THE RELATIONSHIP BETWEEN PERCEIVED TAJWEED

ii

THE RELATIONSHIP BETWEEN PERCEIVED TAJWEED

KNOWLEDGE AND PERCEIVED QURANIC RECITATION

SKILLS AMONG HIGHER SECONDARY SCHOOL

STUDENTS IN JAKARTA

BY

IKHWANUDDIN BIN ABDUL MAJID

A dissertation submitted in fulfilment of the requirement for the

degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2018

ii

ABSTRACT

This study investigated the level of perceived Tajweed knowledge (the rules and

guidance of proper pronunciation and makhraj –sounds iteration) and perceived

recitation skills of Al-Quran among higher secondary school students of Sekolah

Menengah Atas Negeri (SMAN) 34 Jakarta, Indonesia. It identified the relationship of

Tajweed competency and fluency in the Quran recitation. This quantitative research

methodology employed 5 Likert-Scale questionnaires. Through the Statistical Package

for Social Sciences (SPSS) Version 22, the analysis techniques used for this study

included the Chronbach Alpha, the Correlation Analysis, and the Pearson’s

Correlation method. A total of 151 students were chosen as samples among the

student population of the school. The results showed that the level of Tajweed

competency and Quran recitation is moderate and there is a significant relationship

between the two variables. In other words, knowledge of Tajweed influenced the

ability of students to recite Quran. Therefore, Tajweed knowledge should be improved

in order to recite the Quran well. The findings of this study could help the principals

and teachers of schools in Jakarta to improve the Tajweed knowledge of all higher

secondary school students. In addition, the findings could also be enhanced to the

current school curriculum and become the key performance indicators to acknowledge

the best school curriculum, students’ knowledge achievement and Qur'anic recitation

skills.

iii

البحث ملخص

بحثتتتته اتتتتسة في مسفيوتتتتر ة التتتتد ) ااعدتتتتر في د لتتتتم سل في تتتتم تتتت في تتتت في لتتتت تتتت س Sekolahفيلحتتتع وم ا تتت سفي تتتن ا في يمتتتعطلا في لمتتتع لتتتو ةتتتنل في تتتمفيس في ث لتتتر في ا تتت ة

Menengah Atas Negeri (SMAN) 34 إ م لت دملتم في انلتر لتو ك ت ا بج كع ت ، 5لتتتم في نلتتتر ة تتتن ا في يمتتتعطلا في لمتتتع ا تتتر في تتتتن في لم تتت في لتتتد مار د تتت في د

، مSPSSفيلحزاتتر فيصائت ر ا تت فيع د تتر س فيوتد مفي فيوتد تتق ايم ت لمتتع Chronbachفيشتتد ه يم تت في دت تتخ في لتتد مار ة اتتسة في مسفيوتتر تتق ، 22فيصصتتمفيس

Alphaةعليمر فيس ط ،، د خ فيعس ط Pearson ة ت كا ت 151فيخد س ا مج هفي تتتنل ة في تتمفيس ا تتتع في دتت لا التتتد ) ك تت ا في د لتتتم تتن ا في يمتتتعطلا اادتتتم اتت

ا تت ع نلتتر دفي ع تتر إائتت ر لتتو في داتت ل لا تت سا ختتع)، دتتع ااعدتتر في د لتتم تتق س ك، يجتتتح دلتتو ااعدتتر في د لتتم اتت تتخ لتتعفي ا في يمتتعطلا تت لتتمسا في تتنل تتق لتتعفي ا في يمتتعطلا

في لمع لئ سا ما د اسة في مسفيور يملم لا ل م امسفي في مفيس في مسوو ة كع ت تتق دلتتو ااعدتتر في د لتتم تتر ةتتنل في تتمفيس في ث لتتر ل ص تت در إ د تتك، يملمتت ل تت

اؤشتتتعفي فيء في في ع لتتت ر اتتتسة في دتتت ك ئتتت لتتتس ، تتت في تتت في مسفيوتتت فيلحتتت ل دتتت ا سفي في يمعفي ا في يمعط ر ، نل في اعة في دتئ خ، د خ في ا في مسفيو ر لعفيسص

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a dissertation for the degree of Master of Education.

