LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab P-ISSN: 2623-2421.
E-ISSN: 2654-2579
Volume 8 Nomor 2 Tahun 2025 The Phenomenon of Arabic Phonological Assimilation at the Beginner Level in Islamic Boarding Schools Received :
17th December Revised :
23th September Accepted :
11th October 2025 Umi Badriatus Sholihah1 Maskud2 Syamsul Anam3 Email: 1umibadriatussholihah05@gmail.
com, 2maskud@uinkhas.
pbas2@uinkhas.
1,2,3 Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember Indonesia Abstract This study aims to describe the phenomenon of Arabic phonological assimilation among beginner students in Islamic boarding schools, with a particular focus on the application of idghAm rules.
The research is motivated by the observation that many novice learners struggle to connect written Arabic texts with accurate pronunciation, which affects their reading fluency and comprehension.
The study employed a qualitative case study design using classroom observations, semistructured interviews, and documentation as data collection techniques.
The data were analyzed descriptively to identify phonological errors and the underlying factors contributing to assimilation difficulties.
The findings reveal that beginner learners encounter significant challenges in applying the rules of idghAm, mainly due to limited phonological awareness, the absence of explicit phonological instruction, and interference from their native language.
However, the results also indicate that systematic guidance and repeated practice gradually improve studentsAo pronunciation accuracy.
The implications of these findings highlight the importance of developing explicit, contextual, and technology-based phonological instruction that addresses the specific needs of beginner learners in Islamic boarding schools.
Furthermore, the study opens avenues for future research to compare phonological acquisition in pesantren and formal schools, evaluate the effectiveness of digital media in supporting phonological awareness, and conduct longitudinal studies to trace the development of assimilation competence over Keywords: Phonology.
Arabic.
Islamic Boarding School LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab Introduction Aswat science is commonly called phonology.
In the science of aswat, learning sounds is included in learning Arabic.
1 In learning Arabic at the beginner level, it is very important to teach phonology so that there are no errors in 2Without learning Arabic phonology, beginners will have difficulties in prociting hijaiyah letters.
Mistakes in the pronunciation of hijaiyah letters can change the semantic meaning.
What should be a certain meaning becomes another meaning so that it loses its original meaning.
So this phonology is taught to prevent semantic errors.
Studying phonology well will avoid mistakes that often occur, including:
consonant errors al-halaq .
hroat error.
, oral errors .
l-ora.
, vowel omission errors, vowel substitutions, vowel errors in long and short readings, double consonant errors, and finally clothing assimilation errors.
4 Errors in word and phrase forms include substitution, addition, and deletion errors.
5 As well as consonant letter errors that have nothing in common in Indonesian such as hijaiyah A Ahuruh,A A.
A AA,a,A A,A A,A A,A A,A A,A A.
A A.
Phonology in learning the Qur'an is also called tajweed.
In the science of tajweed, it discusses how the rules of speaking, the correct sound of letters, whether the letters stand alone or are connected with other sentences.
7 Therefore, the researcher answers the problem of phonological assimilation related to tajweed Namely by understanding Arabic phonemes well, practicing makhraj letters, mastering the basic laws of tajweed reading.
By paying attention to this, phonology speakers avoid pronunciation errors that have an impact on the wrong meaning in Arabic.
This research aims to be free from problems that often arise in the process of learning Arabic.
In this problem, it can be clarified into 2 types.
The first is linguistic problems which include phonology, morphology, syntax, and the last is Second, non-linguistic problems include learning encouragement, learning facilities, teaching methods, learning time and environment, various Dkk Rika Widianita.
AuNo oEAuECeEauIoAIAAOAcCU AunAUNoAnAoCUIOIiUAOIaTitle,Ay AT-TAWASSUTH: Jurnal Ekonomi Islam Vi, no.
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Dkk Lathifa.
AuKETERAMPILAN MEMBACA TEKS BAHASA ARAB Arabiyyt,Ay Arabiyat 4, no.
174Ae84.
Syifa Salsabila Fitrianingrum and Elfiana Fitri Aminingsih.
AuAnalisis Kesalahan Pengucapan Dalam Membaca Huruf Hijaiyah: Kajian Fonologi,Ay DIAJAR: Jurnal Pendidikan Dan Pembelajaran 3, no.
(January 28, 2.
: 1Ae7, https://doi.
org/10.
54259/diajar.
Ratna Asih.
Ahmad Miftahuddin, and Zaim Elmubarok.
