Correct Pronunciation Research Articles

Pelaksanaan Metode Talaqqi dalam Memperbaiki Pengucapan Huruf Halaq (Tenggorokan) pada Pembelajaran Al-Qurán di Rumah Tahfidz Baitul Qurán Kota Padang

This research is motivated by the large number of Tahsin Al-Qurán students who are spread across various places of Al-Qurán education but still have minimal correct pronunciation of Tajweed. This is influenced by learning methods, the role of the teacher, and the regulations set by the Al-Qurán education place. So here it is interesting for me to study the method used in learning Tahsin Al-Qurán, namely the Talaqqi method. What I studied was aimed at finding out the implementation of the students' Halaq letter recitation in the house of the Baitul Qurán tahfidz in Padang City. This study uses a qualitative method. The population of this study was 4 people. Data collection techniques were carried out through observation, interviews and documentation with the head of the Tahfizh House, teachers and students. Data analysis uses data reduction, data presentation, and drawing conclusions. Based on the research results obtained through observations, interviews and documentation at the Baitul Qurán tahfizh house in Padang City, the implementation of the Talaqqi method in correcting the makharijul of Halaq letters at the Baitul Qurán tahfizh house in Padang City is done by the teacher first correcting each of the students' halaq letters, supported by talaqqi book, jaw chart, and blackboard.

Enhancing Speaking skill With Correct Pronunciation Using Video of Midwifery Students at Muhammadiyah Manado University

The goal of this research was to investigate whether conversational videos could improve the speaking skills of midwifery students at Muhammadiyah Manado University. Specifically, the study looked at how videos could help students develop correct rhythm, stress, intonation, and emotion in their pronunciation. The study involved 32 midwifery students at the university and used an experimental technique with pre-tests and post-tests to collect data. To gather data, the researcher used observation and assessed the students' speaking skills before and after watching the videos. The results showed that the conversational videos were effective in improving the students' pronunciation skills. To get the most benefit from the videos, the students first practiced the conversations featured in the videos. Next, they listened to the conversations, repeated them, and then practiced speaking in front of the class. The findings showed that the final good value increased significantly from the pre-test stage to the post-test stage. In the pre-test, the students' good value was 22%, but this increased to 47% in the post-test. Moreover, the lack of value decreased by 19% in the post-test compared to the pre-test.

ОБ ОПЫТЕ ИСПОЛЬЗОВАНИЯ МУЛЬТИМЕДИЙНЫХ СРЕДСТВ В ОБУЧЕНИИ ФОНЕТИКЕ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО (НА ПРИМЕРЕ ВОЛГГМУ)

A necessary condition for the development of communication skills and abilities in a foreign audience is mastering the skills of correct pronunciation. Foreign students are going to communicate with native speakers, and also receive higher professional education in Russian language. Work on the production of any sound of Russian language is preceded by the development of phonemic hearing: students need to learn to distinguish and recognize Russian phonemes by ear. This research is devoted to the analysis of the techniques and methods available in the methodology for teaching phonetics of the Russian language to foreign students of non-linguistic universities from different countries at the present time. The features of the production of vowel and consonant sounds that cause special difficulties for students are considered. Particular attention is paid to modern multimedia tools and online resources that contribute to the successful mastery of the phonetic structure of the Russian language by foreign students. The author proves the need to use interactive exercises to create sounds and overcome difficulties associated with pronunciation. In addition, examples of specific exercises for introducing, training and consolidating phonetic material are given. This article can serve as a practical basis for methodological recommendations to lecturers of Russian as a foreign language in the process of teaching foreign students both in introductory phonetic and accompanying phonetics courses.

تحليل أخطاء مخارج الحروف عند الطالبات بمدرسة علوم القرآن فيدي عند قراءة النصوص العربية

This study aims to determine the types of letter exit errors among the students of the Madrasah Ulumul Quran Pidie. The research method used by the researcher in preparing this research is the descriptive approach by entering into the content analysis, and to obtain sufficient data in this study, direct observation, personal interviews, tests and documents are used. The results of the research obtained by the two researchers, the common errors among female students in the Arabic letter exits at the Madrasah Ulumul Quran Pidie include errors in the pronunciation of the letters kha, dhaad, dha, ha, and za’. These errors consist of light errors, medium errors and heavy errors. As for the attempts made by the teachers to correct the errors of the letters’ exits among the female students in the Madrasah Ulumul Quran Pidie, they consisted of creating special educational circles for the letters’ exits and the morning and night program for the correct pronunciation of the Arabic letters.

