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5. to provide ideas on how to plan and teach lessons as well as formats that
teachers can use.
2.3 Theoretical Framework
Because this study focuses on spelling mastery, it presents several points related to spelling, especially English spelling. Spelling is one of language components
whose existence cannot be ignored. It is important because each word has its own spelling. Therefore, a different spelling results a different meaning. It can also be
said that spelling ability is the basic and essential skill within language. For that reason, spelling must get much attention in language curriculum. In line with this,
Otto et al. 1973:255 pointed out: Because of its nature relationship with the other language arts, spelling should
be a part of the total language arts curriculum. Each of the other content area instructional programs should also teach spelling and reinforce what is taught
elsewhere. But spelling needs a home, and that home is logically within the language arts curriculum.
However, in fact, spelling skill gets less attention than other skills. It is shown by the portion of the spelling in the textbooks used in the teaching and learning
activities. Generally, most of the textbooks used by the students do not present spelling in the same proportion as the other aspects of skills.
In fact, there is a natural relationship between spelling and other language skills. One of the evident is that sometimes, spelling errors are found in students`
writing. The errors are due to addition of extra letters, omission of needed letters, reversal of whole words, consonant order of syllables, misinterpretation of dialect,
and phonetic spelling of non-phonetic words Edgington in Mercer and Mercer, 1989:418.
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The errors made by students in their writing should be the guides for the teachers to find and determine an appropriate method of teaching spelling and
remedying students who have poor spelling ability. In line with this, Otto et al. 1973:249 reported that ‘it is important for teachers to be concerned with the
affective as well as the cognitive responses of poor spellers to remedial spelling instruction.’ After the teachers have found the appropriate method of teaching and
remedying spelling, we hope that students` poor spelling can be minimized as much as possible.
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CHAPTER III
RESEARCH METHODOLOGY
Chapter III concerns with the things related to the research method. This chapter would like to discuss the sequences of the systematic processes used in gathering
the required data. The processes consist of object of the study, subject of the study, type of data, instrument of collecting data, collecting material for the test,
selecting the members of test items, method of collecting data, and method of analyzing the data.
3.1 Object of the Study
