Available online at www.sciencedirect.

com

ScienceDirect
Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145

13th International Educational Technology Conference

ANALYSIS OF TAJWEED ERRORS IN QURANIC

RECITATION
Surul Shahbudin Bin Hassan, Dr. Muhammad Azhar Bin Zailaini *
Ph.D Candidate UM cum Lecturer, International Islamic University Malaysia, Gombak 53100, Malaysia
Senior Lecturer Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia

Abstract

The aim of this study is to identify the various types of tajweed errors made by students during Quran recitation. This study
was carried out on 20 students who took the Tilawah Al-Quran (Quran Recitation) level 2 course as part of their first degree
programme at the IIUM. Analysis of the errors was carried out on recordings of the respondents' recitation using a
comprehensive set of instruments to identify the type and category of errors comitted. Only errors that occurred at least 1%
percent of the time are taken into consideration in this analysis. As a result, a total of six elementary errors have been found.
It is hoped that this study will pave the way for a more effective method of teaching the subject of Quranic Recitation which
continues to focus on the practical aspects of tajweed knowledge.

©
© 2013 The Authors.
2013 The Authors.Published
Publishedbyby Elsevier
Elsevier Ltd.Ltd.
Open access under CC BY-NC-ND license.
Selection andpeer-review
Selection and peer-reviewunder
under responsibility
responsibility of The
of The Association
Association of Science,
of Science, Education
Education and Technology-TASET,
and Technology-TASET, Sakarya Sakarya
Universitesi, Turkey.
Universitesi, Turkey.

Keywords: Error Analysis; Tajweed; Al-Quran; Quranic Recitation;

1. BACKGROUND

The Tilawah Division is a division under the supervision of the Centre for Languages and Pre University
Academic Development (CELPAD), International Islamic University Malaysia (IIUM), responsible for the
Quranic Recitation programme for IIUM students. This Quranic Recitation course offered by the Tilawah
Division is a compulsory pass course to be taken by every IIUM student in order to graduate. There are three
courses being offerred by the Tilawah Division as follows: -

1. Basic Level (TQ 1000)

* Corresponding author. Tel.: +6-019-239-0698; fax: +6-036-038-8698.

E-mail address: [email protected]

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya
Universitesi, Turkey.
doi:10.1016/j.sbspro.2013.10.318
Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145 137

2. Intermediate Level (TQ 2000)

3. First Degree Level (TQ 3000, TQ 3010, TQ 3020)

In this study the writer will focus on the Quranic recitation of level TQ 2000 students only. This course is
compulsory for students not majoring in Islamic studies or Arabic.

2. PROBLEM STATEMENT

The problem of poor Quran recitation skills is often discussed by teachers and researchers in the field of
Islamic education. Saidi Mohd (2007) states that students weakness in Quran reading has already become an
issue in the field of Islamic education for some time, and is still unresolved. Despite various efforts and
innovative methods proposed by educators and researchers, this problem has yet to be overcome completely and
it is considered to be the root cause of for overall student weakness in the Islamic Education subject in schools.
The answer to this problem could conceivably be found through knowing the various errors and mistakes made
by students in Quran reading. In fact, many matters would be resolved after the various mistakes made by
students have been identified and classified.
This researcher has decided to conduct a pilot study on this particular problem on level TQ 2000 students at
IIUM. Through this study, the various errors and mistakes in Quranic recitation can be described in a more
systematic manner, thus paving the way towards overcoming the problem of poor Quran recitation skills.

3. OBJECTIVES

The objectives of the study are as follows: -

1. To devise a system to evaluate accurately the level of ability of Quranic recitation, especially among
IIUM students.
2. To classify the mistakes made by the students, which are the most common mistakes, and which are the
infrequent ones.
3. To develop a Quranic tajweed teaching guide going directly to the practical aspects of recitation,
without burdening students with the theoretical elements of tajweed.

4. CONCEPTUAL FRAMEWORK

In order to obtain knowledge of the means to identify mistakes in Quranic recitation, a theory has been
formulated based on the following source literature:-

Figure 1: Conceptual Framework

138 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145

5. LITERATURE REVIEW

The writer has referred to the studies and writings of leading reciters throughout the ages. Among the writer's
main sources are the writings of Al-Jazari (833H) and Al-Jamzuri (1198H) and other sources.