AuAnalisis Kesalahan Fonologi Dalam Keterampilan Membaca Teks Berbahasa Arab Siswa Kelas XI SMA Islam Sultan Agung 1 Semarang,Ay Lisan Al-Arab 9, no.
: 123Ae37.
Analisis Kesalahan and Fonologis Dalam.
AuAnalisis Kesalahan Fonologis Dalam.
| 73,Ay n.
Asiva Noor Rachmayani.
AuNo oEAuECeEauIoAIAAOAcCU AunAUNoAnAoCUIOIiUAOIaTitle,Ay 2015, 6.
Drs Zulhannan.
AuTeknik Pembelajaran Bahasa Arab Interaktif,Ay PT.
Raja Grafindo Persada, 2014.
LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab backgrounds of students are one of the backgrounds of problems in the learning Previous studies have revealed various phonological problems among learners of Arabic.
Wulandari .
found that students still frequently make phonological errors in Arabic speaking skills, particularly in pronouncing letters that share similar points of articulation.
9 Purwandari .
also reported the presence of phonological interference in tasyjiAoul lughah activities at Islamic boarding schools, where the mother tongue strongly influences studentsAo pronunciation of Arabic sounds.
In the international context,10 Saleem .
investigated nasal assimilation in Standard Arabic and found that its patterns share similarities with those of English.
11 Ali .
conducted a contrastive study on phonological assimilation in Arabic and English, emphasizing that despite the differences in their phonological systems, the mechanism of sound change in assimilation demonstrates universal patterns.
12 Meanwhile.
AlfozanAos .
classical study provided an in-depth explanation of assimilation phenomena in Classical Arabic, yet it has rarely been associated with the context of Arabic language learning for 13 A study conducted in Iraq by the Journal of the College of Languages.
University of Baghdad highlighted the phenomenon of phonological assimilation in both Arabic and English.
The study emphasized that assimilation is a natural process in phonology that can influence the way sounds are produced, both in everyday language contexts and in reading texts.
This finding shows that assimilation is not merely a technical problem of pronunciation, but also a part of the complex linguistic system that language learners need to understand (University of Baghdad, 2.
14 Hussein .
asserted that the rules of tajweed used in QurAoanic recitation have a strong phonetic basis and can be explained through modern phonological theory.
In his study, he examined how phonological processes such as assimilation .
and concealment .
khfAA.
are actually part of universal phonological rules also found in other languages.
This indicates that tajweed is not merely a religious tradition but can also be understood as a practical Muhammad Afif Amrulloh and Haliyatul Hasanah.
AuAnalisis Kesalahan Fonologis Membaca Teks Bahasa Arab Siswa Madrasah Tsanawiyah Lampung Selatan,Ay Arabiyatuna : Jurnal Bahasa Arab 3, 2 (November 13, 2.
: 209, https://doi.
org/10.
29240/jba.
Fitria Lathifah.
Syihabuddin Syihabuddin, and M.
Zaka Al Farisi.
AuANALISIS KESALAHAN FONOLOGIS DALAM KETERAMPILAN MEMBACA TEKS BAHASA ARAB,Ay Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban 4, no.
2 (December 28, 2.
, https://doi.
org/10.
15408/a.
Esthiningtyas Sheilla Purwandari.
AuAnalisis Interferensi Fonologi Dalam Kegiatan TasyjiAoul Lughah Santri Pondok Pesantren Al-Kamal,Ay Lisanul Arab: Journal of Arabic Learning and Teaching 11, no.
: 50Ae56, https://doi.
org/10.
15294/la.
Muzaina Awny Saleem.
AuNasal Assimilation in Standard Arabic With Reference To English/ A Phonological Analysis,Ay Journal of Tikrit University for Humanities 29, no.
1, 1 .
: 57Ae73, https://doi.
org/10.
25130/jtuh.
Mohammed Dib.
AuA Contrastive Phonological Study of English and Arabic,Ay SpringerBriefs in Applied Sciences and Technology, no.
: 31Ae60, https://doi.
org/10.
1007/978-3-31997710-2_4.
Abdulrahman Ibrahim Alfozan.
AuAssimilation in Classical Arabic: A Phonological Study,Ay 1989, http://theses.
uk/1144/.
Dib.
AuA Contrastive Phonological Study of English and Arabic.
Ay LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab application of phonology.
15 The research conducted by Nehad .
emphasized the importance of applying phonology in learning Arabic for beginners, particularly in the context of QurAoanic education in Egypt.