…….…………………………………

Nik Md. Saiful Azizi Nik Abdullah

Supervisor

I certify that I have supervised and read this study and that in my opinion, it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a dissertation for the degree of Master of Education.

……………………………………....

Madihah Khalid

Examiner

This dissertation was submitted to Departmen of Curriculum and is accepted as a

partial fulfilment of the requirement for the degree of Master of Education.

……………….………………………

Adnan Abd. Rashid

Head, Department of Curriculum

and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a

partial fulfiment of the requirement for the degree of Master of Education.

…………………………………….....

Ismail Sheikh Ahmad

Acting Dean, Kulliyyah of Education

v

DECLARATION

I hereby declare that this dissertation is theresult of my own investigation, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Ikhwanuddin Bin Abdul Majid

Signature…………………………….. Date……………………………….

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

THE RELATIONSHIP BETWEEN TAJWEED AND QURANIC

RECITATION SKILLS AMONG HIGHER SECONDARY

SCHOOL STUDENTS IN JAKARTA

I declare that the copyright holders of this dissertation are jointly owned by the student and

IIUM.

Copyright © 2018 by Ikhwanuddin Bin Abdul Majid and International Islamic University Malaysia. All

rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research may

be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual

Property Right and Commercialization policy.

Affirmed by Ikhwanuddin Bin Abdul Majid

……..…………………….. ………………………..

Signature Date

vii

ACKNOWLEDGEMENTS

First of all, Alhamdulillah thanks to Allah S. W. T who gives me some mercies and

blessing that enabled me to complete this dissertation successfully. My peace and

salutation always be given to our prophet Muhammad S. A. W who has guided the

darkness to the brighteness.

At the end of a long incubation period, this dissertation finally seen the light

day. It would have remained forever stopped if it had not been for the help and

encouragement of a great many people.

I am profoundly grateful to my supervisor Assit. Prof. Dr. Nik Md Saiful Azizi

Nik Abdullah his insight, knowledge and huge understand of all matters relating to

education and administration phenomenal. Without his encouragement I would never

have considered it worthwile to document this. To him my great gratitude remains and

my Allah reward his efford.

I wish to express a great sense of gratitude to all lecturers of the Kulliyyah of

Education (KOED) in the International Islamic University Malaysia (IIUM) for their

efforts and sincerity in teaching. To colleages and administrative staff, who either

directly or indirectly contributes throughout the course of this study, words cannot

express my gratitude.

Last but not least, I would like to dedicate my dissertation research to my dear

and my beloved mother Bidasari and my father Abdul Majid who have loved and

cared for me and guided me from childhood to present time as well as to my beloved

wife Emelia Lubis and children Muhammad Syafiqurrahman Nasution and

Muhammad Naquib Al-Atas Nasution who are my encouragement to finish this

research. To my dear brothers and sisters Fahruddin, Siti Khadijah, Miswar, Hambali,

Zulhajji and Siti Maryam for their encouragement and supports. May Allah bless them

and reward them abundantly.

May Allah bless us all, Aameen

viii

TABLE OF CONTENTS

Abstract .......................................................................................................................... ii

Abstract in Arabic ......................................................................................................... iii

Approval Page ............................................................................................................... iv

Declaration ..................................................................................................................... v

Copyright Page .............................................................................................................. vi

Acknowledgements ...................................................................................................... vii

List of Tables ................................................................................................................ xi

List of Figures ............................................................................................................. xiii

