Phrases in Arabic and Indonesian Language

1 Arabic Education Study Program Universitas Islam Negeri Antasari Banjarmasin, Indonesia 2 Center for Language Studies Program Universty Kelantan Malaysia, Malaysia 3 Arabic Education Study Program STIT Darul Hijrah Martapura, Indonesia 4 Arabic Education Study Program Sekolah Tinggi Agama Islam Negeri Sorong, Indonesia 5 Arabic Education Study Program Universitas Islam Negeri Antasari Banjarmasin, Indonesia


Introduction
Learning a foreign language is different from learning a native language, as is the difference in terms of learning in terms of methods, curriculum and practical implementation.
The study of second language acquisition is one of the most important issues in applied linguistics. 1 Most researchers who have studied monolingual and bilingual will extremely agree 1 Jacques M Laroche, "A View Of Transfer and Interference in Contrastive Analysis or: Can a Target Language Be Too Close to a Learner"s Native Language?," System 9, no. 1 (1981): 29. two, namely the structure of form and meaning. So, basically language is the relationship between form and meaning. The shape layer includes two levels, namely the level of language sound (phoneme) studied by phonology, and the level of grammar, which includes morpheme, word, phrase, clauses, sentences, and discourse. 9 Phrase level is part of the syntactic unit, what we analyze from it is a collection of several non-predictive words that have a certain structure. 10 The notion of phrases in Arabic is not popular with Arabic reviewers in Indonesia, as well as among Arabs themselves, because books of 'Arabic syntax' generally do not state the notion of phrase. In addition, there are no chapters or sub-chapters that use the term phrase as the head of the discussion. However, that does not mean that in Arabic there are no concepts about phrases. In books of nahwu, various constructions are frequently discussed, which are basically the construction of phrases. 11 Contrastive linguistics emerged more than half a century ago to offer a solution to the problem of language learning. One of the most important proposals in this area is contrastive analysis. Contrastive analysis is the study of two different languages to recognize similarities and differences between both languages generally or from a particular linguistic side, and not from one family of languages, for example, the contrast between Arabic and Indonesian or between French and Indonesian, contrasted from phonological, morphological, syntactic, and semantic aspects as well as descriptive linguistics. If two languages are explained in one accurate approach, it mean that both languages are explained with a contrastive approach that can show the differences between both languages, so as to illustrate the difficulties in language learning.
Contrastive analysis is as a means of predicting and finally, it can avoid the difficulties associated with learning a second language. 12 Arabic is as the language of Al-Qur'an and the language of worship for millions of Muslims and it is also one of the languages used in international forums. Hence, Indonesians learn Arabic, but learning Arabic phrases has many differences with Indonesian, where difficulties often occur for Arabic learners in Indonesia because the structure of Indonesian phrases is different from the structure of Arabic phrases, and it might make learning Arabic and Indonesian phrases easier if they are paired with each other, as well as differences in each structure of Arabic and Indonesian phrases. 9 Hermawan Hermawan, "Pemerlengkapan Dalam Bahasa Sunda," Sonagar 3, no. 2 (2007) application is strictly and related to the rules of conformity, whereas Indonesian gender markers are lexically dominated and their application is not strict and does not recognize the rules of conformity. In this study cultural differences become one of the factors Arabic and Indonesian have many structural differences in words. This is precisely what underlies the author conducting this research. If the term gender in Arabic is dominated by grammatical marking rather than Indonesian, the term phrase is more commonly used in Indonesian grammar than Arabic.

