Phonology Acquisition through Hijaiyah Learning for Early Age

Children

Alvita Hikmatul Laily

, Dwita Dora Virdiana

, Rohmani Nur Indah

Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

Keywords: Arabic phonology; learning hija`iyah; phonological acquisition

Abstract: Phonological acquisition is experienced by children up to the age of five years. The phonological ability of

each child is different, one variation is the variation of the environment as the input received by children.

On introducing the letters of hija`iyah in Indonesia, children begin to learn to pronounce the sounds of the

symbol in accordance with makhroj and its characteristics. This study aims at examining phonological

acquisition through learning the hija`iyah. The method used is qualitative method combined with

phenomenology approach. The instruments of data collection include observation, interview, and

documentation. Based on the research, the main point that was found is the learning of the letters of

hija`iyah in Indonesia is still on the level of learning phonology, it has not reached the goal of language

acquisition that unconsciously make children acquire Arabic phonology.

1 INTRODUCTION

Learning hija`iyah letters has become essential

among Indonesian children. Since the age of

kindergarten or PAUD, parents have flocked to

invite their children to non-formal institutions such

as the nearest Al-Qur`an Education Park or mosque

and small mosque where the learning of hija'iyah

letters is held. Based on a phenomenon in Gresik,

East Java, Indonesia, Learning Hijaiyah Letters is an

obligation of the children. They go to learn Hijaiyah

letters since early age. Even, when the children was

born, The parents had registered them to the

informal school, namely TPQ Masjid Jami` Gresik.

Because the minimum age to be able join learning

hijaiyah there is 3,5 years old and the time of

waiting is about 3,5 years (Cahyadi, 2017).

There are extraordinary developments in the

reading of the Qur'an. Since the end of 1980, an iqro

method seminar for teachers to recite has the effect

of the emergence of TPQ or TPA. If previously the

number of elementary and junior high school

students who were smart in reading the Qurʻan was

only 10%. With the emergence of this method, the

number of students who could read the Qur'an was

around 30%. Until the early 2000s the number of

elementary and junior high school students who read

the Qur'an was 30%. Those who are smart at reading

the Qur'an are those who have entered the TPQ /

TPA. Meanwhile, students who have never entered

TPQ / TPA until graduating from high school, even

students can never read the Qur'an. It (Supriadi &

Rahmat, 2002) means that learning hija`iyah letters

in the early age of children is important and now, the

parents have realized it.

Even today, in some formal schools, learning

hija`iyah letters which then continue to read Al-

Qur'an, learning has been blended into the school's

main curriculum. Toward the 21

century, a new

trend of Islamic education in Indonesia is rising.

Integrated Islamic school. This school has the same

principles and characters of Intregated Islamic

School. One of them is having Al-Qur;an ability.

Until now, there are about 10000 integrated Islamic

schools (Suyatni, 2013).

In the early stages of learning, the child learns to

pronounce the letter hija`iyah interrupted, then

develops on the hija`iyah letter. The most basic thing

in learning hija`iyah letters is that children are able

to pronounce 28 Arabic letters starting at alif (ا) to

ya '(ي) according to the place of exit (makhroj) and

the character of the letter (shifat). In addition, the

letters hijaiyah also play a role in composing words

in Arabic as the Indonesian alphabet has a role in

composing sentences in Indonesian for their

meaning to be understood.

Laily, A., Virdiana, D. and Indah, R.

Phonology Acquisition through Hijaiyah Learning for Early Age Children.

DOI: 10.5220/0009916029072912

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2907-2912

ISBN: 978-989-758-458-9

2907

There are various kinds of terms in makhraj and

shifatul surat (Dahlan, 2003; Arwani, 2012 ) namely:

