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sufficient time to learn the spelling of English words and become competent speller.
27
He elaborated this case and stated,
“The first and most important step in correct spelling is the desire to learn, to devote the
necessary time to learn. The third is to use all available means
to learn” 3.
Interlingual and interalingual errors The third errors made by second or foreign
language learners can be divided into interlingual and interalingual errors.
According to Keshavarz’s taxonomy in a journal by Shekhzadeh and Geichi,
interlingual errors result from the transfer of phonological, morphological, grammatical, semantics
and learner’s mother tongue to the learning of the target language.
28
Interlingual errors are also called by transfer or interference errors.
29
In short, interlingual errors are the errors of second language learners due to
the different term of first and second language. While according Richard, in a journal by Heydari
and Bagheri,
stated that
intralingual and
developmental errors occurs during the learning process of the second language at a stage when the
learners have not really acquired the knowledge. In addition, errors are also caused by the difficulty or the
problem of language itself.
30
Then, according to Touchie, intralingual and developmental errors are due
to the difficulty of the target of second language.
31
In this study, the researcher used Miressa and Duressa theory that stated the three causes of spelling
27
H. Shaw, Errors in English and Ways to Correct Them. New York: A division of Harper and Row Publishers, 1970, p. 167.
28
Ebrahim Shekhzadeh, Majid Gheichi. “An Account of Sources of
Errors in Language Learners’ Interlanguage” International Conference on Languages, Literature and Linguistics. Vol. 26, 2011, p.160
29
Hanna Y. Touchie, “Second language learning errors: Their types, causes, and treatment”, JALT journal, vol. 8, no. 1 1986, pp. 77
30
Hanna Y. Touchie, Second Language … 69
31
Hanna Y. Touchie, Second language … 75
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error such as Irregularities of the English system or phonological problems, Students’ lack of desire to
learn correct spelling of English words, Interlingual and interalingual errors.
2. Frequency of spelling error
El-khateeb stated that the frequency of error is the percentage or number calculated of the error appearance.
32
It means that the frequency of error is the number of error appearance on the analysis. In this study, the frequencies
of spelling errors are the number of students’ errors in their spelling error in writing recount text.
a. Frequency Distribution
According to Sudijono, frequency distribution gives number symbolize to the frequency of variable
occurs.
33
Then, Mac Donald stated that frequency distribution is a visual display of numerical values
ranging from the lowest to the highest number of times each value occurs.
34
On the other word, frequency distribution showed the highest to the lowest number
based on the frequency occurs. Frequency distribution can be showed in a table
named ungrouped data frequency distribution table.
b. Ungrouped Data Frequency Distribution Table
Ungrouped data frequency distribution table is one of th
e statistics’ tables which showed the number of frequency occurs. In this table, the data is not being
32
Mahmoud M. A. El- khateeb. “Errors Analysis of Solving Linear
Inequalities among the Preparatory Year Students at King Saud University” Journal of Education and Practice, Vol.7, No.12, 2016,
p.128
33
Anas Sudijono. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, p. 35
34
Stuart MacDonald. Nicola Headlam. Research Method Handbook Introductory guide to research methods for social research CLES: The
Centre for Local Economic Strategies, 1986 p. 64
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grouped.
35
The following table showed the example of ungrouped data frequency distribution table:
Table 2.2 Ungrouped Data Frequency Distribution Table
Types of Spelling Errors Number of Spelling Errors
occurs
Omission of a letter Errors 30
Addition of a letter Errors 25
Single letter instead of double letter 5
Double letter instead of single letter 15
Substitution of one letter 40
Interchange of two adjacent letter 15
Involving an apostrophe 18
Erroneous splitting or joining of words word segmentation error
20 Two or more error of the same type
or of different types 19
Total Number of the Whole Spelling Errors evaluation
187 The table above is the example of the ungrouped
data frequency distribution table. Using the table above, the researcher would
be easily understood the highest spelling errors occurrence.
35
Anas Sudijono. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. p. 36
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Then, in counting the frequencies of spelling errors’ percentage, the researcher used
relative frequency distribution table as the following
explanation.
c. Relative Frequency Distribution Table
Relative frequency distribution table is called percentage table.
36
Relative frequency provides the percentage of the data finding. It is used to help the
reader easily understand the research finding. For example, the following table shows the types of
spelling errors, the errors made by the students and the number of total question.
Table 2.3 Relative Frequency Distribution Table
No Types of
Spelling Errors
Number of
Spelling Errors
Number of Total
Spelling Errors
Evaluation Relative Frequency
Percentage
1. Omission of a
letter Errors 30
187 x
= ,
2. Addition of a
letter Errors 25
187
5
� =
, 3.
Single letter instead of
double letter 5
187 �
= , 4.
Double letter instead of
single letter 15
187
5
� = ,
5. Substitution of
40 187
� =
,
36
Ibid., p. 43
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one letter 6.
Interchange of two adjacent
letter 15
187
5
� = ,
7. Involving an
apostrophe 18
187 �
= , 8.
Erroneous splitting or
joining of words word
segmentation error
20 187
� =
,
9. Two or more
error of the same type or
of different types
19 187
� =
,
To acquiring the relative frequency as explained on the table, it uses the formula as follow:
37
Formula: P = F x 100
N Note:
P = Percent F = Frequency of Errors
N = Total Number of the Whole Errors evaluation
The formula of relative frequency, as the example above, was
used to analyze the frequency percentage of students’ spelling errors in writing recount text.
37
Anas Sudijono. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. p. 43
