Phonological Errors in Students’ Reading of Arabic Texts: Evidence from IV Grade Learners at Madrasah Diniyah Takmiliyah Tarbiyatul Aulad, Sumenep

Abstract

Difficulties in accurately pronouncing Arabic sounds remain a common challenge for beginner learners, particularly in reading Arabic texts. Inadequate mastery of Arabic phonological features often leads students to produce various pronunciation errors that may hinder their reading proficiency and overall language development. This study aims to investigate phonological errors in students’ Arabic text reading and to identify the factors contributing to these errors. The research employed a qualitative approach with a descriptive research design. Data were collected from IV grade students of Madrasah Diniyah Takmiliyah Tarbiyatul Aulad Sumenep through observations and analysis of students’ reading performances. The findings reveal several forms of phonological errors in students’ reading of Arabic texts. These include consonant mispronunciations, particularly those involving throat and tongue articulation; vowel-related errors such as vowel omission, vowel substitution, and inaccurate distinction between short and long vowels; diphthong errors; gemination (double consonant) errors; and assimilation errors. Furthermore, the study identifies two main categories of factors contributing to these language errors: linguistic and non-linguistic factors. Linguistic factors are associated with students’ limited understanding of Arabic phonological rules, while non-linguistic factors include low interest and motivation in learning Arabic as well as limited opportunities to practice the language in their learning environment. The findings of this study highlight the importance of strengthening phonological awareness and providing more intensive pronunciation practice in Arabic language instruction to improve students’ reading competence.