The Role of Computer-Aided Diagnosis in Speech Restoration in Patients with Cancer of the Oral Cavity and Oropharynx after Hemiglosectomy: a Prospective Comparative Study

INTRODUCTION. Oral cavity and oropharyngeal cancers usually require extensive surgeries accompanied by damages to anatomical structures and impaired speech function.
 AIM. To compare the effectiveness and terms of speech rehabilitation in patients with cancer of the oral cavity and oropharynx using various speech restoration techniques.
 MATERIALS AND METHODS. We studied the effectiveness and length of speech rehabilitation in 140 patients with stages II–IV oral cavity and oropharyngeal cancer. The age of the patients ranged from 24 to 70 years. All the patients underwent hemiglosectomy. Combined modality treatment and postoperative speech rehabilitation were performed according to the technique developed in the Department of Head and Neck Tumors of the Oncology Research Institute. Speech rehabilitation effectiveness was studied on the basis of subjective and objective evaluation of speech using the computer-software complex (OnkoSpeech v 1.0).
 RESULTS AND DISCUSSION. Impaired speech function of patients was observed before starting combined modality treatment and manifested as a change in the prosodic system of speech and subjective communication difficulties associated with the presence of a tumor. After surgery, all the patients demonstrated impaired speech function, ranging from distorted pronunciation to the complete absence of verbal communication. Speech rehabilitation started 8 to 29 days after surgery: in the study group I, Me = 9.6, in the study group II, Me = 9.8, values did not have statistically significant differences (p 0.05). At the beginning of speech rehabilitation, to restore activity and coordinate the work of articulatory apparatus muscles and speech expiration, special complexes of articulation and breathing exercises followed by sound pronunciation correction were performed. Postoperative speech rehabilitation resulted in the improvement of speech function in 100 % of cases. In group II, where the correction of sound pronunciation was performed on the basis of speech diagnosis data using the OnkoSpeech v 1.0 computer-software complex, it was possible to achieve a better result of sound pronunciation correction of all the studied sounds, except for hissing (lingual-frontal) [sh], [zh], [shch], [ch].
 CONCLUSION. The use of the OnkoSpeech v1. ± software package for speech computer-aided diagnosis made it possible to objectively evaluate and quantify the effectiveness of the correction of the sound pronunciation of six phonemes of the Russian language, improve the results of the correction of sound pronunciation and reduce the time of speech therapy.

Roles-based engagement in collaborative online discussions to promote EFL speaking

This qualitative case study examines students’ perceptions of role-based engagement in collaborative online discussions to promote English as a foreign language (EFL) speaking. For this reason, semi-structured interviews were conducted with 28 students and one educator. The results showed that teachers applied three basic educators’ collaborative competencies (ECC) during online discussions. Thus, group activities are evident through the following: speaking skills (peer grammar repetition and peer pronunciation correction), cognitive boosting (criticizing and confirming specific opinions), social interaction (praising group accomplishments and help-seeking problem-solving), and collaborative skills. The study suggests more research into role-based discussions that occur on the spot or without teachers planning ahead, open-ended speaking diagnostic tasks, designs for online assessment and evaluation of speaking rubrics, fluency-oriented speaking tasks, and technology-assisted peer-learning assessments.

Taṭwīr Ta`līm Mahārah al-Qirā‘ah Bi Ṭarīqah “Anṭiq Wa Mayyiz” `Alā Asās al-Madkhal as-Siyāqī Wa al-Madkhal al-Binā‘ī Bi MIN 9 Aceh Selatan

Based on the observation of the first-in-class fourth of the Government Islamic Primary School 9 South Aceh students are weak in pronouncing words and sentences in the text and students find it difficult to pronounce letters in Arabic words and have difficulty distinguishing the correct pronunciation. This also makes them feel weak in mastering the meaning of vocabulary and unable to understand the text. When the teacher distributes to groups and asks students to pronounce the words in the text and asks students to take turns reading they find it difficult to read. In the teaching and learning process, students cannot answer the teacher's questions about the text. With these problems, researchers want to develop learning reading skills with the "Intiq Wa Mayyiz" method based on the CTL approach and the constructivism approach. The purpose of this thesis is to identify the student's response, the validation of experts, and the effectiveness of developing the teaching of reading skills in an " Intiq Wa Mayyiz " manner, on the basis of a contextual approach and a constructivist approach. In this study, researchers used research and development methods with the type of One Group Pre-test and Post-test Design. The researcher presented questionnaires, pre-tests, and post-tests as research tools. As for the results of the research, the development of teaching reading skills using the "Intiq Wa Mayyiz" method has a positive response among students, and the researchers found their response results to be very good because this method can improve students' abilities, tendencies and desires in reading skills. The validity assessed by experts in teaching reading skills using the "Intiq Wa Mayyiz" method obtained a result of good and pleasant traits. The development of teaching reading skills using the "Intiq Wa Mayyiz" method is effective for improving reading skills.

