Kesalahan Fonologi Pelafalan Makhraj Huruf Hijaiyah dalam Program Tahsin al-Qur’an

Abstract

This study aims to identify and analyze phonological errors in the pronunciation of hijaiyah letters among eleventh-grade students at SMAIT Abu Bakar Yogyakarta. Despite students' awareness of the importance of accurate hijaiyah pronunciation, many continue to face significant difficulties in applying correct articulation during Qur'an recitation and memorization. Employing a qualitative descriptive approach, the research utilized direct observation of halaqah Qur'an sessions and interviews with students and dormitory supervisors, guided by Henry Guntur Tarigan's theory of language error analysis, which categorizes deviations in language use based on syntactic and semantic aspects influenced by linguistic limitations. Findings reveal that these errors primarily stem from several key factors: the similarity or absence of equivalent sounds for certain hijaiyah letters in the Indonesian language, environments that do not habitually reinforce proper makhraj (articulation points), and interference from regional dialects or mother tongues that lack accurate hijaiyah application. Common errors include substitutions such as ḥāʾ (ح) pronounced as hāʾ (ه), dhāl (ذ) as dāl (د), shīn (ش) as sīn (س), and others, often leading to altered meanings or reduced tajwid quality. The study recommends intensified tahsin (Qur'anic recitation refinement) programs and consistent correction by dormitory mentors to minimize phonological errors and enhance students' ability to recite and memorize the Qur'an with proper tajwid rules. These insights carry significant implications for educational practice, particularly in strengthening the tahsin curricula, teacher training in effective tajwid instruction, and targeted interventions to support diverse student backgrounds in achieving proficient Qur'anic reading skills