CHAPTER ONE: 1 INTRODUCTION .......................................................................... 1

1.1 Background of the Study ............................................................................. 1

1.2 Statement of Poblem .................................................................................... 3

1.3 Research Objectives .................................................................................... 6

1.4 Research Questions ..................................................................................... 6

1.5 Hypothesis ................................................................................................... 6

1.6 Significance of the Study ............................................................................. 7

1.7 Delimitation of Study .................................................................................. 7

1.9 Definition of Terms ..................................................................................... 9

1.10 Summary ..................................................................................................... 9

CHAPTER TWO: LITERATURE REVIEW ........................................................ 11

2.1 Introduction ............................................................................................... 11

2.2 Profile of Sekolah Menengah Atas Negeri (SMAN) 34 Jakarta ............... 11

2.2.1 Vision of Sekolah Menengah Atas Negeri (SMAN) 34 Jakarta ...... 12

2.2.2 Mission of Sekolah Menengah Atas Negeri (SMAN) 34 Jakarta ...... 12

2.2.3 Objectives of Sekolah Menengah Atas Negeri (SMAN) 34

Jakarta............................................................................................... 13

2.2.5 Tajweed and Quranic Courses at Sekolah Menengah Atas

Negeri (SMAN) 34 Jakarta ............................................................. 13

2.3 Definition of the Rules of Tajweed ........................................................... 14

2.3.1 The History of Tajweed .................................................................... 15

2.3.2 Tajweed in the National Curriculum ................................................ 16

2.4 Knowledge of the Rules of Tajweed.......................................................... 18

2.4.1 The Rules of Noon Sakinah .............................................................. 18

2.4.2 The Rules of Meem Sakinah ............................................................. 20

2.4.3 The Rules of Qalqalah ..................................................................... 22

2.4.4 The Rules of Madd ........................................................................... 23

2.4.5 The Rules of Waqf ............................................................................ 24

2.5 Quranic Recitation Skill ............................................................................ 25

2.5.1 Pronunciation Skills of the Rules of Noon Sakinah/Tanween .......... 27

2.5.2 Pronunciation Skills of the Rules of Meem Sakinah ........................ 28

2.5.4 The Skills to Apply the Waqf and Ibtida’ in Quranic Recitation ........ 29

2.6 Previous Studies on Tajweed And Quranic Recitation Skills ................... 30

2.7 Summary .................................................................................................... 33

ix

CHAPTER THREE: RESEARCH METHODOLOGY ........................................ 34

3.1 Introduction .............................................................................................. 34

3.2 Research Design ....................................................................................... 34

3.3 Population of Study .................................................................................. 35

3.4 Sampling and Techniques Procedure ....................................................... 35

3.5 Instrument ................................................................................................. 36

3.6 Validity of the Instrument ........................................................................ 37

3.7 Reability of the Instrument ....................................................................... 38

3.8 The Pilot Study ......................................................................................... 38

3.9 Data Collection Procedure ........................................................................ 39

3.10 Data Analysis ............................................................................................ 39

3.11 Summary ................................................................................................... 40

CHAPTER FOUR: DATA ANALYSIS AND RESULT ........................................ 41

4.1 Introduction ............................................................................................... 41

4.2 Demographic Background of the Respondents ......................................... 41

4.3 The Level of Students’ Preceived Knowledge of Tajweed At

Sekolah Menengah Negeri (SMAN) 34 Jakarta........................................ 44

4.3.1 The Preceived Knowledge about Noon Sakinah/Tanween and

Meem Sakinah .................................................................................. 46

4.3.2 The Perceived Knowledge about the Rules of Madd ....................... 48

4.3.3 The Perceived Knowledge about Rules of Ahkamul Huruf and

Waqf ................................................................................................. 50

4.4 The Level of Students’ Perceived Skills of Quranic Recitation based

on the Rules of Tajweed at Sekolah Menengah Atas Negeri (SMAN)

34 Jakarta ................................................................................................... 54

4.4.1 The Perceived Skills about the Rules of Noon Sakinah/Tanween

and Meem Sakinah ........................................................................... 55

4.4.2 The Perceived Skills to Apply the Rules of Madd and the

Rules of Ahkamul Huruf in Quranic Recitation ............................... 58

4.4.3 The Skills in Practicing the Rules of Waqf ...................................... 60

4.5 The Relationship between Students’ Perceived Knowledge of the

Rules of Tajweed and Quranic Recitation Skills at Sekolah

Menengah Atas Negeri (SMAN) 34 Jakarta .............................................. 61

