Hijanetics (Hijaiyah and English Phonetics) in Efl Pronunciation Classes: A Participatory Action Research

Abstract

This study explored the use of sounds association of Hijaiyah (Arabic Alphabets) and English phonetics (HIJANETICS) in teaching pronunciation to students who learn English as a Foreign Language, especially in Aceh context. It aimed at overcoming the learners’ difficulties in producing English sounds, enhancing their communicative competency, and also promoting an alternative approach to teach pronunciation for teachers. The researcher worked with four English teachers of Madrasah Ulumul Quran (MUQ) Langsa, Aceh Province, whom were selected purposively. Observation and in-depth interview were conducted to obtain the results of the research. The findings revealed that phonetics training by associating the sounds to Hijaiyah (Arabic Alphabets) improved some learners’ pronunciation qualities, which were clearer and understandable. It promoted independent learning for the students since their ability to recognize phonetics symbols allow them to discover how a word is pronounced. Most importantly, it engaged and motivated them to learn the foreign language.

The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development

“…Notably, various research findings substantiate the efficacy of incorporating hijaiyah sounds in aiding Muslim students in their pronunciation learning endeavors. Studies by Lestiono and Gusdian (2018), Wati (2019), and Gusdian et al (2020) collectively endorse the notion that exposure to hijaiyah sounds has proven instrumental in assisting Muslim students in refining their pronunciation skills. These empirical findings underscore the pedagogical utility of incorporating culturally and linguistically relevant elements into the language learning process, particularly in the context of Islamic-affiliated schools.…”