He found that the most frequent errors occurred in the pronunciation of al-halqiyah .
sounds and letters that have no equivalent in learnersAo mother tongues, such as ,A AA,A A,AA AA, and AA.
Nehad stressed that phonology teaching should not only rely on memorizing the makhArij .
oints of articulatio.
, but must also be supported by auditory training and continuous practice.
This study reinforces the view that Arabic phonology plays a crucial role in preventing semantic errors resulting from sound differences.
Thus, a phonological approach to Arabic learning is not merely theoretical but also practical in maintaining semantic accuracy, especially in QurAoanic recitation.
16 A study carried out at the University of Jordan .
further emphasized that phonological errors in learning Arabic among non-Arab students are largely caused by mother tongue interference.
The study revealed that sounds without equivalents in learnersAo native languages, such as A A,A A,AA, and ACA, are often the main sources of errors.
In addition, students frequently struggled to distinguish between long and short vowels, which in turn could lead to semantic shifts.
From the review above, it can be understood that studies on Arabic phonology, particularly assimilation, have been widely conducted at both theoretical and practical levels.
However, research that specifically investigates the phenomenon of phonological assimilation among beginner students .
in Indonesian pesantren remains very limited.
At the initial stage of learning, students often encounter difficulties in accurately pronouncing Arabic words or sentences, which unconsciously leads to frequent sound assimilation.
Existing studies have mainly focused on theoretical analysis or on the context of university students and nonArab speakers, while the pesantren learning context has not yet been adequately In contrast, the present study seeks to fill this gap by examining the phenomenon of phonological assimilation in Arabic among beginner students at the elementary level of pesantren.
The novelty of this research lies in its approach, which analyzes assimilation phenomena as they naturally occur in daily interaction, rather than only in formal phonetic practice.
Moreover, this study offers practical implications for teachers and ustadz in designing more effective strategies for teaching phonology that are better aligned with the characteristics of beginner Hussein Lata Hassan.
AuThe Phonological Rules in Tajweed in the Holy Quran,Ay n.
Nehad R ElBehiry.
AuUsing IPA Symbols and Phonological Rules to Help Understand Tajweed Rules Internationally and Avoid Recitation Errors.
,Ay Textual Turnings: An International PeerReviewed Journal English Studies .
95Ae115, https://doi.
org/10.
21608/ttaip.
Dr.
Grasiella K.
Harb.
AuTED Talks: An Approach for Activating the World Knowledge Schema of EFL Writers,Ay International Journal of Language & Linguistics 5, no.
: 81Ae89, https://doi.
org/10.
30845/ijll.
LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab students in pesantren.
The specificity of this study also lies in its focus on phonological assimilation as manifested in studentsAo recitation, the use of a combined methodology including classroom observation, interviews, and documentation to produce authentic empirical data, and its practical contribution by integrating modern phonology with the science of tajweed to prevent semantic errors in recitation.
Thus, this research provides a new contribution both to the study of Arabic phonology and to the practice of teaching and learning in Islamic educational institutions.
Method This study employs a qualitative case study approach combined with classroom observation, semi-structured interviews, and documentation, supported by recent methodological insights such as Takalafiya .
on explicit and learner-focused instruction 18and Maulana.
Islam, and Shoubaki .
, who analyzed phonological errors in reading Arabic texts.
The classroom observations focus on: .
the occurrence of assimilation phenomena in both formal reading and daily oral interactions at the beginner .
teachersAo responses to pronunciation errors.
the influence of mother tongue or dialect.
the frequency and positional patterns of assimilated The interviews involve beginner students .
pproximately 10 participant.
Arabic language instructors for basic reading .
Ae5 participant.
, and curriculum coordinators at the pesantren .
Ae2 participant.
These interviews aim to explore learnersAo pronunciation experiences, their awareness of assimilation phenomena, the phonological teaching methods employed, and perceptions of instructional strategiesAo effectiveness.
Documentation includes syllabi, teaching materials and media, studentsAo assignments and reading exercises, as well as audio and video recordings of reading and practice sessions.
Results and Discussion Field Observation Data Based on the field observations, several pronunciation errors were identified among beginner-level students at Pondok Pesantren Albidayah.
The general pattern that emerged was the tendency to read strictly according to the written text without paying attention to the phonological assimilation rule .
Khamisu Liman Takalafiya.