Method
The type of writing used by the author in this analysis is "contrastive analysis", namely the study of two or more different languages to recognize similarities and differences between both languages generally or from a particular linguistic side. The approach in this paper is a descriptive qualitative analysis approach. The description is a linguist or language teacher trying to describe the first language system and second language. 18 The data needed in this writing consists of phrases in Arabic and in Indonesian. The method used by the author in collecting data is documentation from Arabic dictionaries and Indonesian dictionaries, Arabic and Indonesian The author presents a collection of data with the method of linguistic analysis, namely the collection of data needed from books varies in one theme then analyzed with contrastive analysis, namely comparative analysis of two or more different languages to recognize similarities and differences between the two in general or from a particular linguistic side. The steps used by the author in contrastive analysis at this writing, namely: collecting and selecting the structure or elements of the original language and the target language to be analyzed; match the structure and elements of the original language and the target language by describing the elements of both languages; and predict the structure and elements of native languages and target languages for language learning. 19

Result and Discussion
The study of contrastive analysis emerged after World War II when there was a between both of languages generally or from a particular linguistic side 21 , and not from one family of language, for example, contrast between Arabic and Indonesian or between French and Indonesian, which is contrasted from phonological, morphological, syntactic, and semantic aspects as well, including descriptive linguistics. 22 Contrastive analysis is a branch of applied linguistics, namely grammar in contrast to pedagogical applications.
The difference between theoretical contrast studies and applied contrast studies highlights important differences between American and European contrast studies. In the United States what stands out is applied linguistics, while in Europe the theoretical aspects of applied studies are equally important. 23 Contrastive analysis includes microlinguistics. Microlinguistics is the field of linguistics that studies language for the benefit of the development of linguistics itself without relating it to other sciences. The field of microlinguistics includes descriptive linguistics which consists of phonetics, phonemic, morphological, syntactic, semantic, and lexicology; linguistic theories consisting of traditional theories, structural theories and their derivatives, as well as transformational theories and their derivatives; comparative historical linguistics, and contrastive linguistics. 24 This analysis is based on the balance and comparison of both languages that are not in a family, and analyzed in terms of similarities and differences from aspects of the two language elements, the first language is the mother language while the second language is the target language studied by students with the aim of predicting the difficulty of learning a foreign language.
Contrastive analysis is not comparing language with another language, but each its structure, such as the contrast between the phonology of language A and the phoneme of language B, as well as the morphology, syntax and semantics. 25 This study also seeks to specifically understand notifications and anxiety in learning Arabic as a foreign language. With full of linguistic expressions from Arabic, texts and structures that are largely different from the learner's native languages, and the geographical distribution of 21  According to Massofa, explained that contrastive analysis is one part of error analysis. If error is analyzed, it must be looking at errors generally, contrastive analysis looks at errors specifically. It is said so because contrastive analysis sees an error by comparing Bl with B2. 27 . Contrastive Analysis has long been regarded as a potential basis for second language teaching. According to the hypothesis of contrastive analysis, the difficulty or error in the acquisition or use of a person's second language can be predicted or by explaining posteriori in contrast or similarity between the first and second language. 28 All problems in the delivery of foreign languages, as well as in learning, namely in terms of the differences found in the grammar of the language or language itself, which often deliver without ignoring the equivalent. The purpose of contrastive analysis can be stated as follows: to make foreign language teaching more effective, as well as to know the difference between the first language and the target language based on the assumption that: foreign language learning is based on mother tongue, equality facilitates learning (positive transfer), differences cause problems (negative transfer / interference), then through contrastive analysis, problems can be predicted and considered in the curriculum. 29 As we know that there are some similarities and differences between Arabic and Indonesian syntax. The differences and similarities are expressed at the level of phrases, clauses and sentence structures 30 . The author presents a contrastive analysis of Arabic and Indonesian phrases in terms of their equivalents and differences. As we know that language has basic rules that determine the formation of words, both in terms of writing and speech. Like Arabic and Indonesian, we know that both have aspects of the equivalent of each other and also in terms of differences from one another. If we examine the previous study, there has not been any specific discussion about phrases in Arabic and Indonesian. Because the term phrase in Arabic itself is a term that is rarely used when studying nahwu or Arabic grammar itself, as stated by Imam Asrori. Not only is the term phrase rarely used when studying Arabic, the construction of phrases in Indonesian itself is not widely known to Indonesian language learners in general, except those who study Indonesian linguistics specifically.
