Arabic Phonological Errors in Reading and Their Implications for Meaning

Abstract

This study analyzes phonological errors made by students at an Islamic junior high school in Karawang when reading Arabic texts and investigates their implications for meaning. Employing a qualitative case study approach, the research uses reading tests, interviews, and observation to collect data from one teacher and five students. The findings reveal three main types of phonological errors: substitution, addition, and omission. These errors are significantly influenced by internal factors, such as diverse educational backgrounds, limited articulation skills, lack of independent practice, and low self-confidence. External factors also play a crucial role, including the influence of the students' native languages (Sundanese and Indonesian), conventional teaching methods, limited use of audio-visual media, and a lack of supportive learning environments outside of school. The study demonstrates that these phonological mistakes directly affect the lexical meaning of words, often resulting in altered or lost meaning, which can impair reading comprehension. The research concludes that while teachers have implemented strategies like talaqqi and direct correction, these efforts need to be complemented with systematic phonological evaluations and the integration of audio-visual media to achieve optimal learning outcomes in Arabic pronunciation.