AuThe Role of Learner-Focused Instruction in Teaching Arabic Phonemic and Phonological Awareness: Enhancing Language Acquisition and Proficiency,Ay British Journal of Multidisciplinary and Advanced Studies 4, no.
: 112Ae18, https://doi.
org/10.
37745/bjmas.
Bayu Wahyu Maulana.
Rizqi Zainal Islam, and Hamza Shoubaki.
AuAnalysis of Phonological Errors in Reading Skills Arabic Text at School,Ay Journal of Arabic Language Teaching 5, no.
: 1Ae16, https://doi.
org/10.
35719/arkhas.
LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab No Written Form Correct Pronunciation Erroneous Pronunciation Type of Assimilation Overlooked AaI eI a e aA AaI eI a e aA AaI eI a e aA IdghAm Mislain abial assimilatio.
in baAod.
im baAod.
in baAod.
AEA
a aI eI aA
AEA
a aI e aA
AEA
a aI eI aA .
ir rabbik.
in aAI eI Ea aIeNA aAIEac aIeNA aAI eI Ea aIeNA .
ill ladunh.
in AaI eI IaOA AaI IacOA AaI eI IaOA .
in nri.
in nri.
AaEaeO aN eIA aUA AaEaeO aN eI aUA AaEaeO aN eI aUA (Aoalayhim irAa.
(Aoalayhim irAa.
- IdghAm Bi-ghunnah .
asal before rAA.
IdghAm Bi-ghunnah .
asal before lA.
IdghAm Bi-ghunnah .
asal before n.
IdghAm Syamsiyyah .
un-letter assimilatio.
(Aoalayhim irAa.
Table 1.
Examples of Beginner StudentsAo Pronunciation Errors (Observation Description of the first observation based on the table is as follows:
For the word A( aII aeaAmin baAod.
, almost all of the observed students pronounced it as min baAodi, whereas assimilation should occur, resulting in mim baAodi when LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab /n/ is followed by the letter /b/.
In the case of AEA a A( aII aAmin rabbik.
, a similar phenomenon appeared: students pronounced it as min rabbika, even though phonological rules require the assimilation into mir rabbika.
For aA( aII EaaIeNAmin ladunh.
, the assimilation between /n/ and /l/ did not occur, so students read it strictly as written, without merging the phonemes.
Likewise, for A( aII IaOAmin nri.
, the assimilation between /n/ and /n/ was not realized, and students again pronounced it according to the script without phonemic merging.
Finally, for AAo( aEaOeaNIe alayhim irAu.
, the assimilation between /m/ and // did not occur, resulting in a literal reading rather than an assimilated one.
Written Form
StudentsAo
Correct
Pronunciation Pronunciation AOEA
a AaI eI Oa aCA
AOEA
a AaI eI Oa aCA
AOEA
a AaI eI Oa aCA .
an yaqul.
an yaqul.
AaI eI aOCaOA AaI eI aOCaOA AaI eI aOCaOA .
an waqA) .
awwaqA) .
an waqA) AcOA a aACa e aacA AcOA a aa ACa e acA AcOA a aACa e aacA .
ad tabayyan.
AEa aE eI aIA .
akum mA) AaN eI a .
Failure to apply idghAm with yAAo Failure to apply idghAm with wAw Absence of gemination .
ad tabayyan.
AEa aE eI aIA AEa aE eI aIA .
akummA) .
akum mA) AaN eI a AaN eI a .
LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab Type of Assimilation Overlooked Failure to apply idghAm with mm Failure idghAm Table.
2 StudentsAo Reading Errors in Applying the Rule of IdghAm Description of the Second Observation Based on Table 2 The second observation, as presented in Table 2, illustrates studentsAo difficulties in applying the rules of idghAm when reading Arabic texts.
The data show that several students consistently pronounced words according to their written form rather than assimilating the sounds as required by phonological rules.
For example, in AOEA a A aI eI Oa aCA, students read it as man yaqulu instead of mayyaqulu, thereby neglecting the assimilation of the letter AOA.
A similar error occurred in AIA e AaIA A aOCaOA, which should be pronounced as mawwaqA, but learners maintained the unassimilated form man waqA.
Another significant error was observed in AcOA a aa ACa e acA, which should have been pronounced with gemination as qattabayyana.
However, students read it without the required stress, indicating a lack of awareness of the gemination rule.
Likewise, in AEa aE eI aIAand A aN eI a, assimilation with A IAand the rule of idghAm mutaqaribain were not applied, further reflecting studentsAo reliance on orthographic cues rather than phonological competence.
