Taisir al-Nahw al-‘Arabi: The Analysis of Mahdi al-Makhzumi’s Thoughts in the Reform of Nahwu/Taisir al-Nahw al-‘Arabi: Analisis Pemikiran Mahdi al-Makhzumi dalam Pembaruan Nahwu

The study of classical nahwu is considered too difficult and also makes it more difficult for the learners to learn. The critics to classical nahwu began to come from the Middle Ages to modern because it was considered to be full of Greek philosophy and logic so that Al-Makhzumi attempted to reform the nahwu. This article aims to further examine Al-Makhzumi's thoughts in his theory of Taisir al-Nahwi al-‘Arabi and the update of Nahwu. This research uses a qualitative method applied in library research. The results of this study indicate that Al-Makhzumi saw a language through a descriptive method until he created the theory of taisir an-nahwi al-‘Arabi with the aim of making the study of nahwu easier and more suitable to the context of learners’ needs today. According to Al-Makhzumi, there are eight basic principles used in the taisir an-nahwi al-‘Arabi theory, they are: (1) refusing the theory of ‘amil, (2) systematic rearrangement of chapters and topics of nahwu study, (3) consolidating Arabic phonology and Arabic morphology in Arabic syntax, (4) supporting speaking proficiency is the basis of Ibn Madha's nahwu critique method, (5) redefining some of Arabic syntax chapters, (6) removing branches and unnecessary chapters of nahwu such as removing i'rab mahalli and taqdiri, (7) perfecting the chapters deemed necessary to be perfected, and (8) consolidating ma’ani aspects in the arabic syntax written on asalib at-ta’bir. This theory is produced by Al-Makhzumi from several sources, including: Imam Khalil ibn Ahmad al-Farahidi, school of Kufah (Imam al-Farra’), Ibn Madha', and Ibrahim Mushtafa.

Gemination within English loanwords in Ammani Arabic: An Optimality-theoretic analysis

Adopting an Optimality-theoretic approach, this paper examines gemination in English loanwords in Ammani Arabic (AA). Data come from a corpus of 1200 loanwords as produced by 12 AA monolingual native speakers. Results show that gemination, which is not attested in the source input, is induced to satisfy AA structural constraints and to render the output better well-formed. Of particular interest, results show that the introduction of English loanwords into AA highlights the activity of a constraint that requires prosodic words in AA, and probably many Arabic dialects, to be left-aligned with a foot. This constraint enhances our understanding of many aspects of Arabic phonology such as stress assignment and foot formation. The study has important implications for Arabic phonology, loanword phonology and second language acquisition.

Arabic Phonology

The phenomenon seen in domains more than one is termed as Language Hybridization. Many languages have multiple dialects that tend to differ in the phonology concept. The Arabic language that is spoken in contemporary time can be more properly described as varieties having a continuum. The modern and standard Arabic language consists of twenty eight consonant phonemes along with six phonemes that might also be eight vowel in most of the modern dialects. Every phonemes have a contrast between non-emphatic consonants and uvularized or emphatic consonants. Few of the phonemes have also found to get coalesced into various other modern dialects whereas on the other hand, the new phonemes have already been introduced via phonemic splits or borrowing. The phonemic length and quality that applies to both consonants and vowels at the same time. There have been research that analyses how multicultural society in Australia gets operated only with a particular form of language generated in some linguistic environments. The scripts of English Language tend to have the capability of merging with other language that are native of a place for making it a complete new variety. The process is termed as Romanization. The hybrid or amalgamation of languages within the linguistic framework can be classified and characterized that makes its standardization easy. This paper aims to do a complete research on the linguistics of Arabic phonology.

SUNDANESE PHONOLOGICAL INTERFERENCE OF THE RECITATION OF SURA AL-FATIHA OF THE HOLY QURAN

Culture is one of elements that affect a person's proficiency of foreign languages. Sundanese phonological structure is different from Arabic. Therefore, it is difficult for some Sundanese people to pronounce Arabic. For example, Sundanese tends to face difficulties in reciting the verses of the Holy Quran. The Holy Quran is the Muslims’ holy book that is written in Arabic. The recitation of the Holy Quran should be in accordance with the Arabic phonology. In fact, Some Sundanese make irregularities or interference during reciting the Suras (chapters) of the Holy Quran. This study aims to reveal the phonological interference experienced by Sundanese speakers in reciting the Sura Al-Fatiha of the Holy Quran. The data in this study covers the recitations of the Sura Al-Fatiha. The data is retrieved through observation, recording, and interviews with some Sundanese people that live around the UPI Campus. The study concludes that there are five phonological interference phenomena in the pronunciation of the Hijā’ī (Arabic Alphabet) during the recitation of Sura Al-Fatiha. They are lenition, sound reinforcement, unusual sound changes, the voice addition, and assimilation. Some factors cause such interferences. They cover the influence of the Sundanese vocabulary and Arab phonemes that do not exist in the phonology of the Sundanese language.

Ta'lim Al-Ashwat Ála Dhaui Al-Ta'lim Al-Taáwuni ( Dirasah Al-Tajribiyah Fi Ma'had AlImarah Bandung)

Cooperative learning is one of the learning models used by teachers in teaching and learning process, and it has many types when it is implemented in the classroom. In reality ashwat (Arabic phonology study) is one of the boring subjects considered by students in Ma'had Al-Imarot Bandung. The lecturer only instructs the students to pronounce the Arabic hijaiyyah letters and distinguish the letters adjacent to the makhraj (points of articulation of letters) and its nature. In the learning process, a lecturer uses only lecture method, who gives the examples of correct pronunciation then the students repeat those pronunciations after the lecturer. As a consequence, a lecturer should be able to update the learning process by using an interesting learning model by implementing cooperative learning for instance. The aims of this research is to know the reality of learning ashwat as Arabic pronunciation at Ma'had Al-Imarot Bandung, to know the ability of students to mastery of Arabic ashwat before applying cooperative learning in ashwat learning, to know the implementation of cooperative learning in ashwat learning, to know the advantages and disadvantages of cooperative learning in ashwat learning, as well as to know the students' ability to master Arabic ashwat after applying cooperative learning. This research is based on the framework that the implementation of cooperative learning in ashwat learning is effective. So the researcher states the hypothesis “cooperative learning is applied effectively in ashwat learning” The method used in this research is experimental method with quasi experimental design. There are two classes, namely the experimental class and the control class. The data collection techniques in this research are observation, interviews, and tests. the results find that the ability of students who mastering Arabic ashwat in the experimental class before applying cooperative learning showed good criteria with an average mark of 69.00 from pre-test. Surprisingly, the ability of students who mastering Arabic ashwat in the experimental class after applying cooperative learning showed excellent criteria with an average mark of 91.25 from post-test. After the researcher had tested the hypothesis, it can be concluded that cooperative learning was effectively applied in ashwat learning with the value of N-gain 0.68 which shows cooperative learning had improved students’ ability in Arabic ashwat about 68% with medium criteria.

تَوَقُّفُ فَهْمِ نصوص الوحي على معرفة العربيَّة أمثلة تطبيقية على المستويات الأربع: (الصوت والبنية والتركيب والدلالة).

This article reports the significance of Arabic phonology, morphology, syntax and semantics in understanding the texts of The Holy Quran and the Prophet Mohammed’s says (peace be up him). It presents a variety of phonological, morphological, syntactical and semantic examples to illustrate their significance to correctly understand the meaning of the holy texts. It was concluded that it is very vital to put all these four linguistic levels in the consideration to understand the correct interpretation of the texts especially when it comes to teaching Arabic to non-native speakers