Causes of Spelling Errors Among Arabic Language Learners أسباب الأخطاء الإملائية لدى متعلمي اللغة العربية
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Abstract
This study aims to investigate the causes of spelling errors among Arabic language learners in examination papers at Imam Islamic Institute of Cikembar. The study was conducted based on the observation that students continue to make repetitive spelling mistakes despite having studied dictation and spelling rules. The researcher employed a qualitative approach using a descriptive-analytical method by analyzing examination papers as the primary source of data, supported by interviews and classroom observations to identify the factors contributing to these errors. The research was carried out during the 2024–2025 academic year with a purposive sample consisting of fifteen students from different educational levels, ranging from seventh to twelfth grade. The findings revealed that spelling errors were not caused by a single factor, but rather by interconnected external and internal factors. The external factors included the interruption of imla’ learning during the previous academic year due to the teacher’s absence and the lack of a substitute instructor, differences in students’ educational backgrounds, and the absence of a reference textbook for the subject. Meanwhile, the internal factors involved students’ difficulty in distinguishing similar letters, challenges in applying hamzah and vowel elongation (madd) rules, and their low self-awareness of spelling mistakes during writing. The study also confirmed that theoretical explanation alone is insufficient to overcome these problems. Instead, continuous practical exercises and a supportive learning environment are necessary to develop students’ writing skills and minimize spelling errors in examination papers.
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