various cultural and social functions in daily life. This study investigates the impact and factors influencing the effectiveness of Task-Based Speaking Activities in enhancing English speaking skills among MTS Al Ittihad students. Utilizing a quantitative research approach, this quasi-experimental design examined learners' speaking proficiency before and after implementing Task-Based Speaking Activities. Results indicate a marked improvement in students' speaking skills, with mean scores rising from 50.54 (pre-test) to 74.46 (post-test). Hypothesis testing further supports this finding, revealing a significant value of 0.00 (p < 0.05), demonstrating the effectiveness of Task-Based Speaking Activities on learners' proficiency. Initial assessments highlighted challenges in vocabulary, grammar, fluency, and pronunciation, emphasizing the need for innovative teaching strategies. The observed improvements underscore the activities' success in engaging students and enhancing their language comprehension and communication abilities.
Co-Authors Habiburrahman Kurnia Wahyuni Liana Putri