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learn the
target language.
interest in
teaching spelling
question 11
- Many
teachers sometimes
seem to
commit spelling
errors while writing
on the
whiteboard or notebook
question 12
agree
- a
agree
2. Interalingu
al Error -
Caused by the
difficulty of the
second or target
language.
- Unbalance
of the target
language and
negative influence
of the environme
nt, the target of
the second language
product is -
How often do you care
about the
spelling of
words when you write?
question 1 -
How often do
you commit
spelling errors?
question 2
- How much
important is it to know
the correct
spelling of
words? question 3
- How do you
- c
always -
a sometim
es -
c very importan
t
- b like
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higher than students’
level. feel
about learning the
spelling of
words? question 4
- What is your
main problem
in learning
spelling? question 5
- Students
commit spelling
errors because
spelling
is not actually
taught as an aspectsub
skill of
English language in
junior high school.
question 8
- Students
commit spelling
errors because
most students
don’t take the pain to
go through
their works after writing.
question 9 -
b lack of
interest to learn
- a agree
- a agree
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- There are
few books that
emphasize spelling
rules in the school
libraries. question
10 -
a agree
Based on the explanation about interlingual and interalingual error above, interalingual error is more
dominant factor that caused spelling error. According Touchie, Interalingual or development factors occur
because:
16
1. Simplication students often choose simple form
instead of more complex ones 2.
Overgeneralization students use one form in one context and extending its application such as the
use of comed and goed as the past tense form of come and go
3. Hypercorrection zealous efforts of teachers in
correcting students’ errors cause the students make error such as students say pird and pattle of
bird and battle. 4.
Faulty teaching some teachers are even influenced by their students’ errors in the course
of long teaching 5.
Fossilization some errors especially errors in pronunciation, persist for long periods and
become quite difficult to avoid
16
Hanna Y. Touchie, “Second language learning errors: Their Types,
Causes and treatment JALT Journal. Vol. 8, No.1, 1986, p. 7.
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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion drawn from the research finding and discussion in the previous chapter. This chapter
is divided into two parts. The first is conclusion and the second is suggestion.
A. Conclusion
Based on the research finding, the eighth-grade students of intensive class had some types of spelling errors in writing of
recount text. The finding also found the frequencies of errors occurred based on the types of spelling errors. The last, it was
found factors that causes of spelling errors. The researcher concludes several points as follows:
1. There were 175 spelling errors identified in 28 students in
students’ writing of recount text. The errors divided on nine types such as omission a letter, addition of letter, single letter
instead of double letter, double letter instead of single letter, substitution of one letter, interchange two adjacent letters,
error involving an apostrophe, erroneous splitting or joining of words words segmentation error, two or more errors of
the same type or different types multiple error.
2. In frequency of spelling errors, the highest spelling error
occurred was dominated by substitution of one letter category with percentage of 24,60. There were 43 errors on
substitution. The second was omission of letter, there were 35 and the frequencies were 20. The third was addition of
letter, there 28 errors and the frequencies were 16. The fourth was erroneous splitting or joining of words word
segmentation, there were 24 errors and the frequencies were 13,70. The fifth was double letter instead of single letter,
there were 12 errors with frequencies 6,90. The sixth was interchange of two adjacent letters, there were 11 errors and
the frequencies were 6,30. The seventh was multiple error, there were 9 errors and the frequencies were 5,10. The next
was error involving an apostrophe, there were 8 errors and the frequencies were 4,60. The last was single letter instead of
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double letter, there were 5 errors and the frequencies were 2,90.
3. The causes of spelling error are divided into interlingual error
and interalingual error. The interlingual errors were found on phonological, morphological, grammatical, and semantic
interference. Then, the causes of spelling errors based on the interalingual errors were found on students’ lack of interest to
learn. Interalingual error or developmental error was caused by the difficulty of the target language in which it was more
dominant factor that caused of spelling error. Interalingual errors
factor occured
because simplication,
overgeneralization, hypercorrection, faulty teaching and fossilization.
B. Suggestion
From the research finding and facts that have been discussed on the previous chapter, the researcher gave some
suggestion for teacher, students and next researcher.
1. For the teacher
The teacher should be more aware to students’ error in writing regard to spelling error. The teacher should correct
and give attention in teaching spelling even they neglect the spelling errors of students in their written work.
Moreover, in language teaching, the teacher teaches various skill of English such as listening, reading,
speaking and writing. It is important to develop and integrate spelling lesson into the language teaching in the
various skills in English such as vocabulary, grammar, writing, speaking, reading, and listening to develop their
spelling skill.
2. For the students
Students should pay more attention in spelling and always check the correct spell word in dictionary using digital
dictionary will be recommended. In order to increase their spelling, the students should be more aware in writing
especially in spelling and also should practice more concerning spelling in their writing.
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3. For the next researcher
The next other researchers can analyze more deeply in the same topic on different focuses or different methodology
such as by using quantitative to explore the fact. Further research can also analyze other types of spelling error that
students committed in their writing. Moreover, the researcher can analyze spelling error in another integrated
skill of English such as spelling error in students
‘speaking.
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REFERENCES
Ahmed Allaith, Zainab Abdulameer. Thesis: “Analysis of Spelling performance in English among Students whose First language is
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American University of Sharjah, 2011. Albamawi, Malek Jaber M. “The Academic Writing performance and
Spelling Errors of English as Foreign Language Students at Tabuk University: A Case of the introductory Year Students
2015.” Asian Journal of Social Sciences, Arts and Humanities, Vol.4 No.1, 2016, pp.23-37
Alfaki, Ibrahim Muhammad. “University Students’ English Writing Problems:
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Al- Jarf, Reima. “Spelling Error Corpora in EFL”. Sino-US English
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