5.1. RULES OF TAJWEED ACCORDING TO AL-JAZARI (833H)

Al-Jazari (833H), through his verses, has clarified the Rules of Tajweed in the following areas: -
Manner of correctly pronouncing the makhraj (articulation point) of a letter.
Manner of corrcetly pronouncing the sifat (characteristic) of a letter.
Errors in the implementation of al-Tarqeeq (thinning) and al-Tafkheem (thickening).
Errors in the pronunciation of the letters and during recitation.
The Mutamathilan (Analogous Pair), Mutaqariban (Proximate Pair) and Mutajanisan (Homogeneous
Pair)
Pronunciation of al-Ghunnah (nasalization) and al-Izhar (without nasalization)
Degrees of Lengthening - Mad (long) or Qasr (short).
Manner of stopping (Waqaf) and restarting (Ibtida')
Readings involving certain peculiarities of al-Rasm al-Uthmani, and
Words which should be read in the manner of al-Raum or al-Ishmam.

5.2. RULES OF TAJWEED ACCORDING TO AL-JAMZURI (1198H)

Al-Jamzuri (1198H), through his verses, clarified the Rules of Tajweed in the following areas: -
Rules of Nun Sakinah & Tanwin,
Rules of the Doubled Nun & Mim,
Rules of Mim Sakinah,
Rules of Qamariyyah and Shamsiyyah,
Mutamathilan, Mutaqariban, Mutajanisan,
Rules of Mad Asli. (Natural Lengthening)
Rules of Mad Fari'e (Secondary Lengthening) caused by hamzah
Rules of Mad Al-Lazim (Compulsory Lengthening).
Rules of Lengthening of Isolated Letters at the beginning of certain Suras.

5.3. SURVEY OF THE BOOK OF REGULATIONS OF THE (MALAYSIA ANNUAL) QURAN

READING COMPETITION (1996-2006)
Among the sources which can be referred to for guidance for this study is the scoring guidelines for the jury at
the annual national and international level Quran Reading Competitions. The Regulations, Terms and Scoring
Guidelines for the National and International Level Quran Reading Competition cover the following categories: -

5.3.1. Matters which are considered in the Tajweed section (40 marks)
the rules of nun and mim sakinah and tanwin
the articulation point and characteristics of the letter
the rule of doubled nun and mim
the rules of ra and lam
the rules of saktah (breathless pause), imalah and ibdal
other rules of tajweed
recitation according to the riwayah of Hafs by the way of al-Shatibi
the rules of the mad asli (natural lengthening) and mad far'i (secondary lengthening)
 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145 139

ability to render the riwayah perfectly

ability to make uniform the length of madd
ability to render the characteristic of ghunnah (nasalization) accurately
accurate rendering of wajh aula
perfect pronunciation of letters according to their characteristics

5.3.2. Matters which are considered in the Fasohah section (20 marks)
lack of care in recitation
lack of fluency in the articulation of letters, words and phrases
lack of attention to vowel signs and doubling of letters
error in waqaf (pausing) and ibtida’ (starting)
not paying due attention to the arrangement of verses
lack of control of breathing during recitation
reciting according to the Arabic lahjah (accent)
careful and mindful (with tadabbur.) recitation
recitation in keeping with the meaning of the verse.
correct choice of waqaf jibril and waqaf rumus
ability to recite a long verse in one breath

5.4. RESULT OF OBSERVATION SURVEY

The writer himself has endeavoured to learn Quranic recitation by way of Talaqqi wa Musyafahah with a
direct line of transmission or sanad from Al-Sheikh Muhammad Abdun Nabiy, a lecturer in Qiraat science from
Shubra, Egypt in 2004 andAl-Sheikh Rif‘at al-Bastayisiy an expert in Qiraat from Tanta, Egypt in 2008, when
both men were respectively resident in Malaysia.

6. RESEARCH DESIGN

The study was done quantitatively, involving 20 Level 2 students of the Tilawah al-Quran (Quranic Recitation)
Course at the IIUM. The design of the study is as follows: -
A. To construct an instrument to evaluate errors in Quranic recitation.
B. To obtain samples of students' recitation.
C. To analyse and evaluate the students' recitation.
D. To make a summary of the types of errors in recitation.

