Analysis of Long and Short Vowel Mispronunciations by Arabic Education Students at Makassar State University
Analisis Kesalahan Pengucapan Vokal Panjang dan Vokal Pendek oleh Mahasiswa Pendidikan Bahasa Arab Universitas Negeri Makassar [تحليل الأخطاء في نطق الحروف المتحركة الطويلة والقصيرة لدى طلاب قسم اللغة العربية بجامعة ماكاسار الحكومية]
Abstract
Purpose - This study aims to analyze the errors in pronouncing long and short vowels made by second-semester students of the Arabic Language Education Study Program at Makassar State University when reading Arabic texts.
Design/methodology/approach - The study employs a qualitative descriptive approach with linguistic error analysis based on Corder's methodology. The data consists of voice recordings of students reading dialogues and texts from the 13th lesson in the al-Mumtaz textbook. Data were collected through documentation and direct observation to ensure a comprehensive identification of errors.
Findings/results – The findings reveal that pronunciation errors occur at various positions within words: 5.71% after the first letter, 71.42% after the second-to-last letter, and 31.42% at the final letter when followed by the next word. Additionally, 48.57% of errors involve mispronouncing long vowels as short vowels, highlighting a significant challenge in reading Arabic texts. The primary causes of these errors include phonetic differences between Arabic and Indonesian, as well as non-linguistic factors such as students’ motivation, attention, and learning environment.
Originality/value - This study recommends strengthening students' confidence in reading through sustained support. The use of interactive activities, educational games, and targeted exercises is suggested to improve understanding of long and short vowels. Furthermore, emphasizing sound recognition prior to reading is considered effective in enhancing students' reading skills.
Paper type – Research paper
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References
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