4.5.1 The Relationship between the Rules of Noon Sakinah and

Quranic Recitation Skills ................................................................. 62

4.5.2 The Relationship between the Rules of Meem Sakinah and

Quranic Recitation Skills at Sekolah Menengah Atas Negeri

(SMAN) 34 Jakarta .......................................................................... 63

4.5.3 The Correlation between the Knowledge of the Rules of Madd

and Quranic Racitation Skills at Sekolah Menengah Negeri

Atas (SMAN) 34 Jakarta .................................................................. 63

4.5.4 The Correlation between Knowledge of the Rules of Ahkamul

Huruf and Quranic Racitation Skills at Sekolah Menengah

Negeri Atas (SMAN) 34 Jakarta ...................................................... 64

4.5.5 The Correlation between Knowledge of the Rules of Waqf and

Quranic Recitation Skills at Sekolah Menengah Atas Negeri

(SMAN) 34 Jakarta .......................................................................... 65

x

4.5.6 The Correlation between Total Knowledge of Tajweed Rules

and Quranic Recitation Skills ........................................................... 65

4.6 Summary ..................................................................................................... 66

CHAPTER FIVE: DISCUSSION, CONCLUSION AND

RECOMMENDATIONS ........................................................................................... 68

5.1 Introduction ............................................................................................... 68

5.2 Discussion of the Findings ........................................................................ 68

5.2.1 The Level of Students’ Perceived Knowledge of the Tajweed

Rules at Sekolah Menengah Atas Negeri (SMAN) 34) Jakarta,

Indonesia .......................................................................................... 69

5.2.2 The Level of Students’ Perceived Quranic Recitation Skills at Sekolah Menengah Atas Negeri (SMAN) 34 Jakarta ...................... 70

5.2.3 The Relationship between Two Variables: Knowledge of

Tajweed and Quranic Recitation Skills ............................................ 71

5.3 Recommendations for Sekolah Menengah Atas Negeri (SMAN) 34

Jakarta, Indonesia....................................................................................... 72

5.4 Recommendations for the Future Research ............................................... 73

5.5 Conclusion ................................................................................................. 74

REFERENCES ........................................................................................................... 76

APPENDIX A: QUESTIONNAIRE IN ENGLISH ................................................ 80

APPENDIX B: QUESTIONNAIRE BAHASA INDONESIA ................................ 85

APPENDIX C: PERMISSION LETTER OF RESEARCH .................................. 91

xi

LIST OF TABLES

Table No.

3.1

The Population of Study

Page No.

35

3.2 The Sample of Pupulation of Study 36

3.3 Statistical Test for Data Collection According to

Research Questions and Research Objectives

40

4.1 Distribution of the Students by Gender 42

4.2 Distribution of the Students by Age 42

4.3 Distribution of Students by Programme of Study 43

4.4 Distribution of Students by Ethnic Group 44

4.5 Means and Standards Deviations for each Method of

Knowledge of Tajweed

45

4.6 The Rules of Noon Sakinah/Tanween and Meem

Sakinah

48

4.7 The Rules of Madd 50

4.8 The Rules of Ahkamul Huruf and Waqf 53

4.9 Means and Standards Deviations for Each Method of

Knowledge in Tajweed

54

4.10 Students’ Skills of Noon Sakinah/Tanween and Meem

Sakinah

57

4.11 Skills about the Rules of Madd and the Rules of

Ahkamul Huruf

59

4.12 Students’ Skill in Applying the Signs of Waqf 61

4.13 The Correlation between Students’ Knowledge of the

Rules of Noon Sakinah and Quranic Recitation Skills

62


Rules of Meem Sakinah and Quranic Recitation Skills

63

xii


Rules of Madd and Student’s Quranic Recitation Skills

64

4.16 The Correlation between Knowledge of the Rules of

Ahkamul Huruf and Students’ Quranic Recitation Skills

64


Rules of Waqf and Quranic Recitaiton Skills

65

4.18 The Correlation between the Total of Students’

Knowledge of Tajweed Rules and Quranic Recitation

Skills

66

xiii

LIST OF FIGURES

Figure No.