STRATEGI PEMBELAJARAN BAHASA ARAB DI MADRASAH TSANAWIYAH HIFZHIL QUR’AN MEDAN

Strategies and methods in learning Arabic are carried out so that students can learn and receive the material more effectively and efficiently. Teaching and learning strategies need to be designed and implemented when carrying out learning. Using good and appropriate learning strategies will produce maximum learning so that it can improve the quality of Arabic language learning. This research was conducted to look at the Arabic language learning strategies used at MTS Hifzhil Quran Medan. The research method used is a qualitative method, this method provides a focus point on the problem which is carried out by observation, interviews and other sample evidence. The results of the research show that the strategies used by teachers in learning Arabic at MTS Hifzhil Qur'an Medan are in learning Arabic vocabulary the teacher uses the strategy of playing games, in the Istima' Arabic learning strategy the teacher applies the strategy of listening to Arabic audio visuals, and in learning muhadastah Arabic teachers apply strategies for teaching the correct pronunciation of mukharijal letters.

Speech corpus for Medina dialect

Automatic Speech Recognition (ASR) has standard rules which must be followed and considered carefully. Some difficulties that lead to less ASR performance is variations in pronunciation and small words misrecognition. Arabic ASR faces some challenges like difficulty in obtaining corpora for spoken dialects. Obtaining a wide range of diacritized text as well as the enormous number of word forms is considered a major challenge due to the Arabic language morphology richness and its’ letters capability to be written without diacritics. Although Arabic is one of the most popular languages, Arabic ASR systems are still rare compared with other languages. As ASR systems depend primarily on speech corpuses, Arabic ASR systems requires specific-dialect speech corpuses. Such speech corpuses are still deficient, costly, nor sometimes exists. In this research, we contribute to overcome the lack of speech recognition and misunderstanding for one of the most famous dialects in Saudi Arabia, Medina. We created a brand-new corpus “Haneen Corpus“, which consists of 70,364 tokens that have been uttered using Medina dialect, and constructed a dictionary using 64 phonemes to analyse the correct pronunciation of words. Our Medina Dialect ASR System exploited Hidden Markov Models (HMM) that achieved 92.09 % speech recognition accuracy.

Factors Affecting the Teaching of English Syllables and Stress

The teaching and learning of English syllables and stress are intricate processes influenced by a myriad of factors. This discussion explores significant determinants including linguistic background of learners, teacher competency and training, availability and quality of instructional materials, and learner motivation and attitude towards English pronunciation. The interference from mother tongue and familiarity with phonetic symbols play pivotal roles in how learners grasp phonological aspects of English. Similarly, teacher competency in phonology and pronunciation pedagogy, alongside the ability to model correct pronunciation, significantly impacts the effectiveness of instruction. The quality and cultural relevance of instructional materials, coupled with the integration of modern educational technology, enhance the teaching and learning experience. Moreover, learners' motivation and attitude towards English pronunciation are intertwined with their learning outcomes, underscoring the importance of fostering positive attitudes and high motivation. An integrated approach considering all these factors, supported by continuous professional development for teachers and a well-designed curriculum, is recommended to address the challenges associated with teaching and learning English syllables and stress. Through this holistic approach, a conducive learning environment promoting better understanding and mastery of English pronunciation can be established, ultimately improving the overall language proficiency of learners.