7. DATA COLLECTION PROCEDURE

7.1. Selection of Verses for Recitation

The writer had to pick the most suitable verses for recitation - verses that would cover all the rules of tajweed
for the purpose of evaluating the student's ability in tajweed. The total length of the verses chosen is equal to 2½
pages of al-Quran Mushaf ‘Uthmani and the normal length of recitation of these verses is between 8 to 10
minutes. The verses chosen are: -
Surah Maryam verses 1 to 7
Surah al-An‘am verses 73 to 81
Surah al-Fiil verses 1 to 6
Surah al-Kafirun verses 1 to 6
Surah al-Lahab verses 1 to 5
Surah al-Ikhlas verses 1 to 4
140 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145

Surah al-‘Alaq verses 1 to 6

7.2. Recording the Recitation

The writer made video recordings of the recitations of 20 students from the course mentioned earlier. The
recordings were made at the CELPAD Language Centre, IIUM, studio using their devices. The recordings were
later copied into a VCD in order to facilitate the work of checking for mistakes in recitation.

7.3. Preparation of the Checklist Instrument

The writer had to prepare a list of all the rules of Quranic recitation and reproduce it in the form of a long
checklist. As a result, a trial checklist set was created, as follows: -

1. (Harf) Letter and (Shakl) Vowel Sign 4 items

2. Waqf (Stopping) and Ibtida' (Starting) 6 items
3. Makhraj (Articulation Point) and Sifat (Characteristic) 20 items
4. Tarqiq (Thinness)/ Tafkhim (Thickness) 8 items
5. Ghunnat (Nasalization) 21 items
6. Mudood (Lengthening) 18 items
Total 77 items

7.4. Processing the Data

The writer had to give full attention to review one by one the errors detected when the recording of the
student's recitation is played. The writer took on the average one hour to review every recording lasting
approximately 8 minutes. Each recording has to be played several times in order to take note of every type of
error heard.The data obtained are then reviewed and it was found that the instrument used had to be revised in
order that the types of mistakes not found in the instrument could be categorized in a more systematic manner.
The resultant refined data were then processed using Microsoft Excel 2003. The writer found that several types of
errors occurred very infrequently, less than 1 percent (%) of the time, and decided that these categrories would be
ignored in the process of analysis.

8. RESULTS OF THE RESEARCH

From the number of errors compiled, the following is the result of the analysis of the data from the study,
arranged according to the number of errors found. Please look at the table below:-

Table 1: Category of Errors According to Percentage of Occurrence

Category of Errors Errors Percentage

1. Makhraj (Point of Articulation) and Sifat (Characteristic) 484 29%
2. Tafkhim (Thick) and Tarqiq (Thin) 379 23%
3. Ma'al Ghunnal (With Nasalization) and Bi La Ghunnah (Without Nasalization) 379 23%
4. Madd (Long) and Qasr (Short) 235 14%
5. Harf (Letter) and Shakl (Vowelling) 139 8%
6. Waqf (Stopping) and Ibtida' (Starting) 46 3%
Total 1662 100%

The detail review of tajweed errors analisis in the recitation of al-Quran is as follows:-
 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145 141

8.1. ERRORS OF PRONUNCIATION OF ARTICULATION POINTS AND CHARACTERISTICS OF

LETTERS (29%)

Table 2: Category of pronunciation error relating to Articulation Point and Letter Characteristic

Types of Errors Number of errors %

Error in the pronunciation of the letters 55 11
Error in the pronunciation of the letters / 49 10
Error in the pronunciation of the letters 5 1
Error in the pronunciation of the letters 99 20
Error in the pronunciation of the letters 22 5
Error in the pronunciation of the letters 6 1
Error in pronouncing Hams or Jahr 48 10
Error in pronouncing Syiddah, Tawassut, Rakhawah 17 4
Error in pronouncing Itbaq or Infitah 21 4
Error in pronouncing Qalqolah 105 22
Error in pronouncing Sofir 3 1
Error in pronouncing Istitolah 25 5
Error in pronouncing Inhiraf 4 1
Error in pronouncing Lin 18 4
Error in pronouncing Ghunnah 4 1
Error in pronouncing Khafa’ 3 1
Total 484