1.1

The Theoretical Framework Model of Tajweed

Knowledge of Role to Enhancing Quranic Recitation

Skills

Page No.

8

2.1 The Rules of Noon Sakinah/Tanween 20

2.2 The Rules of Meem Sakinah 21

2.3 The Rules of Qalqalah 22

2.4 The Rules of Madd 23

2.5 The Rules of Waqf 24

1

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Al-Qur'an is the words of Allah that was revealed to the Prophet Muhammad S. A.W

through His angel, Jibrail. It is written in manuscripts and narrated by mutawatir,

started from surah Al-Fatihah and ended with surah An-Nas, and reciting it is

considered as prayers. Al-Qur'an must be recited correctly and clearly with makhraj

and tajweed as Allah commands, “and recite the Qur’an with makhraj and tajweed”

(QS: 73:4).

Tajweed is an Arabic word that means a correct pronunciation of Quranic

verses during its recitation. The rules for recitation must be learned in order to ensure

the correct meaning of the Quranic verses (Tariq & Qais, 2012). In this context,

Tajweed means to intone and to articulate the sound of the text of the Holy Qur’an as

prescribed and delivered by the Prophet Muhammad peace and blessing be upon him.

In otherwords, Tajweed is to pronounce each consonant of Quranic words from its

correct source in our speech mechanism; to sufficiently stress the consonants which

should be stressed, not to stress those which are not to be stressed, to magnify these

consonants which are not to be magnified, to extend each vowel to the degree

prescribed for it, and to observe all the prescribed rules (Rauf, 2003). The theoretical

knowledge of Tajweed consists of five components namely Makharijul Huruf, Sifatul

Huruf, Ahkamul Huruf, Ahkamul Madd Walqasr and Ahkamul Waqf Walibtida’

(Habibah, 2015). These terms are related to the ways how to recite the Qur’an, how to

pronounce the letters in the Qur’an, how to relate between two letters in the Qur’an,

1

and how to hide the sound of the letters in the recitation of Qur’an (Abdu, 2005).

Thus, Tajweed is as a science that discusses about the rules of reciting the Qur'an

properly and nicely as practiced by the Prophet Muhammad (S.A.W). These rules

must be known by every reciter in order to apply it during the recitation of Qur’an.

Therefore, Quranic recitation skills refer to the ability to do something well in

applying or implementing the knowledge of Tajweed in the recitation of Quran such

us pronunciation skills, utterance of words skills, punctuation skills, differentiating

harkah skills, tarannum skills and the likes (Aslam et al., 2012).

Reciting Quran as habit in daily life has many benefits. One of the benefits of

reciting and memorizing the Qur’an in the early childhood is that it can strengthen the

tongue, learn the Arabic alphabet faster and pronounce it based on the correct tajweed

(Al-Qardawi, 2010). Therefore, in order to get the benefits of the Quranic recitation,

the reciter must implement the Tajweed in his/her recitation, as Ilm Tajweed is the

theoretical knowledge in the learning process of reciting Qur’an. It should be applied

during the recitation of the Qur’an especially for those who has learnt and understood

the knowledge. By understanding Tajweed, the reciter will be able to recite Qur’an

correctly as Qur’an must be recited with Tajweed and correct pronunciation (Azharie,

2004).

The existence of Tajweed as one of the most important components in learning

Qur’an is aimed to give learners the exposure to various methods of controlling the

letters and verses of the Qur’an in accordance to the rules of recitation (Azmil, 2015).

Since the revelation of the Quran, the effective method of teaching Qur’anic recitation

is through teachers who pronounce the sounds accurately (Elhadj, 2010). Thus, the

best one among us is who learns Qur’an and teaches it to others (HR. Bukhari). How

to become the best one who is we should learn the Qur’an and recite it perfectly based

2

on the required rules such as makhraj and Tajweed. Reciting Qur’an fluently is very

important for every Muslim because it influences wheter our Solah will be accepted or

not (Abdul, 1991).