 Jahr, namely the retention of the breath caused

by a strong touch between the two breathing

organs when pronouncing the letter, the letters

are: ء ب ج د ذ ر ز ض ط ظ ع غ ق ل م ن و ي

 Isti'la ', in the pronunciation of the letters occurs

the removal of most of the tongue, for example ق

ض ط ظ غ

 Ithbaq, when pronouncing the letter the base of

the tongue is raised towards the soft palate, the

letters are: ظ ط ض ص

 Ishmat, the letters on the ismat are rather heavy

when spoken and cannot be pronounced quickly,

the letters of grace are the same as the example

of the letter ithbaq

 Syiddah, when the pronunciation of the letters

there is a temporary detention of sound on the

makhraj then it is released simultaneously with

the air, namely: ط

 Midway, when you recite the middle letter, there

is a simplification of sound, namely ر ع ل م

 Shafir, the addition of sounds similar to whistling

sounds, namely: ص س ز

 Qalqalah, the letter qalqalah when you read

sukun there is a kind of vibration that sounds

strong, the letters are: ط د رد ب

 Layin, the pronunciation of the letters is easy and

rather longitudinal, namely ي و

 Inhiraf, which is the transfer of a letter to another

letter after leaving the makhraj. There are 2

letters, namely: ل ر

 Takrir, the tip of the tongue vibrates when

passing letters, there is only one letter, namely: ر

 Tafasysyi, when pronouncing the letters of air

distribution in the mouth, namely: ش

 Istithalah, extending the sound on the letter,

namely: ض

 Khafa, that is the loss of some letters when

pronouncing them, the letters are 3, namely: ه و ي

 Gunnah, which is the sound that comes out of the

nasal cavity in the form of echoes that are in the

tidings of the م and ن letters

The first language acquisition at the age of

children is the stage where children get language

sound rules based on the input they receive as a

process from the simplest to the most complex stage,

then it will continue to be stored in its memory as a

language stimuli (Indah, 2008). The acquisition of

this language, then evolved from the original child

experienced phonological acquisition then

developed into morphological acquisition, syntactic

acquisition, and the last is semantic acquisition

(Indah, 2017).

In language, the phonological word consists of

Fon and Logi, Fon means sound, while Logi means

Science. In the study of the field of science,

phonology can be interpreted as a science in the field

of Linguistic studies that study, discuss, and discuss

and analyze the kinds of sounds of language derived

from the human sensory instruments, namely oral

(Chaer, 2009).

Syllable or syllable is a unit consisting of several

sequences of sounds which are indicated by the

loudest sound unit, which is in front of it, behind it,

or in front of and behind it, this peak of loudness

which is usually called a vowel sound, which can be

interpreted as sound produced from the oral cavity

without any obstacles (a, i, u, e, o).

Phonology consists of two parts, phonetics, and

phonemes (Rafiek, 2014). Phonetics is a branch of

phonology that discusses the sounds of language

without regard to the origin of the word, whether or

not the sounds can distinguish meaning (words).

Phonetics learns about how the sounds of the

language are produced by human utensils, such as

the position of the lips and tongue in uttering a

sound and sound waves.

Phonemes are a branch of phonological studies

that discusses the sounds of language by focusing on

the function of letters as distinguishing meanings

(words), such as the example in words (tun) and

(run), the sounds "t" and "l" cause the two words to

have different meaning. The smallest unit of sound

which is the object of study of phonetics is called

phon (sound of language). While phonemes are the

smallest sound units that are used as objects of

phonemic study.

The study uses the Clark & Clark phonology

acquisition theory (1977) which says that mastery of

the child phonetic segment uses hypothesis testing

theory or discovery procedure. Children will try to

use various hypotheses to say the correct sound

(Indah, 2017). As when he will say the word "baru".

At first, he could only say "lu", then "halu", only

then could you say "balu" and later on

“baru”. A child will be able to speak better when he

is able to master many new segments and is able to

correct himself when an error occurs. This situation

can certainly occur when there is a "model", namely

the exposure he gets from what is exemplified by the

adults around him (Indah, 2017). The phonetic

acquisition will further support the next phases of

language acquisition (Nurjamiaty, 2015).

The stages in the process of acquiring language

in a child are interesting. Therefore, linguistic

experts are interested in researching about the

acquisition of these languages. So from the past until

ICRI 2018 - International Conference Recent Innovation

2908

now there have been many researchers about

language acquisition. This study of language

acquisition is one way to find out how the human

brain works.