These patterns indicate that beginner students still struggle to internalize the concept of assimilation due to limited phonological awareness and the absence of explicit instruction.
The findings emphasize the need for systematic and focused teaching strategies that highlight phonological rules beyond mere orthographic Interview Data The results of the interviews with Arabic language teachers indicate that this phenomenon has long been a matter of concern.
One teacher explained:
AuBeginner students tend to read according to the letters they see.
So if it is written min rabbika, they read it literally as such, even though the reading rule requires it to change into mir rabbika.
Ay Another teacher added: AuThese mistakes are understandable, but if they are not corrected from the beginning, they can become a persistent habit.
Even at the advanced level, students often continue to misread words such as min baAodi or min rabbika.
Ay In addition, interviews with students also revealed that they were often unaware of the differences between the written form and the correct pronunciation.
One student admitted: AuI thought reading min baAodi was correct, since that is exactly LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab how it is written.
Only after the teacher explained idghAm did I realize that it should actually be read as mim baAodi.
Ay Documentation Data The recordings of studentsAo recitations revealed a consistent pattern.
Out of 30 students observed, 22 students .
pproximately 73%) pronounced min baAodi and min rabbika without applying idghAm.
Six students .
%) produced a mixture of correct and incorrect pronunciations, while only two students .
%) consistently read the words correctly.
The analysis of the recordings also indicated that students who were able to pronounce the words correctly generally had prior knowledge of tajwd from their previous madrasah education, or were accustomed to listening to QurAoanic recitations from a qualified qirAAt teacher Category of Reading Accuracy Number Students of Percentage Consistently incorrect .
eading min 22 baAodi and min rabbika without idghA.
Partially correct, partially incorrect Consistently correct .
pplying idghAm 2 Table 3.
Percentage of StudentsAo Reading Errors The data in Table 3 clearly demonstrates that the majority of beginner students consistently neglect the application of idghAm in their pronunciation.
A total of 73% of the students read the expressions min baAodi and min rabbika literally, without performing the required phonological assimilation.
This indicates that the dominant reading pattern among students is a direct reliance on the written script rather than on the phonological rules of Arabic.
Meanwhile, 20% of the students displayed a mixed pattern, sometimes applying the rules correctly and sometimes neglecting them.
This inconsistency suggests that these students may have partial awareness of the idghAm rules but lack sufficient practice and reinforcement.
Only a very small proportion .
%) consistently applied idghAm accurately.
Further examination revealed that these students generally had prior exposure to tajwd instruction or were accustomed to listening to QurAoanic recitations guided by qualified qirAAt teachers.
This finding reinforces the notion that correct pronunciation of Arabic phonological assimilation does not occur automatically but requires systematic teaching, early correction, and continuous auditory modeling.
Theoretical Analysis LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab The reading errors described above can be explained using the theory of phonological assimilation.
According to phonological theory (Odden, 2.
, assimilation is a change in a sound due to the influence of an adjacent phoneme.
In Arabic, this assimilation is systematically regulated by the rules of idghAm.
For instance, the change of /n/ Ie /m/ before /b* .
in baAodi Ie mim baAod.
is an example of nasal assimilation.
The change of /n/ Ie /r/ .
in rabbika Ie mir rabbik.
represents lateral-alveolar assimilation, while the change of /n/ Ie /l/ .
in ladunhu Ie mil ladunh.
is a case of lateral assimilation.
These phenomena indicate that the majority of beginner students have not yet internalized the phonological rules of Arabic automatically.
They rely more on the graphic representation of the text .
rapheme-centere.
rather than phonological principles .
honeme-centere.
In other words, their reading tends to be grapheme-oriented, meaning that they read the letters literally according to the script rather than producing the sounds required by the rules of tajwd and Arabic Comparison with Previous Studies The findings of this study are consistent with a number of previous works.
Nasiruddin, and Rojudin .
found that students in a pesantren in Yogyakarta frequently made phonological errors in pronouncing uurf hijAAoiyyah, particularly in cases of phoneme substitution and deletion.
This aligns with the present observations, in which students tended to read strictly according to the written text without attending to phonological rules.
Similarly.
Amrulloh and Hasanah .
reported phonological errors in Arabic reading among junior secondary school students in South Lampung, most of which were attributed to insufficient attention to the makhArij al-uurf and the phonetic features of letters.
This phenomenon is also reflected in the current data, where students failed to apply idghAm despite having theoretically studied it in tajwd.
