Corpus-Driven Analysis of Phonological and Morphemic Errors in the Tilawati Textbook: Evidence for Improving Qur’anic Literacy Materials
DOI:
https://doi.org/10.17507/tpls.1609.19Keywords:
corpus-driven analysis, error analysis theory, phonological errors, morphemic errors, Qur’anic literacy instructionAbstract
This study critically examines the linguistic integrity of Tilawati, one of the most widely used Qur’an-based instructional textbooks for reading practice in Indonesia, with particular attention to the accuracy of its phonological and morphemic representations. The complete textbook was digitized and compiled into an annotated corpus, enabling the identification of two-dimensional error patterns across phonological (vowel and consonant) and morphemic (derivation, root–pattern, and affixation) levels. The analysis is theoretically grounded in error analysis theory, interlanguage theory, and core principles of corpus linguistics. The findings demonstrate that phonological and morphemic errors occur systematically rather than randomly, with a higher concentration of errors appearing in the initial stages of instruction. The most recurrent error categories involve vowel-related phonological deviations and root–pattern morphemic inaccuracies, predominantly manifested through substitution and omission processes. In addition, several errors exhibit cross-dimensional co-occurrence, indicating a compounded linguistic load at the level of individual tokens and instructional contexts. Such patterns suggest that inaccurate linguistic input at the level of basic linguistic units in the corpus may hinder learners’ development of stable phonological and morphemic representations. From a pedagogical perspective, these results underscore the importance of providing precise and internally consistent linguistic input in Qur’anic reading materials. Methodologically, the study demonstrates the value of corpus-driven approaches for the systematic evaluation of instructional textbooks. Overall, the findings provide an empirical foundation for revising the Tilawati series and contribute to broader efforts to enhance the accuracy, pedagogical coherence, and linguistic reliability of Qur’anic literacy instruction (QLI) within formal educational contexts.
References
Alhawary, M. T. (2019). Arabic Second Language Learning and Effects of Input, Transfer, and Typology. Washington, DC: Georgetown University Press. https://doi.org/10.2307/j.ctvcb5c6q
Alnafisah, M., Goodale, E., Rehman, I., Levis, J., & Kochem, T. (2022). The impact of functional load and cumulative errors on listeners’ judgments of comprehensibility and accentedness. System, 102906. https://doi.org/10.1016/j.system.2022.102906
Basir, A. (2024). Enhancing Qur’an Reading Proficiency in Madrasahs Through Teaching Strategies. Nazhruna: Jurnal Pendidikan Islam, 7(2), 373–389. https://doi.org/10.31538/nzh.v7i2.4985
Biancardi, B., Ceccaldi, E., Clavel, C., Chollet, M., & Dinkar, T. (2021). CATS2021: International Workshop on Corpora And Tools for Social skills annotation. In Proceedings of the 2021 International Conference on Multimodal Interaction (ICMI 2021) (pp. 857–859). Association for Computing Machinery. https://doi.org/10.1145/3462244.3480977
Biber, D., Larsson, T., & Hancock, G. (2024). The linguistic organization of grammatical text complexity: comparing the empirical adequacy of theory-based models. Corpus Linguistics and Linguistic Theory, 20, 347–373. https://doi.org/10.1515/cllt-2023-0016
Chamid, Ahmad, A., Widowati, & Kusumaningrum, R. (2024). Labeling Consistency Test of Multi-Label Data for Aspect and Sentiment Classification Using the Cohen Kappa Method. Ingenierie Des Systemes d’Information, 29(1), 161–167. https://doi.org/10.18280/isi.290118
Chuang, F.-Y. (2024). Automated grammatical error correction in researching written learner language. In Routledge handbook of technological advances in researching language learning. Routledge. https://doi.org/10.4324/9781003459088-8
Damra, H. M., Abu-Helu, S. Y., & Al Masadeh, A. (2025). The Influence of Audiobooks on the Development of English as a Foreign Language Learners’ Reading Fluency in Jordan. Theory and Practice in Language Studies, 15(3), 786–796. https://doi.org/10.17507/tpls.1503.13
Deacon, S. H., Robertson, E. K., Ryken, A., & Levesque, K. (2024). The magic in magician: Contributions of phonological dimensions of morphological awareness to children’s reading development. Journal of Research in Reading, 47, 12439. https://doi.org/10.1111/1467-9817.12439
Gessler, L., Levine, L., & Zeldes, A. (2022). Midas Loop: Prioritized Human-in-the-Loop Annotation for Large Scale Multilayer Data. In Proceedings of the 16th Linguistic Annotation Workshop (LAW-XVI) within LREC 2022 (pp. 103–110). European Language Resources Association. https://aclanthology.org/2022.law-1.13/