The author reveals that the understanding of phrases in Arabic refers more to the term of murakkab, because based from several definitions and murakkab construction has similarity with phrase. But the term of ibarah is a term about a phrase in more general. In Nahwu books, nothing explains the construction of the phrase with the term ibarah either, but it uses the term of murakkab. This study will discuss the equivalent and also differences in phrases from Arabic and Indonesian. It is hoped that this study can facilitate Arabic learners in Indonesia by comparing the murakkab structure that has an equivalent with the structure of the Indonesian language. Not only knowing the equivalent, we can find out that not all structures in Arabic can be paired with Indonesian, but also have differences whether in terms of structure or vocabulary.
As found in Arabic, the term of phrase in this study uses the term "murakkabat".
Murakkab is two words or more, whether it is murakkab that has a perfect (complete) or imperfect (incomplete) principle. 31 And what is meant in this writing is imperfect murakkab which is nonpredictative, because perfect murakkab is equivalent to clause structure because it is predictive, for example ( ‫ٌد‬ ‫ِل‬ ‫َت‬ ‫ْج‬ ‫ُب‬ ‫ُب‬ ‫ِل‬ ‫ا‬ ‫َّط‬ ‫ال‬ ). Thus the author gives a limitation on the Arabic phrase meant "murakkabat ghair tam", namely idhafi, bayani which in Arabic theory there is a class of words that forms a relationship with the words they follow 32 : washfi, taukidi, and badal; athfi, mazji, adadi, and syibhul jumlah.
In contrast to Indonesian, the author specify the Indonesian phrases namely coordinative noun phrases, subordinative noun phrases, appositive phrases, coordinative adjective phrases, subordinative adjective phrases, prepositional phrases, and exocentric non-directive phrases. Based on the aspects of the matches in Arabic and Indonesian phrases, the author found a category of phrases that have equivalents and differences, and the author made a comparison between both language by sorting out phrases that had terms of equivalents and also terms of difference in Arabic and Indonesian. It can be explained as follows: Murakkab Badali are two words, which one of it is as an apposition equivalent to appositive phrases, which are attributes that provide additional information about the identity of a person or thing that refers to that person 38  Murakkab syibhul jumlah is named so because nahwu experts imagine the relation of each jar majrur and zharaf, and there is a omitted relation that is fi'il or syibh fi'il implied by adjusting the context of the sentence 42 which equivalent with prepositional phrase is exocentric phrase, consisting of nouns and prepostion, is called the exocentric directive phrase. 43 Preposition is a function word. Prepositions that are coupled in the exocentric phrase cause the emergence of the prepositional phrase or the exocentric directive phrase. This phrase has two components, namely the coupler and the axis. This exocentric directive phrase has various structures, meanings and functions in a sentence 44 , such as the example of murakkab syibhul jumlah jar majrur ( ‫ِل‬  ‫ِّي‬ ‫ِل‬  ‫ِس‬ ‫ْج‬  ‫ر‬  ‫ُب‬ ‫ْج‬  ‫ا‬  ‫َت‬ ‫َت‬ ) and prepositional phrases "di atas kursi (on the chair)", and example of syibhul jumlah zharaf ( ‫ِل‬ ‫َت‬ ‫َت‬ ‫ْج‬ ‫َت‬ ‫ْج‬ ‫ا‬ ‫َت‬ ‫ْج‬ ‫و‬ ‫َت‬ ‫ح‬ ) and also the example of its prepositional phrase "di sekitar sekolah (around the school) ". Both consist of prepositions and nouns.