A related study by Setia Wati.
Ahmad Asse, and Ubadah .
on phonological interference among senior high school students at MA Alkhairaat Pusat Palu highlighted the strong influence of learnersAo first language on the accuracy of Arabic phoneme articulation.
A comparable tendency was observed in this study, as students read min rabbika without assimilation into mir rabbika, influenced by the phonemic reading pattern of Indonesian.
Furthermore.
Amini and Hasan .
examined phonological errors in muAlaAoah reading at TMI Al-Amien Prenduan and emphasized that such errors Tulus Musthofa.
Nasiruddin, and Didin Rojudin.
AuKesalahan Fonologi Dalam Pengucapan Huruf Hijaiyyah Di Pondok Pesantren,Ay IJAZ ARABI: Journal of Arabic Learning 7, no.
: 2,
uin-malang.
Amrulloh and Hasanah.
AuAnalisis Kesalahan Fonologis Membaca Teks Bahasa Arab Siswa Madrasah Tsanawiyah Lampung Selatan.
Ay Ana Rita Garcia et al.
AuNo oEAuECeEauIoAIAAOAcCU AunAUNo AnAoCUIOIiUAOIaTitle,Ay n.
LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab often stem from insufficient direct practice .
in language classes.
This finding resonates with the present study, in which students struggled to apply idghAm rules due to limited exposure to non-QurAoanic texts read under phonological constraints.
In addition.
Akla and Muyassaroh .
underlined the importance of teaching Arabic phonetics and phonemics in pesantren, stressing the integration of modern pedagogical methods with traditional learning.
Their work supports the argument that beginner studentsAo reading errors are not merely an individual issue but also linked to instructional strategies employed by teachers in the classroom.
Discussion Based on the findings derived from observation, interviews, and documentation, several key points can be drawn.
beginner-level students face considerable difficulty in linking the written script with accurate pronunciation in accordance with phonological rules.
Second, common errors such as reading min baAodi Ie min baAodi .
ithout idghA.
and min rabbika Ie min rabbika indicate that many students have not fully internalized the rules of idghAm.
learners tend to adopt a script-based reading approach, focusing on the orthographic form while neglecting phonological principles.
there appears to be a disconnection between the teaching of tajwd and the teaching of Arabic language: students may perform well in QurAoanic recitation classes but fail to transfer these phonological rules when reading non-QurAoanic In light of these findings, several pedagogical implications can be proposed.
Teachers should emphasize explicit pronunciation drills from the earliest stages of learning.
Furthermore the integration of tajwd instruction with Arabic phonology within language classes is essential to ensure consistency in application.
The use of audio-visual media can play a significant role in reinforcing phonological memory while systematic drilling of minimal pairs .
, minAemim, minAemir, minAemi.
can serve as an effective practice strategy.
recorded murottal recitations may function as a primary learning aid, providing students with authentic phonological models to imitate and internalize Prenduan Tahun Ajaran.
AuAL-AFKAR : Journal for Islamic Studies Analisis Kesalahan Fonologis Membaca Teks Bahasa Arab Pada Materi Muthala Ao AhAy 7, no.
: 458Ae65, https://doi.
org/10.
31943/afkarjournal.
Analysis.
Akla Akla and Muyassaroh Muyassaroh.
AuArabic Phonetics and Phonemics Instruction in Islamic Boarding School for Children,Ay An Nabighoh 26, no.
: 303Ae14, https://doi.
org/10.
32332/an-nabighoh.
LughawiyyAt: Jurnal Pendidikan Bahasa dan Sastra Arab Conclusion This study reveals that beginner-level students in Islamic boarding schools often struggle with Arabic phonological assimilation, particularly in applying the rules of idghAm correctly.
The findings indicate that these difficulties arise from limited phonological awareness, lack of explicit instruction, and interference from studentsAo native language.
Despite these challenges, the data also show that with systematic guidance and repeated exposure, learners gradually improve their accuracy in pronunciation and reading of Arabic texts.
Recommendations Of Future Research, future studies are recommended to:
Investigate the effectiveness of explicit phonological instruction in enhancing learnersAo mastery of assimilation rules.
Compare the acquisition of phonological assimilation between students in different learning environments, such as formal schools and Islamic boarding schools.
Explore the role of technology-based learning tools in supporting studentsAo phonological awareness.
Conduct longitudinal studies to examine how assimilation competence develops over time and its impact on overall Arabic literacy.
References