After prepositions, where they have the meaning of objects of the prepositions, e.g. "to me, to you, to him" This word also shows up in Hebrew, e.g. masculine זה‎ zeh (cf. dhī), feminine זאת‎ zot (cf. dhāt-), plural אלה‎ eleh (cf. ulī). Sibawayh, His Kitab, and the Schools of Basra and Kufa." Taken from Changing Traditions: Al-Mubarrad's Refutation of Sībawayh and the Subsequent Reception of the Kitāb, pg. 12. Volume 23 of Studies in Semitic Languages and Linguistics. Ed. Monique Bernards. Leiden: Brill Publishers, 1997. ISBN 9789004105959

In the context of pouring out thoughts and ideas, and conclusions reached as a result of the study by the author, this paper uses descriptive and analytical methods. The description method is intended to present data or material information on the problem according to what it is, not designed to discuss to make generally accepted decisions. This step is taken at an early stage. In the next stage, the researcher uses the analytical method to break down a problem on its various parts and then examine it in depth. From the methods that have been mentioned, the steps taken by the author are as follows: Attached to conjunctions and particles like أَنَّ anna "that ...", لِأَنَّ li-anna "because ...", وَ)لٰكِنَّ)) (wa)lākinna "but ...", إِنَّ inna (topicalizing particle), where they have the meaning of subject pronouns, e.g. "because I ...", "because you ...", "because he ...". (These particles are known in Arabic as akhawāt inna أَخَوَات إِنَّ ( lit. "sisters of inna".) The morphology studies only the variable words, i.e. the words that can be transformed from a pattern to another of the same root to express different meanings related to its root. Therefore the morphology will not study the invariable nouns such as pronouns الضَّمَائِر , demonstrative nouns أَسْمَاءُ الإِشَارَة , relative nouns الأسْماءُ المَوْصُولَة , and questioning nouns أَسْمَاءُ الاِسْتِفْهَامِ . From the explanation above, it can be concluded that the basic words of the Bugis language are diverse, including nouns, verbs, adjectives, pronouns, number words (numerals), and adverbs. The number of basic syllables in the Bugis language starts from a word with a one-syllable, two-syllable, three-syllable, four-syllable, five-syllable, and six-syllable word.

References

Arabic is the language of the Koran, the holy book of Muslims, numbering more than one billion speakers [ 7, 8]. However, in Muslim belief, the Koran is a guide for them and a guide for humankind. Arabic has become a language with considerable interest in the West, especially in the last decade. In America, for example, no university does not make Arabic a subject, including Catholic and Christian universities. The basic word in the Bugis language varies according to the number of tribes. There are monosyllabic, two-syllable, three-syllable, four-syllable, and some even have five and six syllables [ 33]. These basic words are a noun, a verb, an adjective, a number word (numerals), an adverb and a pronoun. Bugis basic words in the form of nouns consist of one-syllable, two-syllable, three-syllable, four-syllable, and five-syllable. Bugis basic words in the form of verbs consist of one-syllable, two-syllable, three-syllable, four-syllable, and five-syllable. Bugis basic words in adjectives consist of one-syllable, two-syllable, three-syllable, four-syllable, and six-syllable. Numbers (numerals) consist of those with two and three syllables. Adverbs comprised of two and three syllables. Pronouns consist only of those whose syllables are two. The word formation in the Bugis language includes affixation, reduplication, and composition (compound words). On the other side, a corpus-based study reported by Arslan, Mahmood and Rasool [ 34] in which they studied derivational morphemes across ENL, ESL, and EFL learners. The results of the study reported that the native speakers employed more morphemic patterns than nonnative speakers due t their linguistic competence. Jelinek, Eloise. 1981. On Defining Categories: Aux and Predicate in Egyptian Colloquial Arabic. Doctoral dissertation. University of Arizona, Tucson. For all but the first person singular, the same forms are used regardless of the part of speech of the word attached to. In the third person masculine singular, -hu occurs after the vowels u or a ( -a, -ā, -u, -ū, -aw), while -hi occurs after i or y ( -i, -ī, -ay). The same alternation occurs in the third person dual and plural. This research and analysis will, ideally, contribute to the advancement of linguistics research, particularly in the area of contrastive linguistics. In the hopes of providing significant results such as enriching readers to learn the second language and to give insight into the similarities and contrasts between the first and second languages to be studied, as well as to encourage readers to study the second language The second goal is to provide readers who are interested in studying other languages with some motivation.