According to Chomsky (in Dardjowidjoyo, 2000)

humans have what is called faculties of the mind that

is a kind of intellectual (abstract) plot in their brain.

Among these plots is intended for language

acquisition. When the baby is bitter to the world, he

has the provision to grow the language. The

language acquisition device (LAD). The device

receives input in the form of sentences from people

around it. Then Input from the environment is

accepted and filtered by language acquisition tools.

So, the child will filter all entries in the language

acquisition tool in the form of hypotheses. Language

acquisition includes syntactic, semantic, and

phonological acquisition. The language component

is acquired or developed together. But in its

assessment the linguistic component must be done

separately (Eviyanti, 2008).

In acquiring phonology, each individual has: (1)

variations in performance arising based on heredity

in different forms of choice or different types of

learning. Thus, determining differences between

children; (2) environmental variations caused by

differences in input for different children; (3)

linguistic variations that arise from the number of

different choices. On language acquisition tools that

provide acquisition, especially types of structures,

the types of individual variations in phonological

acquisition are influenced by these three variations

(Ingram, 1987).

There are several studies that discuss the

acquisition of child phonology, including discussing

about the acquisition of phonology of children

consisting of obtaining a minimal consonant and

vocal pair and different phonemes of the child's

language distribution in each child according to their

abilities (Rafiek, 2014). There are also findings

about several factors that influence the ability of

children to recognize hija`iyah letters, including: (1)

environmental factors, namely the family

environment and social abilities of each child and

(2) psychological factors namely children's interest

and motivation. In teaching hija`iyah letters the

teacher uses two methods, including: (1)

musyafahah method or tongue fighting and (2)

'ardhul qira'ah or reading deposits (Iqromah, 2018).

The research focuses on the study of phonological

acquisition through learning hija'iyah letters in early

childhood.

This research is deemed necessary because there

are still not many who have conducted studies on

phonological acquisition through learning hija`iyah

letters. In fact, the phenomenon of reciting at the age

of a child seems to have helped many children to

recite sounds that eventually form language.

2 METHOD

This study uses a phonology approach to

language acquisition and qualitative comparison

methods. The phenomenology approach aims to find

the meaning contained in a phenomenon or

phenomenon that occurs in society (Raco, 2010).

The study aimed to capture the meaning of language

acquisition in the phenomenon of learning hija'iyah

letters of kindergarten children.

This research was carried out on early childhood

in two TPQ in Jombang Regency namely TPQ

Hidayatu Qur`an Tambakberas and TPQ Nurul

Qur`an Ploso, Indonesia. These children are

classified between children who often go to the

Koran and who rarely recite the Koran. Then a few

words are provided which are a collection of words

from the phoneme distribution for them to say. The

techniques used in data retrieval are through

observation, interviews and documentation.

Observations on the phonological abilities of

kindergarten-aged children at TPQ were conducted,

interviews with teachers and parents, and

documentation in the form of video recordings,

photographs, and recording of children's

phonological abilities. Video recording is done using

a mobile camera then analyzed comprehensively

with other data sources and described through

writing.

The data analysis in this study goes through the

following stages: (1) collecting sounds in

Indonesian; (2) group them into vowel phoneme

distributions, diphthong phoneme distributions, and

consonant phoneme distributions; (3) observing the

object of research in pronouncing these words; (4)

analyze the data obtained based on these

observations supported by information obtained

during the interview; and (5) conclude the results of

data analysis.

3 RESULTS AND DISCUSSION

There are three types of phoneme distributions,

namely: (1) distribution of vocal phonemes; (2)

distribution of diphthong phonemes; (3) the

distribution of consonant phonemes. This

distribution was chosen because it felt more

Phonology Acquisition through Hijaiyah Learning for Early Age Children

2909

appropriate to the phonological abilities of children

in kindergarten age.

3.1 Distribution of Vocal Phonemes

The distribution of vowel phonemes is as shown

in table 1.

