Analysis of Written Errors Among High School Students At Alwafi Internasional Islamic Institut تحليل الأخطاء الكتابية لدى طلاب المرحلة الثانوية في معهد الوافي العالمي الإسلامي
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Abstract
This study addressed the analysis of written errors among high school students at Al-Wafi Islamic Institute, based on the importance of possessing proper writing skills as a pivotal tool for understanding religious texts and precise expression. It aimed to monitor and classify common patterns of these errors and analyze their causes, using the descriptive-analytical method applied to a sample of 60 students through tools including an error analysis checklist, a written test, and a teacher questionnaire. The results revealed the dominance of spelling errors, constituting 42% of the total errors, followed by grammatical and morphological errors at 31%, with this pattern consistent across grades despite a decrease in the overall quantity of errors, indicating a persistent methodological challenge. The results also highlighted a gap between the students' ability to memorize religious texts and their weak applied performance in free writing. The study concluded that the core of the problem lies in the students' inability to transform theoretical linguistic knowledge into automatic writing proficiency, due to a lack of directed practice, emphasizing the need to adopt teaching strategies that focus on building writing skills independently and intensively, and generalizing their practice across all subjects at the institute.
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