Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
id/index.
php/madinah Madinah.
JSI by IAI TABAH is licensed under a Creative Commons Attribution-ShareAlike 4.
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Submitted Revised Published 04 February 2025 10 Mei 2025 10 Juni 2025 DOI : https://doi.
org/10.
58518/madinah.
APPLYING THE CONTRASTIVE LINGUISTIC METHOD TO
MINIMIZE JAVANESE INTERFERENCE IN ARABIC LANGUAGE
LEARNING AT ISLAMIC BOARDING SCHOOLS
Tri Tami Gunarti Email: tritami033@gmail.
Institut Agama Islam Tarbiyatut Tholabah.
Lamongan.
Indonesia Mubarok Ahmadi Email : ahmadi.
edy1@gmail.
Institut Agama Islam Tarbiyatut Tholabah.
Lamongan.
Indonesia Nur Huda Sekolah Tinggi Agama Islam Al-Anwar Sarang.
Rembang.
Indonesia Email: nurhuda@staialanwar.
ABSTRACT: This study investigates the phonological interference of the Javanese language in Arabic communication among students at Pesantren.
Arabic is a medium of instruction and daily communication within the pesantren, yet studentsAo mother tongue often influences their mastery of Arabic.
This qualitative descriptive research identifies and categorizes forms of phonological interferenceAisuch as the insertion of non-Arabic phonemes like ta, to, e, seh, and yoAiwhich significantly alter the intended meaning in Arabic discourse.
Data were collected through structured observations, interviews, and audio recordings.
The findings demonstrate a persistent pattern of phonemic substitution and addition that impacts pronunciation, intonation, and syntactic fluency in Arabic speech.
This study reveals the linguistic challenges posed by triglossia and bilingualism in traditional Islamic boarding schools.
It provides pedagogical recommendations, including phonological awareness training and the integration of contrastive linguistic methods.
These insights are vital for developing more adaptive Arabic language instruction tailored to the linguistic realities of pesantren students, thereby contributing to more effective bilingual education frameworks in Islamic learning institutions Keywords: Communication.
Interference.
Language.
Multi Language.
Pesantren.
114 Tri Tami Gunarti et.
Applying the Contrastive LinguisticA .
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
id/index.
php/madinah Abstrak: Penelitian ini mengkaji interferensi fonologis bahasa Jawa dalam komunikasi berbahasa Arab di kalangan santri Pondok Pesantren Tarbiyatut Tholabah.
Lamongan.
Indonesia.
Bahasa Arab digunakan sebagai media pembelajaran dan komunikasi sehari-hari di lingkungan pesantren, namun pengaruh bahasa ibu sering kali memengaruhi penguasaan bahasa Arab santri.
Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk mengidentifikasi dan mengklasifikasikan bentuk-bentuk interferensi fonologis, seperti penyisipan fonem non-Arab ta, to, e, seh, dan yo, yang berdampak pada perubahan makna dalam tuturan berbahasa Arab.
Data dikumpulkan melalui observasi terstruktur, wawancara, dan rekaman audio.
Hasil penelitian menunjukkan adanya pola substitusi dan penambahan fonem secara konsisten yang memengaruhi pelafalan, intonasi, serta kelancaran sintaksis dalam berbicara bahasa Arab.
Studi ini mengungkap tantangan linguistik akibat diglosia dan bilingualisme di pesantren tradisional, serta menawarkan rekomendasi pedagogis seperti pelatihan kesadaran fonologis dan penerapan metode linguistik kontrasif.
Temuan ini penting untuk mengembangkan strategi pembelajaran bahasa Arab yang lebih adaptif terhadap realitas linguistik santri, serta berkontribusi pada penguatan kerangka pendidikan dwibahasa di lembaga pendidikan Islam.
Kata Kunci: Bahasa.
Interferensi.
Komunikasi.
Multi Bahasa, dan Pesantren.
INTRODUCTION
The Arabic language is a fundamental element in the educational curriculum of almost all Islamic boarding schools .
in Indonesia, serving as the primary medium for understanding various disciplines sourced from Arabic Students .
have diverse goals in learning this language, ranging from improving communication skills to deepening their understanding of Islamic sciences 2, as well as comprehending the culture of the prophetic era 3.
However, the diverse linguistic backgrounds of the students often give rise to language interference phenomena, where Arabic structures and patterns are influenced by their mother tongues 4In addition to emphasizing the understanding of classical texts, this approach also integrates the use of Arabic in daily communication to 1 Beri Nopriansyah.
Inqiado Al-farisi, and Gita Fitri Ramadhani.
AuExploring Codes Mixing of Arabic Language at Islamic Boarding School: A Study on StudentsAo Daily Communication,Ay Journal of Language Intelligence Culture (August 141Ae52, https://doi.
org/10.
