Imla’ Errors in Junior High School Students’ Writing: Criticism of Teacher's Pronunciation Error

: The number of errors that occur in students' Arabic words writing was one of the strongest reasons for researchers to research and analyze students' mistakes in writing Arabic. The teacher's unclear pronunciation can be one of the biggest factors in the occurrence of errors in students' Arabic writing. The researcher aimed to find out and analyze the errors and the various causal factors in writing student disclaimers. A qualitative descriptive research method was used in the research. Then, observation, interviews and documentation were carried our as data collection at junior boarding school in Yogyakarta. In the data analysis, data reduction, data presentation and data verification were used. Based on the data collected and analyzed, it was found that there was a teacher's pronunciation errors in the dictation that caused errors in students’ writing which was described as follows; 1) the teacher's makhorijul huruf are not fluent and clear, 2) they are not careful in pronouncing vowels and mad (long and short rules), 3) the pronunciation of alif lam qomariyah and syamsiyah is not clear. From the results of this analysis, it can be proven that the pronunciation of a teacher in conveying dictation lessons greatly influences the results of students' writing dictation. This study providesd suggestions for teachers who will deliver dictation lessons.


Introduction
A successful learning is how educators and students can achieve the goals of the learning itself.In reality, a few problems occurred can cause less optimal learning outcomes.From the results of the students' worksheets, errors in several letters that have similar pronunciation but different in writing were found out, such as ‫ث‬ and ‫.س‬ 1 The factor that influences the occurrence of these problems is the dialect of teachers who are not by the rules of makharijul huruf.It must honestly be admitted that in various schools, boarding schools, mosques and even houses, the study of Al-Quran is accompanied by the teaching of Arabic pronunciation commonly called makhorijul huruf, a term known in the science of tajweed.Makhorijul huruf is important in learning writing skills and imla'.If the teacher cannot pronounce the letter correctly, it will be difficult for the students to get maximum results.
Arabic writing skills by the rules of imla' must be introduced from an early age, taught at the primary and secondary levels and mastered at the upper levels.However, many facts showed that most teachers teach Arabic only by memorizing mufrodat (vocabulary), imitating readings and answering questions. 2 Imla' learning is also significant for the students so that they can write words or sentences in Arabic correctly without questioning the element of beauty of writing and it takes dexterity in writing skills. 3A previous study stated that imla' material must be in the beginning of Arabic learning in writing.The teacher's pronunciation when dictating must be clear.The related exercises also should be accustomed so that students always remember the previous lesson.
In a research written by Umrah, it was explained that errors in phonology or the science of language sounds will affect the meaning. 4It was also stated that many students made some mistakes in applying phonology, such as in the use of alif lam ta'rif, mad and also some errors in makhorijul huruf that have sound similarities.According to Saidah, it   showed the results that Arabic pronunciation errors greatly affect daily activities, such as when reading  In this research, it was also explained that errors in pronunciation or in pronouncing the holy verses of Al-Qur'an would affect the existing meaning and make a change in the meaning of the verses read. I another study, it was stated by Wulandari that there are three types of phonological errors, namely replacement 2 Anilla F. Hermanda, "Desain Kamus Saku Imla' untuk Pembelajaran Maharah Kitabah," Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 4, no. 1 (2020): 31-56.
Nuramaliah explained that the imla' error that occurred was caused by various factors such as the teacher's pronunciation that was too fast and short and the articulation was unclear. 7In this research, not only mastery of the theory of imla' rules that must be mastered by students, but teacher competence in delivering imla' is also very influential on the results of imla' writing of students.Some researchers focused on phonology 8 or errors in the process of Arabic learning which is especially in the skill of writing imla' only.Few of the studies analyzed the pronunciation of teachers in delivering imla' which causes errors in students' writing.Therefore, researchers will discuss the teacher's mispronunciation in delivering imla'.This research is for teacher's evaluation 9 to be more prepared before carrying out imla' learning activity.
In contrast to previous studies that discussed the learning process of imla' 10 , this article is more focused on teachers' mistakes in pronouncing words when dictating Arabic text or imla'.Teacher becomes the central in a learning process.If the teacher makes a mistake, then the students also make mistakes.Because in the research conducted by Mansyur, it was said that teachers were the central figures in the transformation of science and role models for students. 11Researchers aimed to find out and analyze what mistakes occured so that Imla' learning at one of the Muhammadiyah boarding schools in Yogyakarta was not optimally and effectively carried out.In addition to the errors that occur, researchers analyzed various contributing factors.After conducting the analysis, it is expected to create a solution to the problem.