Benmamoun, Elabbas. 2000. The Feature Structure of Functional Categories: A Comparative Study of Arabic Dialects. Oxford: Oxford University Press. The addition of letters or change in vowel marks reveal a word’s specific meaning that is connected to the root meaning of the root letters.Alexis Neme (2011), A lexicon of Arabic verbs constructed on the basis of Semitic taxonomy and using finite-state transducers Based on time, fi’il (verb) is divided into three, namely al-fi’l al-maadhi, al-fi’l al-mudhaari’ and fi’l al-amr. Every fi’il there is an al-ziyaadah process in it according to the pattern ( wazan) and the al-zaaidah letters that enter it. Al-Ziyaadah in Arabic, namely al-sawaabiq, al-hasyw, al-lawaahiq and al-muzdawijah. These types can be included both in verbs ( al-fi’l al-maadhi, al-fi’l al-mudhaari’ and fi’l al-amr) and in nouns. The pattern of verb formation ( fi’il) based on the letter al-zaa’idah is divided into two, namely, al-fi’l al-mujarrad and al-fi’l al-maziid. Al-Fi’l al-mujarrad is divided into two, namely, al-fi’l al-stsulaasi al-mujarrad and al-fi’l al-rubaa’i al-mujarrad, while al-fi’l al-maziid is also divided into two, namely al-fi’l altsulatsi al-maziid and al-fi’il al-rubaa’i al-maziid as can be seen in the following. Some of the independent pronouns have slightly different forms compared with their Classical forms. For example, usually forms similar to inta, inti "you (masc./fem. sg.)" occur in place of anta, anti, and (n)iḥna "we" occurs in place of naḥnu. Lesson 90 – الدَّرْسُ التِّسْعُونَ Introduction to Morphology - مُقَدِّمةٌ لِعِلْمِ الصَّرْفِ Introduction - مُقَدِّمَةٌ

Numbers behave in a very complicated fashion. wāḥid- "one" and ithnān- "two" are adjectives, following the noun and agreeing with it. thalāthat- "three" through ‘asharat- "ten" require a following noun in the genitive plural, but disagree with the noun in gender, while taking the case required by the surrounding syntax. aḥada ‘asharah "eleven" through tis‘ata ‘asharah "nineteen" require a following noun in the accusative singular, agree with the noun in gender, and are invariable for case, except for ithnā ‘asharah/ithnay ‘ashara "twelve". There are four sections for simple conjugation and that includes the perfect tense, imperfect tense, command and prohibition, and derived nouns.Some very common prepositions — including the proclitic preposition li- "to" (also used for indirect objects) — have irregular or unpredictable combining forms when the enclitic pronouns are added to them: In Classical Arabic and Modern Standard Arabic (MSA), nouns and adjectives (‏ اِسْمٌ‎ ism) are declined, according to case ( i‘rāb), state (definiteness), gender and number. In colloquial or spoken Arabic, there are a number of simplifications such as the loss of certain final vowels and the loss of case. A number of derivational processes exist for forming new nouns and adjectives. Adverbs can be formed from adjectives. Indonesia is a rich country in languages [ 10]. Indeed, it makes Arabic not the first language [ 11– 13]. Instead, it becomes the second language or even the third language after the mother tongue or local language and the national language [ 14]. The Buginese language is one of the many regional languages spread throughout the territory of the Republic of Indonesia, which is still used and maintained by the speaking community as stated in the explanation of article 36, Chapter XV, of the 1945 Constitution of the Republic of Indonesia, that regional languages in the territory of the Republic of Indonesia which is still preserved by the speaking community, is also maintained by the state because it is part and the diversity of the national culture that is still sustainable. The efforts to develop these regional languages are inseparable from the development of national culture [ 15– 18]. In the Bugis language there are three kinds of affixes, 23 namely, (1) prefix or prefix, namely affixes that are placed in the initial position of the root word; (2) suffixes or suffixes, namely affixes that are placed in the final position of the root words; and (3) infix or insertions that is, an affix that is placed or inserted in the middle position of the root word. Apart from these types of affixes, there are still two kinds of affixes, namely, double prefix, confix, and a combination of affixes. Prepositions use -ī/-ya, even though in this case it has the meaning of "me" (rather than "my"). The "sisters of inna" can use either form (e.g. إنَّنِي inna-nī or إِنِي innī), but the longer form (e.g. إنَّنِي innanī) is usually preferred.