Haris, A. (2022). Teaching Reading of Arabic Language in Indonesia: Reconstruction of the Contents and Scope of Nahwu science. Eurasian Journal of Applied Linguistics, 8(2), 122–136. https://doi.org/10.32601/ejal.911547
Huidrom, R., & Belz, A. (2023). Towards a Consensus Taxonomy for Annotating Errors in Automatically Generated Text. In International Conference Recent Advances in Natural Language Processing, RANLP (pp. 527–540). https://doi.org/10.26615/978-954-452-092-2_058
Hussin, M., Ismail, Z., & Naimah. (2023). Error Analysis of Form Four KSSM Arabic Language Text Book in Malaysia. Theory and Practice in Language Studies, 13(1), 175–185. https://doi.org/10.17507/tpls.1301.20
Jablonkai, R. R., Kim, J., & Yan, R. (2024). A corpus approach to systematic literature reviews. In Routledge handbook of technological advances in researching language learning. Routledge. https://doi.org/10.4324/9781003459088-40
Khojasteh, L., & Mukundan, J. (2025). A Systematic Review of Corpus-Based Methodologies in Textbook Analyses and Evaluation. Language Teaching Research Quarterly, 47, 175–195. https://doi.org/10.32038/ltrq.2025.47.10
Klie, J., Webber, B., & Gurevych, I. (2023). Annotation Error Detection: Analyzing the Past and Present for a More Coherent Future. Computational Linguistics, 49(1), 157–198. https://doi.org/10.1162/coli_a_00464
Mellou, K., & Sparos, L. (2005). Systematic errors in etiological epidemiological studies. Archives of Hellenic Medicine, 22(2), 199-207.
Nadlir, Mukhlishah, Baihaqi, M., & Huda, H. (2025). Humanizing teacher education for madrasah contexts: a curriculum model integrating ethical reflection on socio-scientific issues model integrating ethical reflection on socio-scientific issues. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2583513
Oliveira, D., & Flasmo, P. (2021). How to promote the pragmatic awareness and avoid the fossilization phenomenon through a role play activity in English as a foreign language classes. Brazilian English Language Teaching Journal, 1–11. https://doi.org/10.15448/2178-3640.2021.1.41723
Ruamsuk, Y., Mingkhwan, A., & Unger, H. (2025). DIFFSTRACT: distinguishing the content of texts. In Proceedings of the 2022 6th International Conference on Natural Language Processing and Information Retrieval (NLPIR '22) (pp. 31–35). Association for Computing Machinery. https://doi.org/10.1145/3582768.3582787
Saiegh-Haddad, E., & Everatt, J. (2017). Early literacy education in Arabic. In The Routledge International Handbook of Early Literacy Education (1st ed., pp. 185-199). Routledge. https://doi.org/10.4324/9781315766027-17
Saiegh-Haddad, E., Ghawi-Dakwar, O., Haj, L., Farraj-Bsharat, R., & Laks, L. (2023). SPELLING ARABIC: When Does Orthographic Knowledge End and Language Knowledge Start? In Routledge International Handbook of Visualmotor Skills, Handwriting, and Spelling: Theory, Research, and Practice (pp. 276-292). Routledge. https://doi.org/10.4324/9781003284048-25
Share, D. L. (2021). Is the Science of Reading Just the Science of Reading English? Reading Research Quarterly, 391–402. https://doi.org/10.1002/rrq.401
Supriadi, U., Supriyadi, T., & Abdussalam, A. (2022). Al-Qur’an Literacy: A Strategy and Learning Steps in Improving Al-Qur’an Reading Skills through Action Research. International Journal of Learning, Teaching and Educational Research, 21(1), 323–339. https://doi.org/10.26803/ijlter.21.1.18
Tabari, M. A., Lu, X., & Wang, Y. (2025). Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing. Language Awareness, 34(2), 345–372. https://doi.org/10.1080/09658416.2024.2384754
Tibi, S., & Kirby, J. R. (2018). Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic. Scientific Studies of Reading, 22(1), 70-84. https://doi.org/10.1080/10888438.2017.1340948
Tognini-Bonelli, E. (2001). Corpus linguistics at work. John Benjamins Publishing Company. https://doi.org/10.1075/scl.6
Vasileanu, M., & Vasile, C. M. (2024). An error analysis of possessor encodings in Romanian interlanguage: A corpus-based study. Journal of Linguistic and Intercultural Education, 17(3), 177–194. https://doi.org/10.29302/jolie.2024.17.3.10
Verhoeven, L., & Perfetti, C. (2022). Scientific Studies of Reading Universals in Learning to Read Across Languages and Writing Systems Universals in Learning to Read Across Languages and Writing. Scientific Studies of Reading, 26(2), 150–164. https://doi.org/10.1080/10888438.2021.1938575
Wong, K., Paritosh, P., & Aroyo, L. (2021). Cross-replication Reliability - An Empirical Approach to Interpreting Inter-rater Reliability. In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers) (pp. 7053–7065). Association for Computational Linguistics. https://doi.org/10.18653/v1/2021.acl-long.548
