CERITA ANAK HAYY IBN YAQZAN KARYA KAMIL KAILANI (STUDI ILM AL-USLUB PERSPEKTIF ALI IZZAT)

Deden Ka’bal Umam, NIM.: 23201011010 (2025) CERITA ANAK HAYY IBN YAQZAN KARYA KAMIL KAILANI (STUDI ILM AL-USLUB PERSPEKTIF ALI IZZAT). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study examines the style (uslub) of Kamil Kailani's children's story, Hayy Ibn Yaqzan, an adaptation of the allegorical philosophical tale by Ibn Tufail. The central problem addressed is how Kailani's style bridges the gap between complex philosophical discourse and the cognitive capacities of children, while simultaneously preserving literary aesthetics. Therefore, this study aims to identify the characteristics of the story's uslub and analyze the function and meaning of these uslub features in constructing the narrative. This study employs a qualitative method using the stylistic approach of Ilm al-Uslub. The analytical framework is based on the theory of Ali Izzat, which involves a systematic examination of the text, proceeding from a description of formal features at the phonological, grammatical, and lexical levels to an interpretation of meaning at the semantic level to ensure the objectivity of the findings.

The results show that Kailani's style possesses functional characteristics. At the phonological level, his style is marked by the utilization of regular prose rhythm, saj (rhyming prose), phonological parallelism, internal sound play such as alliteration and assonance, jinas (paronomasia), and the distinctive phonological effects of iqtibas (intertextual borrowing). The grammatical level is predominantly characterized by active verbal sentence structures and paratactic patterns, which maintain narrative clarity. The lexical level is distinguished by the use of common collocations, tiered lexical sets corresponding to the character's cognitive development, the utilization of iqtibas as lexical units, and systematic parenthetical explanations to aid comprehension. Collectively, these features serve three primary functions: constructing an engaging narrative world, teaching a method of thinking, and concretizing abstract concepts while instilling pedagogical values.

This study concludes that Kailani's style constitutes a functional pedagogical design, not merely a simplification, with an aesthetic rooted in clarity and regularity. The contribution of this research lies in its exposition of a literary adaptation strategy for classic works for children, with a focus on style, which implies a recommended optimal readership age range of 9–12 years.

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