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All Journal al-Afkar, Journal For Islamic Studies Sustainable: Jurnal Kajian Mutu Pendidikan
Wahyu Suci Anggrayani
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Phonetic Difficulties Faced by Indonesian Speakers in Pronouncing Arabic Letters Wahyu Suci Anggrayani
al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i2.2232

Abstract

Arabic is a language with phonetic complexity and is a challenge for Indonesian speakers who learn it as a second language (L2). This study aims to identify phonetic differences between Arabic and Indonesian that cause difficulties in articulation, as well as to analyze the Arabic letters that are most difficult to pronounce for Indonesian speakers. Using a descriptive qualitative method based on library research, this study analyzed various literature sources related to phonetics and foreign language learning. The results of the study indicate that differences in phoneme structure, especially the presence of typical Arabic phonemes such as /ʕ/ (ain), /ħ/ (ḥa’), /q/ (qaf), and long vowels, are the main obstacles in the pronunciation process. Interference from the mother tongue (L1) also plays a significant role in articulation errors. To overcome these obstacles, it is recommended to use teaching strategies that focus on articulation exercises, a visual-auditory phonetic approach, and the use of interactive technology to improve pronunciation accuracy and the effectiveness of Arabic language learning. This study makes an important contribution to the development of more adaptive Arabic language teaching methods for Indonesian speakers.
Innovative Learning Strategies Towards Improving Students' Arabic Speaking Skills: A Systematic Literature Review Aini, Qurratul; Wahyu Suci Anggrayani; Fathul Maujud
Jurnal Sustainable Vol. 8 No. 2 (2025): Transforming Education: Digital Integration, Strategic Assessment, and Sustaina
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/xhxgm221

Abstract

This study presents a Systematic Literature Review (SLR) on innovative instructional strategies designed to improve students’ Arabic speaking skills (mahārah kalām) across varied educational settings. The review applied the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure, including identification, screening, eligibility, and inclusion stages. Literature was retrieved from Google Scholar using keywords related to Arabic pedagogy and innovative learning. A total of 250 articles were initially found; 175 were excluded because they did not focus on speaking skills or did not meet methodological and thematic criteria. The remaining 75 studies published between 2015 and 2025 were analyzed qualitatively. The synthesis shows that Project-Based Learning (PBL), Total Physical Response (TPR), muhadasah practice, eclectic methods, and technology-enhanced media consistently contribute to improvements in fluency, pronunciation, vocabulary mastery, and communicative confidence. These strategies demonstrate alignment with communicative, behaviorist, cognitive, and constructivist learning paradigms through authentic communication, reinforcement, cognitive engagement, and experiential learning. Despite these promising results, research gaps remain, particularly the lack of comparative studies and limited exploration in higher education and nonformal learning contexts. The study underscores the need for integrative, technology-driven instructional models to strengthen Arabic-speaking pedagogy responsive to twenty-first-century learning demands.
Co-Authors Fathul Maujud Qurratul Aini