Among the examples of Articulation Point and Letter Characteristic errors found: -
Sample Verse Explanation of Error
Error because the tongue was not extruded in pronouncing the letter .
Error on the letter because the tongue was not extruded and error on the letter because the
tongue was not pressed to the base of the upper teeth.
Two mistakes on the letter viz: error in not reproducing the characteristic of Istitolah and in
not reproducing the characteristic of Shiddah.
Error in not rendering Qalqolah Kubra when stopping on the doubled (mushaddah) letter .

8.2. ANALYSIS OF ERRORS OF THICKNESS AND THINNESS (23%)

Table 3: Errors in the pronunciation of Thick and Thin Letters (Tarqiq / Tafkhim)

Types of Errors Number of errors %

Thickening a letter of istifal 228 60
Thinning a letter of Isti'la' 45 12
Thickening the pronunciation of thin Ra 21 6
Thinning the pronunciation of thick Ra 83 22
Thinning the pronunciation of Lam Jalalah 2 1
Total 379
142 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145

Among the example of errors of pronouncing thick and thin letters found:
Sample Verse Explanation of Error
Error in thickening the letter which should be thin. This is due to the influence of adjacent
letters and which are thick.
Error in thinning the letter which should be thick.
Error in thinning the letter when it should be thick.
Error in thickeing the letter when it should be thin.

8.3. ANALYSIS OF ERRORS INVOLVING NASALIZATION (23%)

Table 4: Category of Errors in the pronunciation of Nasalization (Ghunnat)

Types of Errors Number of errors %

Failure to conceal the Nun in Ikhfa' Haqiqi 73 19
Failure to pronounce doubled Nun with nasalization the length of 2 vowels. 51 13
Failure to pronounce Ikhfa' Haqiqi with nasalization the length of 2 vowels. 45 12
Not consistent in executing the rules of nasalization 33 9
Failure to pronounce doubled Mim with nasalization the length of 2 vowels. 32 8
Error of thinning the nasalization when Nun meets an Isti'la' (thick) letter 32 8
Error of pronouncing with nasalization where there should not be nasalization. 25 7
Failure to conceal Mim in Ikhfa' Shafawi 22 6
Failure to nasalise Idgham ma'al Ghunnah the length of 2 vowels. 17 4
Failure to nasalise Ikhfa' Shafawi the length of 2 vowels. 12 3
Failure to assimilate the letters on Idgham ma‘al Ghunnah 10 3
Error of thickening the nasalization when Nun meets a letter of Istifal. 9 2
Failure to conceal (ikhfa') Mim on Iqlab (Ikhfa' Majazi) 7 2
Failure to nasalise Iqlab the length of 2 vowels. 6 2
Error of pronouncing nasalization longer than 2 vowel lengths. 3 1
Failure to assimilate the letters on Idgham bi la Ghunnah 2 1
Total 379

Among the errors found related to nasalization (or its absence) are:
Sample Verse Explanation of Error
Error of not making nasalization for doubled (mushaddah) and which must be nasalized for
the duration of 2 vowel lengths.
Error of not concealing (ikhfa') nun sakinah which must be pronounced concealed, and with
a thin nasal sound for the length of two vowels.
Error of not concealing (ikhfa') mim sakinah which must be pronounced concealed by
keeping the lips slightly apart.
Error of nasalizing mim sakinah when it is inappropriate to do so, when the rule is Izhar
Shafawi.