35719/jlic.
2 Muhamad Hafidh Asyrofi and Nur Anisah Ridwan.
AuPelaksanaan Pembelajaran Bahasa Arab Di MAN 1 Lampung Tengah,Ay Journal of Innovation and Teacher Professionalism 1, no.
1 (April 30, 2.
1Ae13, https://doi.
org/10.
17977/um084v1i12023p1-13.
3 Munassir Alhamami and Abdulrahman Almosa.
AuLearning Arabic as a Second Language in Saudi Universities: AjzenAos Theory and Religious Motivations,Ay Language.
Culture and Curriculum 36, no.
(October 2, 2.
: 509Ae32, https://doi.
org/10.
1080/07908318.
4 Eghy Farhan Nugraha.
Wildan Taufiq, and Muhammad Abdul Halim.
AuRagam Bahasa Santri Di Pondok Pesantren,Ay Hijai - Journal on Arabic Language and Literature 4, no.
2 (January 12, 2.
: 108Ae 22, https://doi.
org/10.
15575/hijai.
115 Tri Tami Gunarti et.
Applying the Contrastive LinguisticA .
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
id/index.
php/madinah create a more effective learning environment 5.
The teaching of the Arabic language in Islamic boarding schools .
serves not only as a means to comprehend religious literature but also as a practical skill that enhances students' .
ability to communicate effectively 6.
This approach enables santri to become not only proficient in text comprehension but also competent in using Arabic in their everyday lives 7.
Arabic language learning is a series of formal activities aimed at providing students with experiences and knowledge, particularly in specific language skills, as well as a deep understanding of Arabic and its culture 8.
However, in the practice of teaching Arabic, santri often encounter challenges, mistakes, and obstacles, including the influence of their mother tongue on the Arabic language they practice in daily activities within the pesantren environment 9Language interference between the mother tongue and Arabic is often unavoidable, causing the Arabic learned and practiced to be less fluent and sometimes disorganized 10.
One of the major problems is the transfer of structures and vocabulary from the mother tongue into Arabic, which can hinder proper understanding and usage 11.
The influence of the mother tongue on Arabic mastery is clearly evident among the students of Pondok Pesantren Tarbiyatut Tholabah in Lamongan.
The linguistic disruptions they experience are caused by language contact between their mother tongue.
Javanese, and Arabic.
This phenomenon is commonly known as 5 Sri Wahyuningsih and Kaharuddin.
AuInterferensi Bahasa Daerah Dan Bahasa Indonesia Terhadap Penggunaan Bahasa Arab,Ay AL-AFAoIDAH: Jurnal Pendidikan Bahasa Arab Dan Pengajarannya 3, no.
(June 2.
: 90Ae100, https://doi.
org/10.
52266/al-afidah.
6 Agus Yasin et al.
AuDevelopment of the AoAl-Muhdastah Al-YaumiyyahAo Textbook to Improve Arabic Speaking Skills at an Islamic Boarding School,Ay Izdihar : Journal of Arabic Language Teaching.
Linguistics, and Literature 6, no.
2 (September 1, 2.
, https://doi.
org/10.
22219/jiz.
7 Andiopenta Purba.
AuHow First and Second Languages Influence Indonesian StudentsAo English as a Third Language: Transfer and Interference Analysis,Ay Elsya : Journal of English Language Studies 4, 2 (June 2.
: 147Ae56, https://doi.
org/10.
31849/elsya.
Zamri Arifin et al.
AuLanguage Learning Strategies of Non-Muslim Students Applied to Arabic Language Course Inside and Outside the Classroom,Ay Ijaz Arabi Journal of Arabic Learning 4, no.
1 (December 10, 2.
, https://doi.
org/10.
18860/ijazarabi.
8 Setia Wati.
Ahmad Asse, and Ubadah.
AuInterferensi Fonologi Dalam Pembelajaran Bahasa Arab Pada Peserta Didik Kelas X Agama MA Alkhairaat Pusat Palu,Ay Albariq: Jurnal Pendidikan Bahasa Arab 4, no.
, https://doi.
org/10.
24239/albariq.
9 Abeer AsliAaBadarneh and Ibrahim Asadi.
AuThe Impact of Lexical and Phonological Distance on Reading Acquisition: The Diglossic Context of Arabic,Ay Journal of Research in Reading 46, no.
(November 2.
: 376Ae92, https://doi.
org/10.
1111/1467-9817.
10 Ilia Markov.
Vivi Nastase, and Carlo Strapparava.
AuExploiting Native Language Interference for Native Language Identification,Ay Natural Language Engineering 28, no.
2 (March 26, 2.
