AN ERROR ANALYSIS IN SPELLING ENGLISH WORDS
PRODUCED BY THE SEVENTH GRADE STUDENTS OF
HUSNUL KHOTIMAH ISLAMIC BOARDING SCHOOL AS SEEN
FROM THEIR DICTATION TEST
SITI MUKAROMAH :AN ERROR ANALYSIS IN SPELLING ENGLISH
WORDS PRODUCED BY THE SEVENTH GRADE
STUDENTS OF HUSNUL KHOTIMAH ISLAMIC
BOARDING SCHOOL AS SEEN FROM THEIR
DICTATION TEST
Learning English is not easy. Moreover, for the learners in second language.
The language learners may have difficulties. Because of these, there will be errors
that can be found in their learning. These errors will influence their communication.
Therefore, the writer decided to analyze spelling errors in students‟ writing.
Spelling is instrument how to pronounce the words. There are three areas we
need to know about in the pronunciation of English. 1. Sounds; words are made up of
individual sounds (phonemes), example „beat‟= /b + I: + t (i: is the symbol for the
sound „ee‟. 2. Stress; when emphasis is placed in words and sentences, example
„complain‟(has the greatest emphasis). 3. Pitch and intonation; pitch describes the
level at which you speak (high or low-pitched voices), intonation is described as the
music of speech. According to corder, error analysis is a clinical approach to the
study of the learner‟s language. Error analysis involves; identification of error,
description of error, and explanation of error (involves a study of the mother tongue
interference, pedagogical, sociological and psychological.
The kind of the research is qualitative research. It means that the writer is
going to present all of the data in details. The writer will describe and explain all
facts in data. The aims of the research are to find out about the kinds of spelling
errors the students make, and to find out which spelling errors the students mostly
make.
Husnul Khotimah Islamic Boarding School is chosen as the place of the
research. It is established on may 2nd , 1994. And it is managed by modern
organizational system. The result of the analysis data shows that the students
produced many kinds of errors. The most frequent error is homophone confusion, it is
24.7%. The second most frequent error is sounds distinction, it is 23.7%. The third
most frequent error is letters that conveying different sounds, it is 21.4%.
Meanwhile, the forth most frequent error that produced by the students is
unpronounced letter, it is 16.1%. And pattern five is the fifth rank with 8.2%. Finally,
the last frequent error is sounds that absent in L2, it is 14.1%. From the frequent of
errors we know that the students mostly make errors in homophone confusion.
After looking at the data, the writer conclude that Husnul Khotimah Islamic
Boarding School students have not mastered in spelling very well. They should learn
more about spelling, they should receive more listening practice