Methods
In this study, field research was used by collecting data, facts, and information directly from the intended research subjects such as teachers and students at one of the boarding schools in Yogyakarta.Field research or empirical research is an activity to collect facts, data, and information from various field sources relevant to the theme/research topic.12Field research typically creates extensive field notes which are then coded and analyzed in a variety of ways.Research is a scientific effort with certain approaches, methods, and techniques to find something new in answering problems that arise.Qualitative research emphasizes its analysis on deductive and inductive inference processes and on the analysis of the dynamics of relationships between observed phenomena, using scientific logic. 13Hence, qualitative research was used that emphasizes scientific logic and does not use statistical methods in the data collection process.In qualitative research, it is dominant with a narrative and descriptive presentation14 .
Subject means the subject of conversation or subject of discussion and research is a careful examination or investigation.So it can be concluded that the subject of research is the subject of discussion of an investigation or examination. 15The research subjects that will be involved in this study are as follows: (1) Teacher or ustadz and ustadzah of Muhammadiyah Boarding School (MBS), (2) Students or santriwan or santriwati of Muhammadiyah Boarding School (MBS).In this study, researchers used the subject of research to imla' teachers at one of the Muhammadiyah Boarding Schools in Yogyakarta as the main material provider to students.Researchers collected data from interviews and field observations during the imla' learning process.Researchers also conducted interviews and collected the results of student assignments after the learning process is complete as documentation data that will be analyzed by researchers.
In this study, researchers used the theory of data analysis techniques from Miles and Huberman, which suggested that activities in qualitative data analysis are carried out interactively and take place continuously until it is completed. 16The data is saturated, and activities in data analysis are data reduction, data display, and conclusion drawing/verification. Reducing data means summarizing, choosing the essentials, focusing on the essentials, looking for themes and patterns, and discarding unnecessary ones.According to Sugiyono in his book explained that data reduction is a sensitive thinking process that requires intelligence and breadth and depth of insight.17At this stage, researchers collected and summarized all incoming data and information from the respondents concerned, results of interviews, observations or learning outcomes of students during the imla' learning process.
After reducing the data, the next step is to display the data that has been reduced through the presentation of data.In a qualitative presentation, data presentation can be done in the form of brief descriptions, charts, relationships between categories, flowcharts, and the like.By displaying data, it will be easier to understand and to plan the next work based on what has been understood.After being collected and summarized, the data will be qualified according to their respective portions in the form of charts or tables to make it easier for readers to understand the results of the study.The expected conclusions in qualitative research are new findings that have never existed before.
Findings can be in the form of descriptions or images of an object that was previously still unclear so that after being examined it becomes clear, it can be a causal or interactive relationship, hypothesis, or theory.After the data is qualified according to its portion, it will be described clearly and in detail from all the results collected.

Results and Discussion
In imla' learning, ashwat science is one of the important aspects that teachers need to pay attention to in their delivery.Because in imla' learning, the teacher dictates or recites the Arabic text per word or sentence and students write according to what is spoken by the teacher 18 .With this, it can be concluded that one of the Muhammadiyah Boarding Schools in Yogyakarta used imla' ikhtibari.Imla' ikhtibari is a method of practice and examination. 19Imla' Ikhtibari is almost the same as imla' Manzur, but imla' ikhtibari is more of an evaluation or one of the methods used to measure the extent to which mastery of the material obtained by students in receiving the material that has been delivered.
The teacher who taught the imla' lesson was not clear in conveying or pronouncing the Arabic text, both in terms of word by word and short length.It is difficult for us to write it down.With this statement, it can be seen that one of the problems in imla' learning is in terms of teacher pronunciation or teacher's ashwat.So teachers must have mastery in the science of ashwat.Al-ashwat is the study of the formation, transfer, and acceptance of speech sounds, which requires not only theory but also applied practice.By linguistic meaning, ashwat means sound or sounds.Without sound, there will be no words, sentences, and even pronunciations that can be understood by the listener.That way, the science of ashwat is very important to learn for understanding a conversation. 20hwat is one of the linguistics that is closely related to pronunciation.
Interference is a unified linguistic medium that has been used or spoken naturally to relate and interact with one another, in which case there is an exception, they are young children with impaired pronunciation or hearing or reason. 21Clear and correct pronunciation is needed in communication or learning.Arabic communication and learning must have clear articulation from the speaker to be well received by the listener.
Linguistics is the sound effects of pronunciation on their situation and through special gestures they express something when it is spoken and give a certain impact when it is heard.The division of sound science according to previous scholars finally divided the science of sound into two, namely phonetics and phonemics.
Phonetics is one of the branches of sound science that specializes in talking about sound problems without regard to the function and meaning of sound. 22This phonetics focuses on the results of the sound emitted both from the makhraj and the nature of the sound itself.In Arabic sounds, many letters have similarities in pronunciation but differ 19 Aiman Amin Abdul Ghani, Panduan Lengkap Imla' Menulis Arab Otodidak (Jakarta: Turos  Khazanah Pustaka Islam, 2020 in makhraj.Like the letters ‫ث‬ and ‫س‬ which have a similar sound but a different exit place (makhraj).It is different from the notion of phonemics. 23Phonemics is the smallest sound units of language that have a role to provide differences in the meaning of sounds, especially when the sound is assembled with other sounds to form a larger unit of sound. 24 this phonemic, in contrast to phonetics, 25 phonemics have a role in the translation or meaning of a word or sentence.If there is an error in pronunciation, both letters and letters can change the meaning.As in the word ْ ‫ب‬ َ ‫ع‬ ْ ‫د‬ which means "servant" and the word ْ َ ‫ع‬ ْ َ ‫ب‬ ْ َ ‫د‬ which means "worship", the two words have the same word order but different vowels that change their meaning.This indicates that the science of ashwat is very important before learning a language.Language sounds which are closely related to speaking and reading skills, are also closely related to writing skills, especially in the imla' learning process.The reading of a word that is read long but read short and also vice versa

