TYPES OF ERRORS CAUSING STUDENTS’ MISSPELLING IN VOCABULARY DICTATION

Abstract

The purpose of this study was to examine the types and patterns of spelling errors seen in vocabulary dictation activities among 15 seventh-grade students at a junior high school in Tasikmalaya. The study used qualitative methods, including documentation, to thoroughly analyze the nature of these errors. The study identified several cognitive and linguistic elements that contributed to the students' spelling errors. Although the particular sorts of errors were not fully identified, numerous common patterns appeared, including problems with letter sounds, vowel combinations, and word endings. Validity and reliability tests were performed to confirm the data's accuracy, which enhanced the study's conclusions. The analysis of these errors revealed that a greater knowledge of cognitive and linguistic aspects should help educators build focused teaching strategies to reduce such errors. Finally, the study's methodological rigor provided a comprehensive understanding of the issue, offering vital knowledge to enhancing spelling performance in schools. Keywords: Spelling, Spelling Errors, Vocabulary, Spelling & Dictation, Dictation Vocabulary