: 167Ae97, https://doi.
org/10.
1017/S1351324920000595.
11 Hindun Hindun and Humaidi Humaidi.
AuInterferensi Bahasa Daerah Dalam Pembelajaran Bahasa Arab: Analisis Dampak Pada Struktur Sintaksis Dan Pemahaman Semantik,Ay Qismul Arab: Journal of Arabic Education 3, no.
02 (June 29, 2.
: 106Ae12, https://doi.
org/10.
62730/qismularab.
116 Tri Tami Gunarti et.
Applying the Contrastive LinguisticA .
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
id/index.
php/madinah language interference12.
Language interference can create difficulties in understanding and applying Arabic correctly.
Such interference may result in grammatical errors, vocabulary differences, and sentence structures that do not conform to Arabic language norms.
According to Crystal 13, interference in the context of language refers to an event where habits and speech patterns of the mother tongue or dialect impact the use of another language or dialect.
Language interference is a common phenomenon that often occurs during the process of learning a second language.
Language learning theories suggest that individuals tend to use their native language experiences to facilitate the understanding and mastery of a second These native language experiences include linguistic habits and speech patterns that have been formed since early childhood 14.
In the context of second language learning, one's native language plays a significant role.
The use of native language experiences can influence vocabulary choices, sentence structures, and intonation in the second language.
Consequently, language interference often emerges as a subconscious effort to transfer elements of the native language into the second language.
Language interference can be defined as linguistic errors arising from the tendencies and habits of one language influencing another, covering aspects such as pronunciation, grammar, vocabulary, meaning, and even culture 15.
The linguistic background of santri plays a critical role in shaping their Arabic speaking .
Common mistakes in the learning process of speaking skills often result from differences between the characteristics of Arabic and their mother tongue, or the Indonesian language.
When speaking Arabic, santri are frequently influenced or experience interference from their mother tongue, even if the patterns in Arabic and the students' native language differ.
In everyday communication, many santri still tend to insert elements from their first language.
For instance, in the expression aA a aEa aE aEAto, the Arabic phrase contains the phoneme interference "to".
Many aspects of interference occur when santri learn Arabic, especially in speaking skills .
aharah kala.
Santri may not realize that what they are doing is incorrect, as habits from their previous language influence it.
Therefore, educators need to be sensitive to this phenomenon to remind students and reduce the possibility of such 12 Muhammad Arif Firmansyah.
AuInterferensi Dan Integrasi Bahasa,Ay Paramasastra 8, no.
1 (April 2.
: 46Ae59, https://doi.
org/10.
26740/paramasastra.
13 A.
Syahid Robbani and Hisyam Zaini.
AuInterferensi Bahasa Sasak Terhadap Bahasa Arab Santri,Ay Diglosia:
Jurnal Kajian Bahasa.
Sastra.
Dan Pengajarannya .
, https://doi.
org/10.
30872/diglosia.
14 Niswatush Sholihah.
AuInterferensi Gramatikal Bahasa Indonesia Dalam Percakapan Berbahasa Arab Santri Ptyqm Kudus,Ay A( EAIAIAALISANUNA): Jurnal Ilmu Bahasa Arab Dan Pembelajarannya 9, no.
2 (April 2.
: 309, https://doi.
org/10.
22373/ls.
15 Thoyib Thoyib and Hasanatul Hamidah.
AuInterferensi Fonologis Bahasa Arab AoAnalisis Kontrastif Fonem Bahasa Arab Terhadap Fonem Bahasa Indonesia Pada Mahasiswa Universitas Al Azhar Bukan Jurusan Sastra Arab,AoAy JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 4, no.
https://doi.
org/10.
36722/sh.
117 Tri Tami Gunarti et.
Applying the Contrastive LinguisticA .
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
id/index.
php/madinah This study aims to identify and analyze the phenomenon of Javanese language interference in the Arabic practiced by the students of Pondok Pesantren Tarbiyatut Tholabah.
Lamongan.
This research focuses on phoneme-level interference and explains the contributing factors, such as language habits, the level of Arabic proficiency, and the influence of socio-cultural environments.
Moreover, this study analyzes the impact of interference on students' communication competence, particularly in speaking skills .
aharah kala.
, and formulates solutions and teaching strategies to minimize its impact.
The findings of this study are expected to provide in-depth insights into Arabic language learning in pesantren and contribute to the development of more effective and adaptive teaching methods.
METHOD
This study adopts a qualitative approach with a descriptive method to explore Javanese language interference among students of Pondok Pesantren Tarbiyatut Tholabah Lamongan towards the Arabic language they learn as a second The descriptive method is chosen as it is well-suited to provide an indepth understanding of the forms of language interference that emerge.