8.4. ANALYSIS OF ERRORS IN LENGTHENING (MUDUD) (14%)

 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145 143

Table 5: Category of Errors in Lengthening (Mudud)

Types of Errors Number of errors %

Lengthening more than the proper length. 49 21
Lengthening letters which should not be lengthened. 45 19
Mad Lazim Kalimi Musaqqal not lengthened to 6 vowel lengths 29 12
The duration of various madd sounds not regular or well-proportioned 25 11
Mad Munfasil not lengthened to 4 or 5 vowel lengths 23 10
Mad Muttasil not lengthened to 4 or 5 vowel lengths 16 7
Shortening letters which should be lengthened 14 6
Mad Lazim Harfi Mukhaffaf not lengthened to 6 vowel lengths 13 6
Mad Asli not lengthened to 2 vowel lengths 5 2
Mad Silah Kubra not lengthened to 4 or 5 vowel lengths 5 2
Mad Asli Harfi not lengthened to 2 vowel lengths 4 2
Mad Lazim Harfi Musaqqal not lengthened to 6 vowel lengths 4 2
Mad Badal not lengthened to 2 vowel lengths 3 1
Total 235

Among the examples of errors in lengthening found:

Sample Verse Explanation of Error
Error in not lengthening and which must be lengthened to 6 vowel lengths.
Error in lengthening and more than 2 vowel lengths.
Error in not lengthening which must be lengthened 2 vowel lengths. This rule is also known as
Mad Badal.
Error in not regularizing the length of madd on 5 letters found in this word which must
be 6 vowel lengths and must be 2 vowel lengths.

8.5. ANALYSIS OF ERRORS OF PRONOUNCING LETTERS AND VOWEL SIGNS (8%)

Table 6: Category of Errors of Pronouncing Letters and Vowel Signs

Types of Errors Number of errors %

Errors in rendering fathah, kasrah, dhommah, sukun and shaddah. 43 31
Error of leaving out letters 42 30
Error of adding letters 34 24
Error of changing letters 20 14
Total 139

Among the examples of errors found in this category:

Sample Verse Explanation of Error
Error in connecting two sakinah letters with the correct vowel sound, such as in this way:
.
Error of changing the letter to .

8.6. ANALYSIS OF ERRORS OF STOPPING (WAQF) AND RESTARTING (IBTIDA') (3%)

144 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145

Table 7: Category of Errors of Stopping and Restarting the Recitation (Waqf / Ibtida')

Types of Errors Number of errors %

Stopping / Repeating by drawing in breath 16 35
Restarting on a word which results in violation of the grammar of the language 10 22
Stopping on a word which results in violation of the grammar of the language 6 13
Stopping on a word which alters the intended meaning. 5 11
Stopping while pronouncing the vowel sound on the last letter 5 11
Starting on a word which alters the intended meaning 4 9
Total 46

Among the errors of stopping and restarting found are:

Sample Verse Explanation of Error
Stopping on the word: . Then restarting from the word without repeating the word
before it.
Stopping by cutting of the breath in the middle of a word: - . and to restart without
repeating the word in full.

9. CONCLUSION OF THE STUDY

From the analysis of the errors in recitation, it can be concluded that students' ability to implement the rules of
tajweed is generally very low. Although they are able to read, they commit a lot of mistakes in recitation The
total number of mistakes from the 20 respondents is high, numbering 1662 mistakes in all. This means that on
average each student makes 83 mistakes during their recitation. A total of 29% of those mistakes constitute
failure to pronounce letters correctly (according to their respective points of articulation and characteristics).
Another 23% are mistakes in implementing the rule of tarqiq wa tafkhim (thick and thin) and 23% as well in
implementing the rules of Ghunnat (nasalization or without nasalization). Errors in lengthening account for 14%
of the errors of recitation. Errors in pronouncing letters and vowel signs correctly make up 8% of the total
number of errors, and waqf wa ibtida’ errors of stopping and restarting the recitation represent 3% of the tajweed
mistakes in recitation.