USING NATURALREADER: A FREE TEXT-TO-SPEECH ONLINE WITH AI-POWERED VOICES IN TEACHING LISTENING TOEFL

This research describes the use of NaturalReader in teaching listening TOEFL. This research is descriptive qualitative research. The analysis shows that NaturalReader is an AI-powered free text-to-speech service online which helps teachers/lecturers to teach English. In teaching English, especially listening to TOEFL, an English lecturer in ITB AAS Indonesia uses face-to-face learning combined with Zoom and Live YouTube streaming. The lecturer uses NaturalReader Text-to-Speech (TTS) in teaching listening TOEFL including Part A (short dialogue), Part B (long dialogue), and Part C (monologue). The lecturer opens the NaturalReader application, then clicks the + icon to input the words, phrases, or sentences that she/he wants to listen to the audio with their pronunciation. NaturalReader offers female and male voices and variation accents for both free and paid users. This software is capable of converting text into sound in multiple languages, including English with diverse accents, such as British or American. In teaching listening TOEFL, pronunciation especially accent cannot be separated from listening. In listening, the presence of several accents, the speakers’ speed, and the speaker’s intonation from native speakers on listening tests may threaten test fairness. By using the NaturalReader app, the students can learn to listen to how the word/phrase/sentence is pronounced differently with different accents and voices as they want. It means that the students study listening also pronunciation. When students understand correct pronunciation, students will understand English listening easier because they will learn to identify the sounds directly from native speakers.

Psychological And Linguistic Factors In The Process Of Teaching The English Vocabulary

This article describes the psychological and linguistic factors that determine the process of learning vocabulary. There is also information about the use of words in various situations, performing various exercises using memory, correct pronunciation of words and learning words.

JUXTAPOSITION OF THE SOUND SYSTEMS OF THE ENGLISH AND MACEDONIAN AND THE POSSIBILITIES FOR INTERFERENCE

A large number of studies confirm the influence that the native language has on the learning and use of English as a foreign language, especially regarding the correct pronunciation of sounds. Bearing in mind that the correct pronunciation of a foreign language sounds is one of the factors for successful oral and written communication among its foreign speakers and between them and the native speakers, in this paper, the sound systems of the Standard English (SEL) as a foreign language (EFL) and Standard Macedonian (SML) as a native language (MNL) are juxtaposed in order to detect the possibilities for interference, that is, the wrong perception and pronunciation of the sounds in the SEL, which consequently affects both the oral and written communication. The sample consists of the sound systems of both languages, which are juxtaposed by using contrastive analysis. The findings build on the results of worldwide research on this issue and show that the differences between the sound systems of these two languages do cause sound interference occurrences, i.e., the wrong perception and pronunciation of sounds in the EL, and consequently failed communication.

PHONEMIC BASIS OF THE LETTERS OF THE ALPHABET BY A. BAITURSYNULY

The study of the phonemic basis of the letters of the alphabet is an urgent problem. This is because it allows us to better understand the structure of language and its sound composition. The study of the phonemic basis of the letters of the alphabet is necessary for the correct pronunciation of words, as well as for the development of reading and writing skills. The phonemic basis of the letters of the alphabet in Kazakh linguistics originates in the works of A. Baitursynuly. One of the good deeds of Akhmet Baitursynuly for the people is the creation of the Kazakh alphabet in accordance with the sound approach of the Kazakh language. It is known that the first Kazakh phonologist, who specially studied the system of sounds of the Kazakh language and compiled the alphabet, spent his entire adult life cleaning the Kazakh written language from the lexical, syntactic influence of other languages. The phonemic basis of the letters of the alphabet is determined by the sound composition of the language. A. Baitursynuly is a scientist who first of all accurately determined the sound composition of the Kazakh language to create the alphabet. Therefore, the scientist's alphabet corresponded to the nature and laws of language. In this regard, the paper examines the phonetic and phonemic basis of the letters in the alphabet of A. Baitursynuly and it turns out the letters in the alphabet compiled were created according to a certain grammatical principle. It is established that the letters in the alphabet were chosen according to the phonemic principle and there are linguistic principles for obtaining signs, depending on the general, distinctive features of phonemes. In addition, the study reveals that the alphabet of A. Baitursynuly is formed depending on the systems of sound formation, pronunciation, and audibility, distinguishing not only a sign but also a sign with phonological content.

