Writing error analysis of students’ arabic language writing skill (imla’iyah writing error)

Abstract

This study aims to describe the competence of students in Arabic writing, especially the Kitabah imla'iyah, to analyze the forms of errors, the causative factors and strategies for improving writing competence. Arabic writing skills are one of the professional competencies that must be mastered by prospective religious teachers and Arabic language teachers. Errors in writing Arabic will have an impact on the meaning of the words and sentences in question. This research is a field research with descriptive analysis method and uses a sample of 38 fifth semester students. Data collection techniques are tests, questionnaires. The results showed: 1) the students' Arabic writing ability obtained an average score of 64.99 with the category of moderate. 2) There are 6 types of errors found in writing imla'iyah, namely distinguishing the sound of letters (phonemes) that are similar and close, writing alif lam syamsiah, writing hamzah washal, connecting and breaking the writing of words, hazaf and ziyadah alif, waw, ya and badl harf. 3) There are two problems as factors that cause students' writing ability to tend to be low, namely (a) musykilah lughawiyah: a review of the characteristics of Arabic writing and imla'iyah rules that have not been mastered well by students and the mastery of mufradat is still minimal, (b) musykilah ghair lughawiyah: not used to writing Arabic, have never learned the rules of Arabic writing, imla'iyah writing skills have received less attention at the madrasa/school level, diverse school backgrounds, students' listening ability in identifying and distinguishing sounds is not good. The strategy to improve imlak writing skills is to apply the imla' istima'iy mukatstsaf method at the beginning of each lecture, the drill and mentashwib method directly, provide mufradat reinforcement, independent assignments with reproduction techniques.

Keywords

Writing error, imla’iyah, arabic language

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DOI : https://doi.org/10.32698/icie539