This thesis present research on types of students errors in writing seventh
grade of MTs Cina. This research uses qualitative methods, the sample consisted 8
students at seventh grade of MTs Cina. This research use observation, interview and
documentation as an instrument. This research aims to find out the types of spelling
errors at the seventh grade of MTs Cina in their writing and to find out what types of
spelling error that most frequently occurs in students writing of MTs Cina. The
results of students spelling errors in writing are that the researchers find eight types of
spelling errors make by students including omission of a letter, the addition of a
letter, double letter instead of a single letter, substitution of one letter, interchange of
two adjacent letters, involving an apostrophe, erroneous splitting or joining words
(word segmentation error), and two or more errors of the same type or different types
(multiple errors). Then, the most errors that students make in writing are errors in the
double letter instead of a single letter and two or more errors of the same type or
different types (multiple errors).
A. Conclusion
This Research focused on the types of spelling errors made by eight grade
VII b students at MTs Cina, in writing words or sentences. Based on the
findings and discussion, it can be concluded that the class VII b students in
this Research had committed nine categories of spelling errors. The categories
include omission of one letter, the addition of one letter, one letter in place of
a double letter, double letter in place of one letter, the substitution of one
letter, interchange of two adjacent letters, errors involving quotation marks,
word segmentation errors, and multiple errors. This category answers the first
research question of this Research. Errors were found by collecting
documentation of 8 students writing words or sentences from class VII b.
According to the researcher's analysis, errors occurred due to the influence of
the sound of a word and how to spell it was not always clear and some
students were not very interested in learning English. In addition, errors can
also occur in students' writing due to the influence of students' first language
(L1).
Related to the second question of this Research, the most frequent errors
that occur in students' spelling are double letters as a substitute for one letter
and two or more errors of the same type or different type with the same
percentage (4.5%), and the highest error second is the substitution of one letter
(4%), followed by letter omission error (3.5%), letter addition error(1.5%),
interchange of two adjacent letters(1%), and the lowest error frequency is
involving an apostrophe and erroneous splitting or joining of words with the
same percentage (0.5%). The number of percentages above shows that
spelling errors still occur in students' English writing activities.
B. Suggestions
Based on the result, this research provides several recommendations for the
students or readers, teachers, and the next researcher.
1. For the students or readers
To increase students' mastery in spelling, the researcher suggests they
be aware of writing, especially in spelling, particularly for students of
English Education of the Department of IAIN Bone as the prospective
teachers. The students or the readers should practice more concerning
spelling English words, so they can avoid spelling errors in their writing.
2. For the teachers
Based on findings of the research about spelling error analysis in
students‘ writing at the tenth grade of MTs Cina, the researcher suggests
that the teacher should know the problem in spelling, especially in writing
English words, and also give more practice about spelling in writing
course to avoid spelling errors in students writing.
3. For the next researcher
Based on findings of the research about the types of students‘ spelling
errors at the tenth-grade science program of MTs Cina, the researcher
suggests the next researcher who are interested in doing the same topic to
intense research on different focuses or different methodologies, such as
using a quantitative approach to explore the facts.

STAR20210067

67/2021

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