This study aims at knowing the results of using discovery learning in Imla’ and its effectiveness. The research method to be used was quantitative method with experimental design. Data were collected through tests, observation and documentation. The data were analyzed using statistical data analysis t test to determine the level of the effectiveness of discovery learning method. The obtained results illustrated that the discovery learning method in Imla’ consists of four stages including exposure, observation and analysis, preparation or formulation of linguistic rules, and application of rules. The application of discovery learning method was very effective in imla’ course because it can improve students' understanding of the materials, so that students can write hamzah wasal in the form a word or sentence properly and correctly. This can be seen from the results of the t test carried out in the pre-test and post-test values that the t value was greater than the t table, namely 2.09 <21.91> 2.86. Thus, H˳ is rejected, which means that the method is effective for improving students' writing skill.

This study aimed at describing and analyzing the forms and the factors of writing errors at Darul Luhah wa al-Dirasat al-Islamiyah Islamic boarding school Pamekasan Madura. This research is a descriptive qualitative type. To achieve these objectives, researcher used the Glesser and Strauss model to analyze data called the fixed comparison model consisting of four steps: data reduction, data categorization, coding, and preparing working hypotheses. The results of this study showed that students errors in writing at Islamic boarding school Pamekasan Madura are mistakes in adding letters, subtracting letters, writing letters that sound alike, replacing letters or words, splitting letters or words, writing hamzah in the middle of sentences, connecting letters or words, writing hamzah qatha, writing hamzah above the line, and writing hamzah individually. The factors that influence students writing errors at Darul Lughah wa al-Dirasat al-Islamiyah are individual differences, students weakness in Arabic rules, students weakness on vocabulary mastery, students weakness on listening, the use of learning method, the absence of specific book for imla 'study, and limited time.

Writing is one of the language skills, but the majority of students think writing is a difficult activity so they experience errors, especially in terms of imla'. This study aims to describe and analyze the forms of writing errors in student writing, factors affecting the writing errors, and the implications of writing errors in learning writing skills for students in al-Nasyiin al-Islami Pesantren Pamekasan Madura. This research uses qualitative research. To achieve these objectives, researcher uses the Glesser and Strauss model to analyze data called the fixed comparison model consisting of four steps, it is data reduction, data categorization, coding, and preparing working hypotheses. The results of this study are: Writing errors in the writing of the students at al-Nasyiin al-Islami Pesantren, is errors in adding letters, subtracting letters, writing letters that sound alike, changing letters or words, separating letters or words, writing hamzah on alif, connecting letters or words, writing hamzah qatha', writing hamzah on wawu; The Factors that influence writing errors in the writing of students al-Nasyiin al-Islami Pesantren come from the student side and the teacher side; The implications of this writing error are the number of errors in writing perfect sentences, changes in the meaning of vocabulary from the original meaning, some students are not able to write sentences perfectly, and the number of errors in the application of Arabic rules. Therefore, teachers must pay attention to these errors through student writing analysis so that they can find solutions to problems faced by teachers and students to improve learning writing skills.