References
The Quran and its Translation (1412H). Medina: King Fahd Complex for the Printing of the Holy Quran
Al-Syaikh ‘Atiyyah Qabil Nasr. (2000M/1420H). Ghayat al-Murid fi ‘Ilm al-Tajwid. (sixth printing) Jeddah Saudi Arabia: Maktabah Kunuz
al-Ma’rifah
As-Sheikh Ridha Ali Darwish and As-Sheikh Samih bin Ahmad. (2000): Fathur Rahman fi Taysir Turuq Hafs bin Sulaiman. (first printing)
Cairo, Egypt: Maktabah Qurtubah Lit Turath.
Dr. Muhammad Khalid ‘Abd al-’Azi z Mansur. (1999M/1419H). al-Wasit fi ‘Ilm al-Tajwid. (first printing) Amman, Jordan: Dar Al-Nafa’is.
Hasan Hasan Dimasyqiyyah. (1999): (first printing) Beirut, Lubnan: Darul Basyair al-Islamiah.
Kementerian Pendidikan Malaysia (2002 dan 2003). Buku Teks Pendidikan Islam KBSM Tingkatan 1, 2, 3, 4 dan 5. Kuala Lumpur: JAPIM
Kementerian Pendidikan Malaysia (2002). Huraian Sukatan Pelajaran Pendidikan Islam KBSM Tingkatan 1, 2, 3, 4 dan 5. Kuala Lumpur:
JAPIM.
Kementerian Pendidikan Malaysia (2002). Sukatan pelajaran Pendidikan Islam KBSM. Kuala Lumpur: JAPIM
Mahmod Ali Bassah. (1992M/1412H): . Cairo, Egypt: Maktabah Azhariah Lit-Turath.
Minutes of the 53rd Meeting of IIUM Senate dated: 3rd February 1988, page 25, Minute No. 330 under the heading Matters Arising The
Teaching of Quranic Recitation at IIUM.
 Surul Shahbudin Bin Hassan and Muhammad Azhar Bin Zailaini / Procedia - Social and Behavioral Sciences 103 (2013) 136 – 145 145

The Minutes of the 48th Meeting dated 27th August 1987, page 9, Minute No. 270 Proposal Paper to set up a Quranic Recitation Unit titled
'Proposed plan for the teaching of Quranic recitation to IIUM students' was presented by the Deputy Rector. The Senate accepted the proposal
and decided that this unit shall be set up and managed at the CELPAD language centre.
Muhammad ‘Isom Muflih al-Qudah. (1995M/1415H): . (first printing) Amman, Jordan: Darul an-Nafais.
New Tilawah Placement Test (TPT) Marking Scheme, .( 27th till 29th June 2008) A paper prepared by Surul Shahbudin, and successfully
discussed at Tilawah Division workshop held at Kota Tinggi Waterfall Resort, Johor Bharu
Peraturan Majlis Tilawah Al-Quran Malaysia. Jabatan Kemajuan Islam Malaysia. Edisi 1995. Syarat dan Peraturan Majlis Tilawah Al-
Quran Peringkat Kebangsaan: Satu Perubahan Terkini. Jabatan Kemajuan Islam Malaysia. Edisi 2004.
Panduan Pemarkahan Majlis Tilawah Al-Quran Peringkat Antarabangsa, Majlis Tilawah Al-Quran Peringkat Antarabangsa Kali Ke 48:
Jabatan Kemajuan Islam Malaysia. Edisi 2006
Saidi Mohd. (2007). Keupayaan bacaan al-Quran di kalangan pelajar tingkatan empat di beberapa buah sekolah menengah terpilih di
Negeri Terengganu, Ph.D. Thesis, Department of Al-Quran and Al-Hadith, Academy of Islamic Studies, University of Malaya,.
Surur Shahbudin Bin Hassan (20 September 2005) Skema Pembacaan Al-Quran Yang Betul: Menepati Piawaian Bacaan Yang Diriwayatkan
Daripada Penerima Wahyu Pertama s.a.w. Working Paper presented at the International Seminar on the Quran, KUIM.
Surur Shihabuddin An-Nadawi. (2007): Ilmu Tajwid menurut Riwayat Hafs ‘An ‘Asim. (Tajweed according to the Riwaya of Hafs from
'Asim.) Volumes 1 & 2. (third printing) Kuala Lumpur: Pustaka Salam.
Tilawah Division Courses Outline (2006) for Levels TQ 1000, TQ 2000, TQ 3000, TQ 3010 and TQ 3020, CELPAD, IIUM, Gombak,
Selangor.
Tilawah Division Exam Scheme for Tilawah Al-Quran I and Tilawah Al-Quran II, (28 Dec. 2003) A paper presented in the Tilawah Division
Workshop, by The Head of Tilawah Division, at Orient Star, Lumut, Perak.
Zakaria bin Muhammad Al-Ansari Asy-Syafie. (1995): . (first printing) Damascus, Syria: Darul Al-Maktabi.