Experts have introduced various ways of enhancing Quranic recitation skills.

Among the popular modules used in teaching and learning of Quranic recitation are

Iqra’, al-Baghdadi and Qira’ati. In these books of learning Quranic recitation, the

authors provided some guidance by introducing the rules of tajweed in order to make

the learners familiar with Tajweed before reciting the actual Qur’an (Tohir, 2017).

In Indonesia, Tajweed is one of the courses which is included in the Islamic

educational curriculum to be taught to Muslim students in public schools. It is

compulsory to understand the Tajweed in order to be able to recite Al-Quran fluently.

Therefore, understanding Tajweed and applying the Quranic recitation correctly is

extremely vital for the Muslims as reciting Quran can bring positive impact in the

Muslims’ lives. According to “Undang-undang RI No.128/44 Year 1982 and No. 3

Year 1991”, the government of Indonesia has taken serious steps to include Quranic

learning in the Islamic educational curriculum in order to improve nations’ capability

in the Qur’anic recitation. This policy was adopted following the foundation of

Pancasila’s philosophy, as the first principle is “believe in God.” Every citizen must

believe in one God and every Indonesian citizen is given freedom to worship

according to their religions and beliefs. Thus, through the Ministry of Education and

in collaboration with the Ministry of Religious Affairs, the enactment of Islamic

curriculum is made to every school from primary until senior secondary school levels

which consists of Tajweed and Qur’an, Fiqh, Tauhid and Akhlaq (Azyumardi, 1999).

From the above statements and explanation, it can be seen that understanding

Tajweed in Quranic recitation still needs to be reviewed in order to know whether

3

learning Tajweed in schools does give significant impact to the learners and

significantly enable the students to enhance their Quranic recitation skills.

1.2 STATEMENT OF PROBLEM

The current study of the relationship between Tajweed and Quranic recitation skills

among students is essential to show that there may have positive impacts on

improving students’ Quranic recitation skills. This is important due to the fact that

most people do not know what are the rules when reciting the Qur’an so the recitation

does not appropriately based on the Tajweed requirement. Noraziahtulhidayu and

Sazilah (2011) said that Qur’anic recitation skills are still problematic among Muslim

people. Today’s Muslims community practice lesser Qur’anic recitation and prayers.

From the researcher observation during teaching and learning process, there are some

of students who do not know the names of Tajweed but know how to recite likeways

somes know the names of Tajweed but do not know how to recite or pronounce during

recitation of the Qur’an. This is because of modern technology. There some people

use gadget to practice their recitation by hearing from gadget and nowadays al-Qur’an

its self has simblo colour every kind of Tajweed which the reciter knows what the

sentence must be pronounced (Iwan, 2014).

Hasan Langgulung and Noraini Hasan (2003) argued that the implementations

of religious education at National schools have a lot of weaknesses in which there are

still many students who cannot read the Quran and writing in Jawi although they have

spent six years of primary school. According to Syamsul (2015), students in secondary

school education have obstacles in performing Quranic recitation. There are just a few

of them who can recite the Qur’an correctly following its rules. In addition, Syamsul

(2015) stated that it also happened with graduates of secondary school education.

4

During the test for candidate university students, it was found that most of students

were not able to recite Quran appropriately. Thus, this actually has problem with the

Islamic education achievement in the previous schools they learn and it becomes a

problem specifically to these students who study at the Islamic studies program (Rizal,

2015).

Rizal (2015) said that about 80% of new university students who enrolled in

2015 are not able to recite Qur'an based on Tajweed. The students came from various

regions in Indonesia and just freshly graduated from higher secondary schools.

Moreover, research on the percentage of Tajweed used in the Quranic recitation found

that only 33% from the respondents applied Tajweed rules during the recitation of Al-

Qur’an (Noraziahtulhidayu & Sazilah, 2012). According to Syamsul (2015), some

people do not know how to read and some know how to read but do not know what

are the names of Tajweed, while the rests know Tajweed but do not know how to

apply it in reciting Qur'an. It means that students in the higher secondary schools have

not truly understood Al-Qur’an and Tajweed.