Besides having an equivalent, the Arabic and Indonesian phrases also have differences, which include: Murakkab idhafi has differences with subordinate noun phrases in terms of meaning and word arrangement, such as the example of murakkab idhafi is ( ‫ِل‬ ‫ا‬ ‫َّط‬ ‫ال‬ ‫ُب‬ ‫ْج‬ ‫َت‬ ) and in Indonesian is "manusia terbaik (the best human being)". In Arabic the phrase consists of isim and isim, and holds the meaning of ‫"من"‬ while in Indonesian the phrase consists of nouns and adjective. Another example is ( ‫ِل‬ ‫َت‬ ‫ْج‬ ‫ُب‬ ‫ْج‬ ‫ِل‬ ), in Arabic, it is murakkab idhafi which consisting of isim and isim and contains the meaning ‫الم"‬ ‫,"ال‬ whereas in Indonesian it is not a phrase but only one word. This subordinate noun phrase also differs in Arabic words. In Indonesian, "rumah sakit (hospital)" is a subordinate noun phrase, Murakkab Washfi is different from subordinative noun phrases, for example  Although they have been mastering Indonesian grammar, it is difficult to find a comparison in Arabic. Thus, even though they are mastering the theory, but the difficulties are always found, such as real examples of students who are mistaken to distinguish between the tarkib idhafi and tarkib washfi. In addition to the construction equivalents of murakkab and Indonesian phrases mentioned above, knowing the differences in construction of both languages is important. In this discussion, it involves overlapping grammatical structure of words in a sentence, such as isim and isim and so on. This rule causes errors when foreign language is learnt, including negation and conjunction devices, as well as idhafah and na'at man"ut.
According to Moh. Pribadi, in his writing shows that language errors actually appear to increase in a number of students' language works, so that the phenomenon of their language errors makes language teachers dare to predict and build assumptions by assuming that errors that occur in their language work are indeed methodological and structural. 52 The teacher can look for the sources and causes of errors such as when correcting students" work. The errors found were then collected and classified, determined the nature and type of error, then determined the error area. 53 Students may make a mistake of writing murakkab which is made from Indonesian phrases with subordinate noun phrases by making it murakkab idhafi, even though it should be murakkab washfi. Because some Arabic language learners still find it difficult to distinguish between the structure of murakkab idhafi and murakkab washfi.
Likewise in the formation of coordinative phrases, in Indonesian coordinative phrases may eliminate the "dan (and)" conjunction, in the two words in the phrase.
Whereas in Arabic, murakkab athfi must insert athaf letters in these two words. In addition, a common mistake that is often made by students is the translation of both languages, either by translating Arabic phrases into Indonesian or vice versa. This is stated by Novia Arifatun in her writings that translation cannot be done without adequate mastery of foreign languages 54 , especially Arabic. In fact, according to Malay researchers, a problem often encountered by Arabic language students or Arabic-Malay translators is the mastery of the use of syibhul jumlah 55 . It also occurs to Indonesian Arabic translations.
From the contrastive results between Arabic and Indonesian as presented by the author, it provides the teachers to predict mistakes made by students, by applying contrast analysis between both languages, with this it is expected to provide convenience in learning Arabic grammar by matching for example how the phrase structure equates Arabic and Indonesian, then explain the different parts in each structure of the two languages, to make it easier for students to understand the structure of phrases in Arabic.
According to Qamariah, the method that can be used in language learning is using the eclectic method 56 , which is a method that combines several Arabic learning methods to achieve the objectives of Arabic learning. 57 In learning Arabic grammar, the teacher can use an inductive approach, because this approach is based on presenting examples first and then the examples are discussed with students, compared, and formulated rules and then given training to students. 58

Conclusion
From the results of contrastive studies between Arabic and Indonesian as presented by the author, by applying a contrast analysis between the two languages the teacher can predict mistakes that students might make. Thus, it is expected to be able to facilitate the learning of Arabic grammar by matching for example how the structure of Arabic phrases and Indonesian in order to facilitate students in understanding the structure of phrases or murakkabat in Arabic. Through contrastive analysis, it is useful to improve second language learning by understanding contrasting aspects. In addition, contrastive analysis is also useful for the interests of language development itself, and for understanding the culture of other countries through linguistic differences. Contrastive analysis also contributes to the translation to be more accurate in expressing intentions in the source language text. The author also expects further research on this analysis, for example by analyzing errors from previously only in the form of predictions, so, the accuracy of this study can be known. Thus, this research is not only the theory.