This research implements a comprehensive approach to data collection, including interviews, listening, and observation.
The steps of data collection, data reduction, data presentation, and concluding are conducted following the methodology taught by Miles and Huberman 16.
The researcher actively collected utterances that contain language interference, both through interviews, attentive listening, and direct observation.
Subsequently, the researcher selected information relevant to the research objectives, separating irrelevant information.
The main focus is to find and analyze the language interference that appears in the observed utterances.
Using a structured analysis technique, the researcher then concludes the identified This process allows the researcher to systematically evaluate and present research results carefully, in accordance with the Miles and Huberman method adopted in this study 17.
The data analysis process follows the Miles & Huberman technique, which includes data collection, data reduction, data presentation, and conclusion drawing With this approach, the researcher can ensure the accuracy and precision of the 16 Umrati Umrati and Hengki Wijaya.
Analisis Data Kualitatif Teori Konsep Dalam Penelitian Pendidikan (Sekolah Tinggi Theologia Jaffray, 2.
17 Humaidi Humaidi.
AuInterferensi Antara Bahasa Arab Dengan Bahasa Madura (Studi Kasus Pada Mahasiswa Prodi Pendidikan Bahasa Arab STAI Syaichona Moh.
Cholil Bangkalan,Ay Syaikhuna:
Jurnal Pendidikan Dan Pranata Islam 10, no.
https://doi.
org/10.
36835/syaikhuna.
18 Humaidi.
118 Tri Tami Gunarti et.
Applying the Contrastive LinguisticA .
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
id/index.
php/madinah research results and gain a deeper understanding of Javanese language interference in the context of Arabic language learning at Pondok Pesantren Tarbiyatut Tholabah Lamongan.
RESULTS
From the research we conducted, there is Javanese language interference in Arabic daily conversations .
uhadatsah yaumiya.
among the students of Pondok Pesantren Tarbiyatut Tholabah, primarily in the form of Javanese phoneme The details are as follows:
Phonological Interference This occurs when sound changes appear during pronunciation.
It is often found among students who use Javanese as their mother tongue, resulting in the insertion of distinct Javanese sounds like to, seh, leh, lo, eh, ta, and yo into Arabic words.
Table 1.
Examples of Phonological Interference in Sound Insertion
Speaker's Sentence A aEc aEEAto? AeAA
a A aEOAseh? AaIaAlo AEa a aA
AE a aeOAeh
A eI aa eIaOAyo
a AA
AOOEA
a A aIa eEA a A eIAta? Inserted Sound Insertion of "to" after AeA Insertion of "seh" after AeAA a AaEOA Insertion of "lo" between A aIand AaE a aA Insertion of "eh" after AaEa aeOA Insertion of "yo" after A eI aa eIaOA Insertion of "ta" after the sentence Phoneme Interference in Word Emphasis (Pentaukidan Kat.
In Javanese, the emphasis of the meaning "very" is often done by adding vowels like "ua" or "ui".
This phenomenon is carried into students' pronunciation in Arabic.
Table 2.
Examples of Phoneme Interference in Word Emphasis Speaker's Sentence A)IOeEA a a Aa(A AaI() aNA AA aOeA Inserted Sound Insertion of "u-a" in AIOEA Insertion of "u-a" in AaI aNA Insertion of "u-a" in AA eA Intended Meaning Very beautiful Very smart/skilled Very difficult Word Reduplication Interference (Reduplikas.
119 Tri Tami Gunarti et.
Applying the Contrastive LinguisticA .
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
Volume 12.
Number 1.
June 2025 https://ejournal.
iai-tabah.
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php/madinah Word reduplication is used to clarify meaning or to create a different This phenomenon is carried over to the students' Arabic pronunciation, as found in the field.
Table.
3 examples of Phoneme interference in Word Repetition Speaker's Sentence Inserted Sound A aO eA a -A a eEA a (Dhohak-Dhohe.
Insertion of "ak-ek" between the words a -A a eCA a (Thoraq-Thori.
A aOeCA Insertion of "aq-iq" between the words AA aOeA a -AA a eA a (Shahah-Shohi.
Insertion of "ah-ih" in the word The Insertion of the "e" Sound for Possessive Forms The sound "e" at the end of nouns in Javanese is often used to indicate ownership, such as kopi-e or kopine Pak Roihan, which means "Pak Roihan's " Field data shows similar insertions in Arabic as listed in Table 4.
Table 4.
Sound interference e
Speaker's Sentence A aIEa aAe
eACaEaIA
A aE aAe
AAeIA
Inserted Sound
Insertion of "e" in AaI aE aA
Insertion of "e" in ACaEaIA
Insertion of "e" in AaE aA
Insertion of "e" in AAeIA
DISCUSSION