ZAMARUDA KHAFIDATUL MUKHSINAH, 121511233130 (2019) SPELLING ERRORS IN THE COPIED PHRASES WRITTEN BY SIXTH GRADE STUDENTS WITH DYSLEXIA IN GALUH HANDAYANI INCLUSIVE SCHOOL SURABAYA. Skripsi thesis, Universitas Airlangga.

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Abstract

Spelling errors produced by the dyslexic students may appear because of their reading difficulty. This study comes to see whether reading difficulty can also affect the spelling ability in the process of writing or not. Therefore, this study is aimed to find out the spelling errors produced by sixth grade dyslexic students in writing the copied phrases and determine the most common error. The participants of this study are four dyslexic students in grade 6 of Galuh Handayani Inclusive Elementary School Surabaya. The participants were asked to copy 75 phrases that constructed from 160 words in Tematik books. Then the data were analyzed and classified based on three types of spelling errors; phonological, grammatical and orthographic errors (Protopapas, et al 2012). The results indicated that the most frequent type of spelling error was phonological error with 72%. It was followed by grammatical errors with 16% and orthographic errors with 12%. The same result also found out in the phrases consisting of three words. Moreover, the dominant form of errors was omission. This study showed the occurrence of spelling errors mostly occurred in polymorphemic phrases whose words consisting of more than one morpheme. Besides, the spelling errors often appear in the last words of each phrase. Those conditions are caused of the impaired dyslexics’ memory which makes them difficult to remember the right grapheme of each certain word in the phrases.

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