Even though Indonesia is one of the largest Muslim populations in the world,

most of its citizens are not able to recite the Qur’an appropriately. According to the

survey of Institute Ilmu al-Qur’an in Jakarta (IIA Jakarta, 2013), about 65% of

Muslims do not know how to recite Qu’ran and even do not know the alphabets of the

Qur’an. Researchers at the community of Cinta al-Qur’an Sumatera found that 35% of

Muslims are reciting Qur’an without Tajweed and only 20% of them recite Qur’an

fluently (Jumhur, 2013).

Additionally, Wildan (2016) as a chief of academic of Al-Qur’an also said

that only 20% Muslims in Indonesia can recite Al-Quran fluently based on the rules of

Tajweed while the rest are only able to read without the rules of Tajweed. According

5

to Indonesia Ministry of Religious Affairs, even though Indonesia is the most

populous Muslim nation, most of Indonesian Muslims do not know how to recite

Qur’an even though Indonesian reciters (qori) often become the winners in the

competition of Musabaqah Tilawah al-Qur’an (Suhendra, 2015).

The above phenomenon showed that Tajweed skill may not have been

comprehensively taught at schools so people in Indonesia have difficulty in quranic

recitation. Therefore, this research was conducted to investigate the level of students’

preceived knowledge of Tajweed and the level of students’ preceived skills in reciting

Qur’an. It can be said that there is a significant relationship between Tajweed and

Quranic recitation skills. Nowadays most people only learn Tajweed in schools and

they do not continue it after they have completed their secondary school education

(Chandra, 2013).

Moreover, even though Tajweed has become a compulsory course at schools

from primary until senior high school, the teaching and learning process is insufficient

which resulted in students’ failures to understand the Tajweed (Iwan, 2014).

According to Iwan (2014), the theoretical knowledge in the school sometimes does

not influence the skills of the learners. Hence, it is important to know whether the

teaching and learning process of Tajweed in school is effective or not. It is also

important to know the relationship between perceived Tajweed knowledge and

perceived Quranic recitation skills. Thus, in this study the researcher investigated the

relationship between preceived Tajweed knowledge and preceived Quranic recitation

skills among higher secondary school students at Sekolah Menengah Atas Negeri

(SMAN) 34 Jakarta.

6

1.3 RESEARCH OBJECTIVES

The objectives of the current research are as follows:

1. To identify students’ level of perceived knowledge of Tajweed at Sekolah

Menengah Atas Negeri (SMAN) 34 Jakarta.

2. To determine students’ level of perceived skills of Quranic recitation at

Sekolah Menengah Atas Negeri (SMAN) 34 Jakarta.

3. To investigate the relationship between Tajweed and Quranic recitation

skills among students at Sekolah Menengah Atas Negeri (SMAN) 34

Jakarta.

1.4 RESEARCH QUESTIONS

The research questions of this study are as follows:

1. What is the level of students’ perceived knowledge of Tajweed at Sekolah

Menengah Atas Negeri (SMAN) 34 Jakarta?

2. What is the level of students’ perceived skills of Quranic recitation at

Sekolah Menengah Atas Negeri (SMAN) 34 Jakarta?

3. Is there a significant relationship between Tajweed and Quranic recitation

skills among students at Sekolah Menengah Atas Negeri (SMAN) 34

Jakarta?

1.5 HYPOTHESIS

1. H0: there is no relationship between Tajweed and Quranic recitation skills

at Sekolah Menengah Negeri (SMAN) 34 Jakarta.

2. H1: there is a relationship between Tajweed and Quranic recitation skills

at Sekolah Menengah Negeri (SMAN) 34 Jakarta.

