Taḥlīl Akhṭā’ Al-Kitābati Ṭullāb Al-Faṣli Aṡ-Ṡānī min Madrasati Mutawassiṭah Penyejuk Mata Hati Al-Islāmiyyah Surabaya, Jāwā Asy-Syarqiyyah

Abstract

This study aims to analyze spelling errors in Arabic writing among second-grade students at Madrasah Mutawasithah Penyejuk Mata Hati Surabaya using a descriptive qualitative approach. The research sample consisted of six second-grade students, and the data were collected through observation, interviews, and written tests. The data were then analyzed through the stages of error identification, classification, interpretation, and correction. The results of the study revealed various types of spelling errors, including errors in writing hamzah, errors in word separation and connection, letter errors, as well as combined and semantic errors. It was found that errors in writing hamzah were the most dominant. The causes of these errors included weak mastery of spelling rules, lack of practice, limited ability to distinguish letter sounds, and weak general language comprehension. Based on these findings, it can be concluded that the students’ writing skills still need improvement through the implementation of more effective teaching methods, such as intensive imla’ (dictation) exercises, gradual reinforcement of spelling and grammar rules, and the use of varied and engaging learning strategies to enhance students’ Arabic writing abilities.