Sound Production of English Dental Fricatives by Papuan EFL Students

This study aims to reveal to what extent Papuan EFL students correctly produce English dental fricatives and to find out what consonants substitute voiceless dental fricative /θ/ and voiced dental fricative /ð/ when misarticulation occurs. A descriptive analysis of 30 native Papuan EFL students was taken as the participants of the study. Data were collected by giving pronunciation tests and targets of either voiceless dental fricative /θ/ or voiced dental fricative /ð/ in an onset or coda syllable position. Correct sound production of English dental fricatives, both voiceless and voiced dental fricatives, by Papuan EFL students hardly found and almost unrecognized that only 12.0% of Papuan EFL students correctly pronounce voiceless dental fricative /θ/ and only 3.3% of Papuan EFL students correctly pronounce voiced dental fricative /ð/. It can be stated that the sound production of English dental fricatives lies in low-level production. Furthermore, Papuan EFL students mostly substitute voiceless dental fricative /θ/ with voiceless alveolar plosive /t/ indicated by 84.0% sound substitution. In other words, Papuan L1 speakers dominantly substitute the consonant /θ/ with the consonant /t/. Papuan EFL students frequently substitute voiced dental fricative /ð/ with both voiced alveolar plosive /d/ indicated by 51.6%, and voiceless alveolar plosive /t/ indicated by 43.3% substitution. Thus, Papuan L1 speakers primarily replace the consonant /ð/ with both consonant /d/ and /t/. The implications for the EFL teaching and learning process may assist Papuan EFL students in learning the correct pronunciation of English dental fricatives in order to improve their speaking proficiency

Singing in the original language in opera-choral performance: from practical experience

Statement of the problem. In modern vocal and choral art, singing in the original language is an international performance practice that requires compliance with certain requirements. In this regard, singers face the peculiarities of the phonetic systems of different languages, articulation and diction difficulties, which leads to errors in pronunciation, and the transfer of singing skills in the native language to singing in a foreign language turns into an accent, incorrect pronunciation of a foreign text, which can even lead to semantic distortions This circumstance becomes particularly relevant and of very important practical importance, for example, in foreign tours of opera companies and choral groups. In Ukrainian musicology, there are many research works on the problems of opera and choral art, however, the problems of performing works with a foreign language text are not covered enough, although some issues of phonetics related to vocal performance have been considered (Madysheva, 2002; Borovenska, 2022; Ponomariova, 2015). The relevance of the proposed topic is determined by the lack of research specifically devoted to the performance of opera parts with foreign text by a choir. Objectives, methods, and novelty of the study. The purpose of this study is to highlight the importance of phonosemantics of language as a means of realizing the artistic idea of a musical piece, the integrity of its national-mental image, and to highlight the main stages of work on a foreign language text in an opera choir. The novelty of the research lies in the fact that for the first time the relationship between the complex of vocal and choral performance tools and the intonation and phonetic features of the language of the original opera performance was examined; the stages of work on a foreign language text in an opera and choral performance are presented from a new angle, namely, with regard to the correct pronunciation of the text; details of the work on a foreign language text with an opera chorus are presented taking into account one’s own practical experience. In the course of the research, with the help of comparative and intonation-phonetic analysis, certain distinguishing features in the phonetics of different languages were revealed. Empirical, performance-interpretive, structural-functional, systemic research methods made it possible to determine the basic stages and directions of the choirmaster’s work with the opera choir when performing the work in the original language. Research results and conclusion. The systematization of work experience, in particular one’s own, on choral parts with foreign-language text in operas, made it possible to identify its main forms and directions, distributed in stages, namely: 1) consultations of a linguist teacher with the practical instructions and fixation of latter; 2) preparation of a choral score for working with a foreign text (parallel signature of the text using the “phonetic alphabet”, which is developed by a linguist specialist for the graphic representation of sounds that do not have counterparts in the native alphabet); 3) studying the text with choir artists outside of the music; 4) combination of music and text; 5) finally, independent studying of the features of a certain language, which occurs outside the rehearsal process at all stages of working with the choir. Consultations, practice of language skills, rehearsals are held both with groups of the choir and the choir as a whole, and individually (if necessary). In conclusion, the thought is emphasized that a careful attitude to the foreign language text for the sake of its meaningful intonation, high-quality articulation and clear diction according to the laws of orthoepy is an important task of both the artist of choir and the choirmaster, who, with the help of special techniques, directs the work of the choir to achieve the best artistic result.

