Bibliographic Details
| Title: |
Arabic Morphological Errors in the Writings of Traditional Pesantren Students in Yogyakarta: Integrating Error Analysis and Educational Ethnography. |
| Alternate Title: |
Kesalahan Morfologi Bahasa Arab dalam Tulisan Siswa Pesantren Tradisional di Yogyakarta: Mengintegrasikan Analisis Kesalahan dan Etnografi Pendidikan. |
| Authors: |
Rizaldi, Muhammad Ivang1 muhammadivangrizaldi@gmail.com, Rahayu, Daly Auliya1, Susiawati, Wati1, Nisa, Mauidlotun1 |
| Source: |
Tatsqify: Jurnal Pendidikan Bahasa Arab. jul2026, Vol. 7 Issue 2, p108-130. 23p. |
| Abstract (English): |
The ability to write Arabic as the highest productive skill faces complex challenges for nonnative learners, especially in the unique environment of traditional pesantren. This study aims to analyze the variations, causes, and cultural meanings of morphological errors in the writings of santri traditional Pesantren in Yogyakarta. Using an educational ethnographic approach, this study analyzes ten handwritten artifacts (imla’) accompanied by reflective interviews to integrate textual analysis and cultural interpretation. The results of the study identified seven categories of morphological errors, with hamzah writing errors (25.8%) being the most dominant, followed by idhafah errors and ha writing in fi'il. The analysis shows that these errors stem from complex interactions between interference from the mother tongue (Indonesian), intralingual learning strategies (such as overgeneralization and oversimplification), and the learning ecology of pesantren, which is centered on oral tradition and memorization. These findings imply the need for a pedagogical reorientation of Arabic morphology teaching in Islamic boarding schools that is more integrative and contextual, taking into account the santri's interlanguage and linking the rules to authentic literacy practices in the local scholarly tradition. [ABSTRACT FROM AUTHOR] |
| Abstract (Indonesian): |
Kemampuan menulis bahasa Arab sebagai keterampilan produktif tertinggi menghadapi tantangan kompleks bagi pembelajar non-penutur asli, terutama dalam lingkungan unik pesantren tradisional. Studi ini bertujuan untuk menganalisis variasi, penyebab, dan makna budaya dari kesalahan morfologi dalam tulisan santri pesantren tradisional di Yogyakarta. Dengan menggunakan pendekatan etnografi pendidikan, studi ini menganalisis sepuluh artefak tulisan tangan (imla’) disertai dengan wawancara reflektif untuk mengintegrasikan analisis tekstual dan interpretasi budaya. Hasil penelitian mengidentifikasi tujuh kategori kesalahan morfologi, dengan kesalahan penulisan hamzah (25,8%) sebagai yang paling dominan, diikuti oleh kesalahan idhafah dan penulisan ha dalam fi'il. Analisis menunjukkan bahwa kesalahan-kesalahan ini berasal dari interaksi kompleks antara interferensi dari bahasa ibu (Indonesia), strategi pembelajaran intralingual (seperti generalisasi berlebihan dan penyederhanaan berlebihan), dan ekologi pembelajaran pesantren, yang berpusat pada tradisi lisan dan hafalan. Temuan ini mengimplikasikan perlunya reorientasi pedagogis pengajaran morfologi bahasa Arab di sekolah berasrama Islam yang lebih integratif dan kontekstual, dengan mempertimbangkan interlanguage santri dan menghubungkan aturan-aturan tersebut dengan praktik literasi otentik dalam tradisi keilmuan lokal.. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