Table 1. Vowel distributions

vowel initial middle final

/ a / air

(water)

rasa

(taste)

kita

(we)

/ a / atas

(at the top)

kata

(word)

luka (injury)

/ i / ikan

(fish)

lihat

(see)

tani (farming)

/ i / indah

(beautiful)

sikat

(brush)

kami (we)

/ u / usil

(annoying)

lupa

(forget)

palu (hammer)

/ u / udah

(already)

rumah

(home)

ratu (queen)

/ e / erat

(strictly)

benar

(correct)

pare

(vegetable that

taste bitter)

/ e / enak

(delicious)

lelah

(exhausted)

sate (satay)

/ o / obat

(medicine)

robot

(robot)

ayo (come on)

/ o / obor

(torch)

kotor

(dirty)

opo (what)

3.2 Diphtong Phoneme Distribution

Phoneme distribution of diphthongs can be seen

in table 2.

Table 2 Diphtong distribution

diphtong initial final

/ai/ air (water) pantai (beach)

/ai/ sungai (river)

/au/ aurora pulau (island)

/au/ hijau (green)

/oi/ amboi (amazing)

/oi/ ikan koi (koi fish)

3.3 Consonant Phoneme Distribution

Phoneme distribution of consonants can be seen

in table 3.

Table 3 Consonant distribution

conso

nant

initial middle final

/ b / bawah

(bottom)

robot kebab

/ b / bentuk

(form)

ubah (change) sebab

(because)

/ c / cantik

(pretty)

kucing (cat) jelek

(bad)

/ c / cari

(find)

kecil (small) -

/ d / depan padat (solid) -

conso

nant

initial middle final

(in front

of)

/ d / dari

(from)

roda (wheel) -

/ f / forum sofa (couch) aktif

(active)

/ f / film limfa (limph pasif

(passive)

/ g / goyang

(move)

ragam (various) kemenag

(religious

ministry)

/ g / gaya

(style)

raga (body) -

/ h / harus

(must)

lihat (see) bawah

(bottom)

/ h / hasil

(result)

bahan

(material)

sawah

(ricefield

)

/ j / jangan

(don’t)

tajam (sharp) bajaj

(tradition

vehicle)

/ j / jadi

(done)

haji (hajj) unej

(jember

univ)

/ k / kucing

(cat)

ikan (fish) cantik

(pretty)

/ k / kuda

(horse)

tukar (change) bentuk

(form)

/ l / lupa

(forget)

palu (hammer) usil

(annoyin

/ l / lava sulap (magic) kapal

(ship)

/ m / mata

(eyes)

zaman (era) ragam

(various)

/ m / makan

(eat)

cuma (just) seram

(terrifyin

/ n / nasi

(rice)

benar (correct) teman

(friend)

/ n / nama

(name)

panah (arrow) akan

(would

be)

/ p / palu

(hammer)

lupa (forget) asap

(smoke)

/ p / pada (of) rupa (form) usap

(wipe)

/ q / quran - -

/ r / rasa

(taste)

harus (must) bayar

(pay)

/ r / rupa

(form)

keruh (murky) sabar

(patient)

/ s / sate

(satay)

rasa (taste) atas (at

the top)

/ s / sabar

(patient)

pasir (sand) harus

(must)

/ t / tani

(farming)

sate (satay) robot

/ t / tikar

(mat)

batu (stone) lalat

(flies)

/ v / vas lava -

/ v / venus diva -

/ w / waktu bawah (bottom) -

ICRI 2018 - International Conference Recent Innovation

2910

conso

nant

initial middle final

(time)

/ w / warna

(color)

awas (beware) -

/ y / yang

(which)

bayar (pay) Roy

/ y / yaitu

(namely)

dayung (row)

/ z / zaman

(era)

bazar -

/ z / zakat

(zakah)

lezat (delicious) -

Based on observations to the objects in two TPQ

in Jombang, Indonesia, there are two kinds of

phonological acquisitions found: (1) the children are

able to recite all phonology presented in various

phoneme distributions; (2) only some still cannot

pronounce the phoneme distribution of the letter "r".

Of these two types, children who are able to recite

all phonology presented are kindergarten children of

grade A, both on the group who are diligent in

recitation and those who rarely attend the TPQ. The

later are those who have reached the age of 5 years

or less. While those who still cannot recite the "r"

consonant phoneme distribution are those who also

frequently recite, but their age is still 4 years or 4

and a half years. They change the consonant "r" to

"l". The word robot becomes lobot. The similar

finding is also shown in antoher research on

preschool children (Wulandari, 2018; Faldy, 2018).

