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All Journal el-Khuwailid: Journal of Multidisciplinary Studies
Azzalya Itmi Nurekta
Universitas Ma'arif Lampung
Arts Humanities Education Social Sciences

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An Analysis of Writing Errors in Arabic Orthography Ersa Antika Rahmandha; Azzalya Itmi Nurekta; Dian Risky Amalia; Abdel Wahab Ayman
el-Khuwailid: Journal of Multidisciplinary Studies Vol. 2 No. 1 (2026): el-Khuwailid, March 2026
Publisher : MAN Insan Cendekia Siak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63826/el-khuwailid.v2i1.18

Abstract

Kitabah (writing) is one of the four main skills in learning Arabic. Writing skills in Arabic language learning are an essential instrument for achieving Arabic language instruction in accordance with educational objectives. This study aims to analyze kitabah (writing) errors in imla’ (Arabic spelling) rules among first-semester students of the Arabic Language Education Study Program at Universitas Ma’arif Lampung. This research employs a qualitative descriptive method. The data sources consist of two types: primary data sources and secondary data sources, with nine students as the research subjects. Data collection techniques include interviews, observation, and documentation. Data analysis was conducted using S. P. Corder’s theory of Error Analysis, through the stages of identification, classification, and explanation of imla’ errors. The results show that students still make errors in the application of imla’ writing rules, particularly in writing similar letters and medial hamzah. In addition, errors were also found in the use of ta’ marbuṭah, alif lam, alif layyinah, sentence writing, and word connection. These errors occur because students have not yet fully understood imla’ rules, still rely heavily on pronunciation, and lack sufficient practice in Arabic writing. The findings of this study support the theory of Error Analysis, which states that errors are a natural part of the second language acquisition process. Systematic imla’ errors can serve as a basis for designing more structured and effective imla’ instruction, particularly for beginner learners of Arabic at the higher education level.
Co-Authors Abdel Wahab Ayman Amalia, Dian Risky Ersa Antika Rahmandha