Enhancing Arabic Pronunciation Learning through Contrastive Analysis: An Empirical Study with Indonesian University Students

Abstract

This study investigates the effectiveness of a contrastive analysis-based instructional approach for improving Arabic pronunciation among Indonesian university students. We employed a quasi-experimental pretest-posttest control group design with 26 third-year students at STAIN Mandailing Natal, North Sumatra. The experimental group (n=15) received instruction grounded in systematic phonological comparison between Arabic and Indonesian, using a validated textbook titled Contemporary Arabic for Indonesians, while the control group (n=11) followed conventional phonetics instruction over sixteen 100-minute sessions. Three instruments—an oral pronunciation achievement test, an inclination questionnaire, and classroom observations—were used to collect data. The experimental group achieved a mean post-test pronunciation score of 78.6 (SD=7.1), representing a 50.0% improvement from baseline, whereas the control group scored 62.3 (SD=8.9) with only a 20.3% improvement. An independent-samples t-test revealed a statistically significant difference between groups (t=8.42, p<0.0001), with a very large effect size (Cohen’s d=1.92). Furthermore, gain-score analysis confirmed the experimental group’s superior performance (mean gain=26.2 vs. 10.5; t=10.1, p<0.0001; d=2.62). The contrastive approach also substantially increased student inclination toward learning Arabic phonetics, as shown by a significant interaction effect between time and group (F=35.6, p<0.0001, partial η²=0.38). Classroom observations corroborated these findings, with experimental students demonstrating greater enthusiasm, confidence, and attentiveness. Therefore, this research contributes a practical, evidence-based pedagogical methodology that transforms theoretical linguistic knowledge into scalable instructional practice, significantly reducing first-language interference and improving pronunciation outcomes for Arabic as a foreign language learners..