This is in accordance with the view that the

acquisition of mother tongue will occur in a normal

child up to about 5 years of age (Indah, 2017). Clark

and Clark (1977) also argued that the process of

language acquisition of a child at the age of

approximately 5 years was able to resemble adult

language both in terms of phonology, word form,

sentence, and discourse organization

(Sukartiningsih, 2010; Maharany, 2016).

However, based on the phenomenon that shows

no difference in phonological acquisition of children

who are diligent in recitation and who rarely recite,

it can be concluded that learning hija`iyah letters of

children or commonly known as recitation activities

can not be categorized as environmental factors that

influence the acquisition of child phonology. As

Krashen's theory states that language acquisition is a

process that occurs naturally where a child has

learned a language without him knowing. Whereas

language learning has the opposite meaning, namely

language is learned consciously (Herlina, 2016). In

this case it can be seen that the learning of the letter

hija`iyah which is actually the first stage of the

acquisition of second language phonology namely

Arabic is still at the level of purpose to be able to

read the Qur'an correctly. Whereas according to

Ingram (1970) each individual or child is different in

obtaining phonology (Nasution, 2013). Among these

variations are: (1) performance variations based on

learning type abilities; (2) environmental variations,

because the input received by children varies; (3)

linguistic variations namely differences in language

acquisition devices (Herlina, 2016; Setiyadi, 2013).

4 CONCLUSIONS

Based on the division of the structure of

children's language in terms of aspects phonological

acquisition, the phoneme distributions of children's

language are as follows:

1) Distribution of children's language vocals which

includes / a /, / i /, / u /, / e /, / o / takes place in all

positions. It is similar to the finding of other study

on children aged below five (Yuliawan, 2016).

2) Child language diphthong distribution which

includes / ai /, / au /, and / oi /. / ai / and / au / at the

beginning and end. Whereas / oi / place only at the

end

3) The consonant distribution includes / b /, / c /, / d

/, / f /, / g /, / h /, / j /, / k /, / l /, / m /, / n /, / p /, / q /,

/ r /, / s /, / t /, / v /, / w /, / y /, / z /. Consonant / b /, /

f /, / g /, / h /, / j /, / k /, / l /, / m /, / n /, / p /, / r /, / s /,

/ t /, / y / occupies all positions. Whereas consonant /

c /, / d /, / v /, / w /, / z / occupies the initial and

middle positions and / q / occupies the initial

position. This is also supported by the finding in the

context of preschool children (Eviyanti, 2008).

From the research on phonological acquisition of

kindergarten children in two TPQ in Jombang,

Indonesia, it shows that kindergarten children

around 5 years of age who often and rarely recite are

able to recite all phoneme distributions presented.

While kindergarten children who are less than 4

years old and often go to the Koran still cannot

pronounce the "r" consonant distribution. based on

this, it can be concluded that learning hija'iyah

letters in Indonesia is still at the level of

phonological learning, not reaching the level of

phonological acquisition.

As the implication, the result of this study can be

an evaluation for teachers who teach hija`iyah letters

to make the learning process of hija'iyah as a means

to support children’s phonological acquistion

complemented by habituation as articulation training

(Chiang, 2003) and exposure for optimum result of

acquisition. The researcher also suggested to the

next researchers to be able to examine the

phonology acquisition through learning hija'iyah

Phonology Acquisition through Hijaiyah Learning for Early Age Children

2911

letters with larger and more diverse samples so that

more accurate data can be obtained.

REFERENCES

Arwani, M. U. (2012). Yanbu`a : Latihan Makhraj dan

Sifat Huruf. Kudus: Pondok Tahfidz Yanbu`ul Qur`an

Kudus. 35-36

Cahyadi, C. (2017, August 27). Ortu Sudah Daftarkan

Anak meski Belum Punya Nama. Jawa Post.

Chaer, Abdul. (2009).Fonologi bahasa Indonesia.Jakarta :

Rineka Cipta.