Let’s first define Arabic morphology which is referred to as صرف /sarf/ or تصريف /tasreef/ (the verb version of it). In Arabic morphology, some internal changes of a word take place and this is due to many reasons. Whatever led to that, there is a certain pattern that is followed by the Arabic language. For example, the morphological process of voweling Arabic words. Sometimes it is simply the addition of other Arabic letters to the “original” word. With /sarf/, we can recognize not only denotative meanings but connotative ones as well. Ordinal numerals ( الأعداد الترتيبية al-a‘dād al-tartībīyah) higher than "second" are formed using the structure fā‘ilun, fā‘ilatun, the same as active participles of Form I verbs: The letter ta’ (التاء) is included in the morpheme for affixing standard words in places like the following: a) Ta’ is included as a prefix or prefix to verbs, nouns, and adjectives. For example: تَقَدَّمَ, the letter ta’ at the beginning of this word is mashdar; b) Ta’ in addition to the beginning of the word is also included in the present and future verbs (الفعل المضارع). Example: أنتَ تَعلم and هِيَ تعلم; c) Ta’ goes into a verb to denote the meaning of musyarakah. Example: تَصَالَحَ زَيْد وأحمد; d) Ta’ goes into a verb to convey the meaning (مطاوعة) or the continuity of meaning تَفَعَّلَ. For instance: تَقدَّمَ; e) Ta’ goes to the command verb (الأمر). Example: تَكَلَّمْ; f) Ta’ is also included in the tsulaasi maziid verb to add to it, so it becomes ruba’iy, for example: تَدَخْرَجَ. All languages in this world have characteristics and features that make them different from other languages. Arabic and Bugis are the two languages used in communicating with each other. Because these two languages are different, the people and countries that use them are also different. Arabic is a language that has its characteristics and several advantages over other languages. For example, Arabic has a strong structure, precise exposure, great beauty, and profound meaning. Arabic grammar has its twists and turns but once you look at it from far, you’ll see the big picture. Such as the case with mathematical theories, it is useless to read them and not actually use them, or in this case, practice them. With enough reading and writing practice, you’ll find yourself writing with the rules without you even realizing it.This research is significant as morphological awareness is a valuable tool for enhancing several areas of literacy such as vocabulary comprehension, reading aloud, spelling, phonological awareness, and reading comprehension. Morphological awareness assists the language learners to clarify the pronunciation of specific sound. In spelling, morphological awareness allows the kids to spell the complicated words and to retain its spelling effortlessly. Morphological awareness impacts the other linguistic awareness, phonological awareness. Morphological awareness assists the kids to grasp the content effortlessly. It occurs owing to the students’ vocabulary ability to identify words and understand their meanings as they interact with the reading material [ 22]. In Arabic, morphology is called the science of al-sharf, which is studying the intricacies of Arabic word forms. Al-Galayini [ 28] explained the definition of the science of al-sharf as the study of root words to find out Arabic word forms with all their ihwal things outside of i’rab and binaa’. The study of this morphology is called tashriif, which is the change of one-word form into various forms of words to get different meanings, and without this change, a different meaning will not be obtained [ 29]. The use of sharf science is to protect spoken and written language from errors in vocabulary formation that can damage the value of literary beauty, pronunciation, or usluub of speech or writing or things that can reduce fluency [ 30].