hasil penelitian menunjukan, bahwa

hasil penelitian menunjukan, bahwa gangguan L1 bukan menjadi sumber utama kesalahan ejaan. lalu, artikulasi beberapa kosa kata bahasa Inggris memiliki kemiripan dekat dengan ejaan masing, misalnya, keras, kata, terus, cepat, dapat, sofa, melihat, dll Dalam hal ini, sistem bahasa mereka diinternalisasi Arab, yang ditulis dengan cermat cara diartikulasikan, bisa membantu peserta didik untuk menghasilkan ejaan yang akurat. Di sisi lain, sejumlah besar kata-kata bahasa Inggris yang berbeda dari artikulasi dan ejaan mereka. Dalam kesalahan tertentu substitusi, misalnya, peserta didik memilih untuk menulis 'therteen' untuk 'tiga belas' dan 'musium untuk' museum '. Para peserta didik, penulis khususnya pemula, seperti dalam penelitian ini, mungkin memiliki lebih umum aturan ejaan yang kompleks dari dua sumber bahasa pertama, atau dari pembelajaran yang tidak memadai, sehingga membuat kesalahan seperti itu. Banyak kesalahan ini dapat dijelaskan sebagai transfer negatif dari L1. Selain itu, jenis kesalahan mendukung pandangan bahwa 'L1 adalah salah satu proses kognitif yang digunakan oleh peserta didik untuk mengekstrak aturan dan prinsip-prinsip target bahasa' (Alhaysony 2012, hal. 63). Akhirnya, kesalahan ejaan yang ditemukan dalam teks-teks tertulis dapat dikaitkan juga dengan ketidakmampuan peserta didik untuk mengingat kata-kata ejaan yang benar sebelumnya ditemui melalui membaca atau di tempat lain, sehingga kata-kata yang salah eja.

Hasil (Inggris) 1:

the research results showed that L1 interference not being the main source of spelling errors. then, the articulation of several United Kingdom language vocabulary has similarities with each spelling, e.g., hard, fast, continue, Word, can, sofas, see, etc. in this case, the system languages they internalized in Arabic, written carefully articulated way, could help learners to generate the accurate spelling. On the other hand, a large number of words of a language different from United Kingdom articulation and spelling them. In particular substitution errors, for example, learners choose to write ' therteen ' for ' thirteen ' and ' museums for ' museum '. Learners, authors, especially beginners, as in this study, may have the more common spelling of complex rules of the first language, two sources or from inadequate learning, so as to make a mistake like that. Many of these errors can be described as a negative transfer from L1. In addition, the types of errors in favor of the view that the ' L1 is one of the cognitive processes used by learners to extract the rules and principles of target language ' (Alhaysony 2012, p. 63). Finally, the spelling mistakes are found in written texts can be attributed also to the inability of students to remember the words of the correct spelling of previously discovered through reading or elsewhere, so words are misspelled.

Hasil (Inggris) 2:

research shows that the disorder is not a major source L1 spelling errors. then, articulation some English vocabulary has a close resemblance to their spelling, for example, hard, words, hold, fast, can, sofa, saw, etc. In this case, the system they internalized Arabic language, which was written with carefully articulated manner, can help learners to produce accurate spelling. On the other hand, a large number of English words that are different from their articulation and spelling. In certain errors substitution, for example, students choose to write 'therteen' for 'thirteen' and 'museum for' museum '. The learners, especially novice writers, as in this study, may have a more general spelling rules complex of two sources first language, or from inadequate learning, making mistakes like that. Many of these errors can be explained as a negative transfer of L1. In addition, these types of errors support the view that 'L1 is one of the cognitive processes used by learners to extract the rules and principles of the target language' (Alhaysony 2012, p. 63). Finally, spelling errors are found in the written texts can be attributed also to the inability of students to remember the words correct spelling previously encountered through reading or elsewhere, so that the words are misspelled.