Exploring Teachers' Didactic Multilingual Competence In Arabic Language Teaching As Foreign Language

Teachers' didactic multilingual competence in Arabic teaching can also help students develop their speaking skills. They can get used to correct pronunciation and intonation through this multilingual approach, which can be applied in everyday communication. This study aimed to explore teachers' didactic multilingual competence in teaching Arabic in the classroom. The approach in this study uses a mixed method. The design used in this research is the exploratory sequential design. The number of participants in the study was 30 Arabic teachers who taught at Madrasah Aliyah in the Greater Bandung area. The results of this study indicate that out of 30 Arabic teachers, (1) the teacher always identifies students' difficulties in speaking Arabic and other foreign languages by 50%, (2) The teacher never opens and presents learning material using Arabic and other foreign languages is still in the category low as much as 50%, (3) the teacher never explains the differences and similarities of Arabic with other foreign languages in conveying material (contrastive) as much as 37%, and (4) the teacher always corrects students' grammatical and phonological errors in expressing Arabic or foreign language sentences as much as 60%. The results of this study are expected to be a reference for stakeholders in the school environment in improving the didactic multilingual competence of Arabic teachers.

The role of nativeness in early modern foreign language learning: evidence from teaching materials

Abstract In this article, we explore how the “ideal student” and “the ideal teacher” of a modern foreign language were depicted in 16th and 17th-century textbooks of the genre of so-called “dialogue books”. More specifically we assess in which areas language expertise was expected from students and teachers and how nativeness, i.e., being a native speaker, was construed as an element of this general expertise. Our insights are based on the structure and content of the textbooks. Moreover, we analyse introductory texts, written by textbook authors or printers. The teaching material reveals a strong focus on spoken language as it consists of dialogues inspired by daily life and pronunciation guides that use a contrastive approach. Overall, our analysis suggests that the “ideal student” has to learn to speak a foreign language, thereby striving for a correct pronunciation and to communicate in a polite and pragmatically adequate way. The “ideal teacher” is a native speaker who has the authority to teach his mother tongue and to judge the teaching of others. However, the superiority of nativeness pales beside other required qualifications, i.e., learnedness, didactic skills and expertise in the language one teaches.

INTEGRATING HTML5-BASED SPEECH RECOGNITION WITH LEARNING MANAGEMENT SYSTEM TO ENHANCE EFL LEARNERS’ PRONUNCIATION SKILLS

HTML5 (HyperText Markup Language version 5) is currently integrated with almost all web-based applications due to its compatibility with numerous types of multimedia content including music, video, and animation. This exploratory study focused on the application and assessment of an HTML5-based plugin called H5P as a Computer Assisted Pronunciation Training (CAPT) tool in developing the pronunciation skills of intermediate-level learners of English as a foreign language (EFL). The target words were initially recorded with their correct pronunciations and then the audio files were imported into H5P to create interactive exercises. The H5P was then integrated with the institutional Learning Management System (LMS). The practice was implemented on n=188 EFL learners enrolled in the General Foundation (GFP) of a university college in the Sultanate of Oman. The efficacy of the approach was assessed through the perspectives of students by using student questionnaires and a student focus group discussion (FGD). The study yielded encouraging findings since most of the students agreed that the use of HTML5 as a CAPT tool was helpful in enhancing their pronunciation skills as it provided automatically generated instant feedback, was easy to use, and could be used by students autonomously at their own pace. Although the impact of software on student achievement in terms of pronunciation skills could not be gauged and the sample was limited to one institution, the study has useful implications for EFL teachers and curriculum designers on using HTML5 for developing pronunciation skills. Further studies are necessary to investigate the pedagogic potential of CAPT resources to develop a high level of competence in EFL learners’ pronunciation.

Asālīb Ta’līm Mahārati An-Nuthqi Ash-Shahih Lillugatil Arabiyyah ( Dirāsah Tahlīliyyah ‘Alā Shautiyyāt Kitāb Al-Arabiyyah Baina Yadaik)

This research aims to determine the method of teaching the correct pronunciation skill of the Arabic language in the Arabic book in your hands. The reason for choosing this topic is to provide an overview and information about the Arabic book in your hands and some of its advantages. This research is descriptive and analytical research, and the method of data collection is the method of observation and documentation on the subject, and the method of data analysis is through the analysis of the content contained in the Arabic book in your hands. One of the advantages of this book and its analysis first: presenting phonetics before other skills. Second: Training students on minor binaries realizes that the phonetic system in Arabic is different from the phonetic system of his mother tongue, Third: Providing the student with the opportunity to repeat and imitate phonetic. Fourth: Exercises to recreate new vocabulary with sounds, Fifth: Exercises on reciting a set of Quranic verses The aim of this training is to be fluent in the pronunciation of Arabic sounds. Sixth: Vocal exercises ended up producing and trying to present sounds that he thinks are difficult for the student of the Arabic language