Chiang, Pi-Yu (2003) Bilingual children’s phonological

awareness: the effect of articulation training Nordlyd

31(3), 532-544

Dardjowidjoyo, S. (2000). Echa: Kisah Pemerolehan

Bahasa Anak Indonesia. Jakarta: Grasindo. 19

Dahlan, N. Al-Barry, Y., Al-Ulya Sofyan Ya’qub, (2003)

Kamus Induk Istilah Ilmiah Seri Intelektual, Surabaya:

Target Press

Eviyanti, Evi (2008) Pemerolehan fonologi pada anak

umur 2;3. Bahas, 69(1), 20-30.

Faldy (2018) Pemerolehan bahasa (analisis pemerolehan

fonologi (vokoid dan kontoid) pada anak 24 bulan)

IDEAS 6(1), 78-89

Herlina. (2016).Pemerolehan fonologi pada anak usia dua

tahun dua bulan (studi kualitatif pemerolehan fonologi

pada Aisyah). Jurnal Pendidikan Usia Dini 10(2),

295-314.

Indah, Rohmani Nur (2008). Proses Pemerolehan Bahasa

: dari Kemampuan hingga Kekurangmampuan

Berbahasa.

Indah, Rohmani Nur. (2017). Gangguan Berbahasa:

Kajian Pengantar. Malang: UIN Maliki Press.

Ingram, D. (1987). Individual Variation and Its

Relevanceto a theory of Phonological Acqisition.

Journal of Child Language, 420.

Iqromah, Fitri. (2018) Identifikasi kemampuan anak dalam

mengenal huruf hijaiyah di TK sekecamatan

Samigaluh Kulon Progo. Jurnal Pendidikan Anak Usia

Dini 1(7), 11-24.

Maharany, Andi Firdha. (2016) Gejala fonologis bahasa

indonesia pada anak usia 3-4 tahun di PAUD Permata

Hati kota Kendari Bastra 1(2), 1-21

Nasution, Julidar. (2013) Phonological acquisition of

children aged 2-4 years (a case study about change of

sounds or phonemes). Lantern 2(3), 24-40

Nurjamiaty (2015) Pemerolehan bahasa anak usia tiga

tahun berdasarkan tontonan kesukaannya ditinjau

dari kontruksi semantik Edukasi Kultura 1(2), 42-62

Raco, J.R. (2010) Metode Penelitian Kualitatif: Jenis,

Karakter, dan Keunggulannya. Jakarta: Grasindo.

Rafiek, Muhamad & Rusma Noortyani. (2014)

Pemerolehan fonologi anak di tiga PAUD Kecamatan

Banjarmasin Utara Banjarmasin: Universitas

Lambung Mangkurat.

Setiyadi, Alif Cahya & Muhammad Syamsun Salim

(2013). Pemerolehan bahasa kedua menurut Stephen

Krashen. Jurnal Ta`dib 8(2), 265-280.

Sukartiningsih, Wahyu. (2010) Kontruksi semantis kata

pada perkembangan bahasa Indonesia anak, Bahasa

dan Seni 38

(2), 205-216.

Supriadi, U., & Rahmat, M. (2002). Percepatan

Keterampilan Membaca al-Qur`an di Sekolah Melali

Metode bil-hikmah. Jurnal Penelitian Pendidikan No.

2, October .

Suyatni. (2013). Sekolah Islam Terpadu; Filsafat, Ideologi,

dan Tren Baru Pendidikan Islam di Indonesia. Jurnal

Pendidikan Islam Vol. II No. 2 , 355.

Wulandari, Desy Indah (2018) Pemerolehan bahasa

Indonesia anak usia 3-5 tahun di PAUD Lestari desa

Blimbing kecamatan Paciran kabupaten Lamongan

Lingua Franca: Jurnal Bahasa, Sastra, dan

Pengajarannya. 2(1):74-83

Yuliawan (2016) Pemerolehan bahasa Indonesia pada

anak usia 2-5 tahun di perumahan Air Dingin

Marpoyan Pekanbaru Riau GERAM 4(3), 91-99

ICRI 2018 - International Conference Recent Innovation

2912