A Written Grammatical Error Analysis of Second Year Students of Arabic

Abstract

Errors could likely be an integral part of the learning-teaching process. Writing errors of Arabic, in particular, are considered fundamental since they can act as significant data to determine the level of language proficiency, identify possible difficulties in student’s writing, and prepare further teaching aids and materials to meet students’ needs and problems. The objective of the current study, therefore, aimed to reveal the common types of errors and their frequencies committed by the students at University of Darussalam Gontor. The subjects of this research were fifteen students that were in the second year of their studies. The instrument utilised tests to elicit the primary data. The findings showed that the most committed error was idafa construction, followed by tenses and agreement. These errors were due to several causes, namely interference of L1, intralingual, overgeneralisation, and ignorance of rule restrictions. To cope with such errors, it is suggested that global errors and individual’s concerns must be taken into primary consideration by language teachers.

An Error Analysis of Arabic Writing by Islamic Vocational High School Students

“…Accordingly, Lado (1971) asserts if the linguistic feature differences between the first and the target languages are greater, the learning difficulties are expected to be higher. This might be supported by the study from Adila (2019) examining writing errors amongst Indonesian learners of Arabic. As grammatical rules in Bahasa Indonesia are mainly different from the Arabic ones, his findings show that interference of the mother tongue still became a major problem among other sources of errors.…”

“…Iḍāfa construction is categorized in two ways, namely simple iḍāfa and compound iḍāfa constructions (Adila, 2019) Last but not least, naʿt is linguistically an adjective, while according to the term, the meaning of naʿat, as mentioned in the book of Jurumiyah, is as follows:…”

Writing Composition Problem in Arabic Language Learning Among Arabic Language Education Students

“…This misordering does not include a certain sub-type of error, but all types of errors that exist in students' instincts refer to this error (Imaniar, 2018). Adila (2019) explained that all these types of errors were the result of the learner's negligence in applying the rules of Arabic in writing sentences. The results of the error analysis on the tarkīb jumlah ismiyah in this student's insyā' indicate the need for stressing teaching materials, methods, strategies and appropriate media that can strengthen the understanding of the tarkīb rules, both in the context of simple sentences and more complex sentences.…”

“…Zaid et al, (2019) reported that word and phrase errors in the form of substitution, addition and omission are also the biggest obstacles in learning Arabic. Adila (2019) and Khuwaileh and Shoumali (2000) argue that the most grammatical errors occur in the process of writing Arabic. Learners usually have difficulty in assembling fi'il and fa'il, as well as the compatibility between fi'il and time information.…”

An Analysis of Simple Past Tense Errors in the Soul Sense with Silkina Podcast by Using the Surface Strategy Taxonomy

“…Previous studies related with grammatical errors have been found in many papers. Some of the papers discussed the grammatical errors in students' writing (Adila, 2019); Fitria, Tira Nur, 2021); (Mohammed et al, 2015), speaking (Helmanda et al, 2018), and specifically past tense errors (Kartini, 2022). A study concerning with past tense errors in Soul Sense with Silkina Podcast seems not have been done yet.…”