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1.6 SIGNIFICANCE OF THE STUDY

The researcher expected that this research would improve our knowledge in teaching

and learning process about Tajweed and its implication to the reciting Qur'an. Thus,

the researcher explained the relationship between Tajweed and Quranic recitation

skills among students in school where there may have a significant relationship

between knowledge of Tajweed and skills in the application of its theory in practicing

the Qur’anic recitation. In addition, there may have a positive impact on learning

Tajweed in order to improve Quranic recitation skills among students and teachers’

skills or capability in teaching Tajweed. Therefore, the researcher gave some

explanations about those issues mentioned above in the later chapters.

As for the result of this study, it is hoped that it can be a reference for the

teachers or administrators of Islamic education with some positive impacts on

teaching Tajweed and Quranic recitation. Thus, respective schools and administrators

will know what actions should be taken in order to adjust the system of teaching and

learning especially in teaching Tajweed. Finally, it is also hoped that it can give

valuable contribution to other readers and knowledge seekers especially in Islamic

studies and for further studies particularly in Quranic recitation matters.

1.7 DELIMITATION OF STUDY

The coverage of this study was confined to two main variables which were students’

precieved knowledge of Tajweed and students’ preceived Quranic recitation skills. In

addition, this research also focused on the relationship between Tajweed and Quranic

recitation skills among higher secondary students in Jakarta. Then, the surveys were

distributed at Sekolah Menengah Atas Negeri 34 Jakarta. The population of this study

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was secondary Islamic education students at Sekolah Menengah Atas Negeri 34

Jakarta in Academic Session of 2017/2018.

1.8 THEORETICAL FRAMEWORK

Theoretical knowledge of the skills in the Quranic recitation is considered as Tajweed

knowledge (Burhawi, 1985). The independent variable in this study is the Tajweed as

the knowledge to apply in Quranic recitation whereas the dependent variable is

Quranic recitation skills. The reason is that the theoretical knowledge of the Quranic

recitation will significantly influence the Quranic recitation skills of the students. The

study believes that the knowledge of Tajweed will have a particular impact on the

students’ Quranic recitation skills.

Source: Burhawi (1985) and Rauf (2003)

Figure 1.1 The Theoretical Framework Model of Tajweed Knowledge of Role to

Enhancing Quranic Recitation Skills

Quranic recitation skills

Knowledge

of Sifatul

Huruf

Knowledge

of Makharijul

Huruf

Knowledge

of Ahkamul

Huruf

Knowledge

of Ahkamul

Madd

Knowledge

of Ahkamul

Waqf

Tajweed as the theoretical

knowledge

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1.9 DEFINITION OF TERMS

1.9.1 Tajweed

Tajweed means the knowledge of tajweed or theory that contains five components

namely Makharijul Huruf, Sifatul Huruf, Ahkamul Huruf, Ahkamul Madd Walqasr

and Ahkamul Waqf Walibtida’ (Habibah, 2015). According to Rauf (2003), Tajweed is

a set of rules governing the way in which the words of the Qur'an should be

pronounced during its recitation. Thus, Tajweed is the science that discusses about the

rules of reciting the Qur'an properly and nicely as practiced by Prophet Muhammad

S.A.W.. In this current research, the researcher studied the relationship between

learning process of Tajweed and Quranic recitation skills among students.

1.9.2 Quranic Recitation Skills

Quranic recitation skill is one’s ability to recite Quran perfectly and fluently by

applying the rules of Tajweed (Azharie, 1996). In this current research, the researcher

investigated the relationship between learning Tajweed and students’ skills on

practicing Tajweed of Qur’anic recitation.

1.10 SUMMARY

From the above presentation, we can see that there is a significant concern about

Tajweed and Quranic recitation skills among higher secondary school students in

order to improve the learning outcomes in the teaching and learning process. Many

studies have been conducted in investigating Tajweed and Quranic recitation.

However, there still need an attention among the instructors, educators and researchers

towards improving students’ outcomes in understanding lesson specifically Tajweed

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and Quranic recitation skills. Thus, higher secondary school students will be able to

perform their obligations appropriately after they graduate from school such as

reading Qur’an fluently as the main guidance in Muslims’ lives..

THE RELATIONSHIP BETWEEN PERCEIVED TAJWEED

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