Lack of accuracy of teachers in pronunciation of long and short harakat
The pronunciation of alif lam qomariyah and syamsiah is unclear

Lack of teacher mastery in understanding theory
There is no difference in the pronunciation of letters using tasydid and without tasydid

Lack of teacher competence for imla' learning
Here are some mistakes of teachers in delivering imla' material; 1) the teacher's pronunciation of the letter is incorrect 2) The reading of words that are read long but read must be taken in improving writing skills is the first thing, namely the ability to write. 33 it is necessary to provide imla' learning as a basic foundation for mastering writing skills.
Imla' learning teachers dominate with mastery of reading and speaking skills, because in imla learning 'the voice that comes out of the teacher becomes the focal point of learners before writing imla'. 34And if these competencies cannot be fulfilled by teachers, then the results achieved by students cannot be maximized.However, all these shortcomings are not spared from factors that affect teacher competence.Arabic teachers at one of Muhammadiyah Boarding Schools in Yogyakarta come from various regions of origin, where they have different dialects and influence their pronunciation in reading Arabic texts.
According to the statement above, it can be concluded that the speech accent of imla' teachers becomes one of the factors in the delivery of imla'.Sundanese people usually read words ending in long fathah (ْ ٰ) and if it is read, the teacher adds hamzah ‫)ء(‬ at the end of the word, for example ‫)ضحى(‬ which should be long, but Sundanese people read it as ‫.)ضحئ(‬In addition to this, several other factors influence the pronunciation of teachers reading Arabic texts.Imla' teachers at one of the Muhammadiyah Boarding Schools in Yogyakarta also have different backgrounds so each teacher has different characteristics of makharijul huruf, such as Qiro'ati learning which has a three-year learning period for its achievements, 35 Yanbu'a which has 6 volumes of books, 36 Ummi which has a two-year study period and others and indirectly it becomes one of the factors that play a big role in imla learning.
materials or texts that concerned to the aspects of imla', as well as providing constructive feedback to students to correct their mistakes.
This research indicates the need to develop more precise teaching materials, especially in terms of correct Arabic pronunciation.Teachers can integrate group activities, games, or simulations that involve the use of Arabic words that students often miswrite.This will help increasing students' awareness of correct pronunciation and involve them actively in the teaching and learning process.This article findings also have important implications related to teacher training and professional development.

Conclusion
In this article, a new finding revealed that there is teacher's pronunciation errors in Arabic spellings.Although this article provided a general overview of writing errors in imla' learning and criticism of teacher pronunciation, there are some shortcomings to be aware of.First, this article did not provide in-depth data or studies to support the findings disclosed.Quantitative or qualitative data describing the extent to which these issues affect students and the teacher's influence on those errors might make this article more academically powerful.Secondly, this article only focused on the critique of the teacher's pronunciation as the cause of imla' error, without considering other factors that might contribute to it.For future research, there are some suggestions that can be considered.
First, it involves a larger sample of learners from diverse backgrounds to gain a broader understanding of writing errors in imla' learning.More structured data collection such as written tests or audio recordings can provide stronger evidence of the rate of imla' errors committed by students.Second, it is necessary to conduct a comparative study between the role of the teacher and other factors that influence imla' errors, such as family environment or media influence.With this research, it can prove that the pronunciation or ashwat of the teacher is one of the teacher's competencies that need to be mastered and prepared carefully before learning imla' with the imla' ikhtibari method.Without high

Table 1 .
Errors and Factors Causing Imla's Error Teachers need to receive up-to-date and adequate training in Arabic grammar and correct pronunciation.Through this training, teachers will be able to identify and correct students' imla' errors effectively.Continuous professional development is also important so that teachers can keep up with Arabic language developments and update relevant teaching methods