Analisis Kesalahan dalam Penggunaan Huruf Kapital dan Tanda Baca pada Teks Karangan Sederhana Siswa Kelas III SDN Banjarsari

Widiya Kemala  Sari; Lia Merianti; Aufaa Nabilla Azhar

doi:10.47134/pgsd.v1i2.235

Authors

Widiya Kemala Sari Universitas Pendidikan Indonesia
Lia Merianti Universitas Pendidikan Indonesia
Aufaa Nabilla Azhar Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.47134/pgsd.v1i2.235

Keywords:

error analysis, capital letters, punctuation marks, simple essays

Abstract

This research is motivated by the errors seen when students write capital letters and punctuation marks in a sentence that is made. This research was conducted using a method that is descriptive qualitative, where this method involves direct research, in observing an object under study, which aims to examine errors when using capital letters and punctuation marks in an essay that has been made by students and female students. The data collection from the research results is explained together with the location of the errors and explained in words. In this study, the subjects studied were third grade students of SDN Banjarsari 113 with a total of 32 students and third grade teachers of SDN Banjarsari 113. The research employs documentation, interviews, and observation as methods for collecting data. Data review was carried out by collecting data, data selection process, data presentation, and conclusion drawing. The results of the research conducted found several errors in the application of capital letters and punctuation marks. These errors include the writing and placement of capital letters in a sentence, mistakenly placing punctuation marks in a sentence made, and errors in the application of capital letters usually occur in the initial word which is the first sentence, in new sentences, in sentence substitutions, place names and names of people. The cause of these errors is because students still write casually, do not pay attention to the proper application of capital letters and punctuation marks, do not understand the use of capital letters and punctuation marks themselves, and are unfocused or do not pay attention when the teacher explains, then forget the proper writing of capital letters and punctuation marks, so it is wrong when applying them.

References

Al-Daghi, A. (2022). The Effect of Grammar on Handwriting Skills and Writing Motivation of Elementary School Students with Writing Disorder in District 18 of Tehran. Language Related Research, 13(1), 167–197. https://doi.org/10.52547/LRR.13.1.6

Alfulaila, N. (2019). The effectiveness of multicultural approach in writing achievement of Indonesian language among elementary school students. Cakrawala Pendidikan, 38(2), 366–376. https://doi.org/10.21831/cp.v38i2.23440 DOI: https://doi.org/10.21831/cp.v38i2.23440

Babayigit, O. (2019). Examining the effect of creative writing activities on reading, writing and language lesson attitudes of elementary school fourth grade students. European Journal of Educational Research, 8(1), 213–220. https://doi.org/10.12973/eu-jer.8.1.213 DOI: https://doi.org/10.12973/eu-jer.8.1.213

Camping, A. (2023). Writing Motives and Writing Achievement of Elementary School Students From Diverse Language Backgrounds. Journal of Educational Psychology. https://doi.org/10.1037/edu0000796 DOI: https://doi.org/10.1037/edu0000796

Chang, F. C. (2019). Application of a visual organizer to improve English writing in a Taiwanese elementary school. Asian EFL Journal, 23(5), 28–54.

Chávez, D. Y. D. (2018). Textual Features Indicative of Writing Proficiency in Elementary School Spanish Documents. Proceedings of the Annual Meeting of the Association for Computational Linguistics, 113–118.

Cheung, Y. L. (2019). Teaching writing to elementary school students: an activity theory perspective. Irish Educational Studies, 38(4), 451–466. https://doi.org/10.1080/03323315.2019.1645720 DOI: https://doi.org/10.1080/03323315.2019.1645720

Costa, L. (2018). First-Grade Cognitive Predictors of Writing Disabilities in Grades 2 Through 4 Elementary School Students. Journal of Learning Disabilities, 51(4), 351–362. https://doi.org/10.1177/0022219417721182 DOI: https://doi.org/10.1177/0022219417721182

Curcic, S. (2019). Improving Writing: Focus on Elementary-School African American Male Students With a Learning Disability. International Journal for Research in Learning Disabilities, 4(1), 59–73. https://doi.org/10.28987/ijrld.4.1.59

Escott, S. (2022). Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand. Journal of Research in Childhood Education, 36(3), 392–405. https://doi.org/10.1080/02568543.2021.1990168 DOI: https://doi.org/10.1080/02568543.2021.1990168

Fricilia Yesica Simbolan. (2017). Metode Penelitian. Physics Education, 23(4), 30–38.

Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation*. Journal of Language and Linguistic Studies, 15(3), 1032–1044. https://doi.org/10.17263/jlls.631547 DOI: https://doi.org/10.17263/jlls.631547

Grenner, E. (2021). Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing. Logopedics Phoniatrics Vocology, 46(1), 1–10. https://doi.org/10.1080/14015439.2019.1709539 DOI: https://doi.org/10.1080/14015439.2019.1709539

Habibi, M. (2020). Direct writing activity: A strategy in expanding narrative writing skills for elementary schools. Universal Journal of Educational Research, 8(10), 4374–4384. https://doi.org/10.13189/ujer.2020.081003 DOI: https://doi.org/10.13189/ujer.2020.081003

Iii, B. A. B., & Penelitian, M. (2016). (Pengertian Deskriptif Kualitatif) 12. BAB 3. 34–39.

Istiq’faroh, N. (2020). Improving elementary school students’ creativity and writing skills through digital comics. Elementary Education Online, 19(2), 426–435. https://doi.org/10.17051/ilkonline.2020.689661 DOI: https://doi.org/10.17051/ilkonline.2020.689661

Kara, S. (2022). Implementation of the Model-Based Science Writing Heuristic Approach in Elementary School Science. International Journal of Science and Mathematics Education, 20(4), 683–703. https://doi.org/10.1007/s10763-021-10191-0 DOI: https://doi.org/10.1007/s10763-021-10191-0

Laila, A. (2021). Textbooks based on local wisdom to improve reading and writing skills of elementary school students. International Journal of Evaluation and Research in Education, 10(3), 886–892. https://doi.org/10.11591/ijere.v10i3.21683

Launder, S. M. (2022). Examining the Impact of Virtual Procedural Facilitator Training on Opinion Writing of Elementary School-age Students with Autism Spectrum Disorders. Education and Training in Autism and Developmental Disabilities, 57(2), 216–228.

Nugraha, D. (2019). Brainstorming in scientific writing in elementary school. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012026 DOI: https://doi.org/10.1088/1742-6596/1318/1/012026

Oliveira, L. C. De. (2019). Interactions with and around texts: Writing in elementary schools. Changing Practices for the L2 Writing Classroom: Moving beyond the Five-Paragraph Essay, 65–88.

Ortega, J. L. G. (2021). Representations of elementary school students about writing task. Lenguas Modernas, 56, 105–125.

Pohlmann-Rother, S. (2020). Feedback in initial writing lessons—A video-based study on feedback-behavior of teachers in elementary schools. Zeitschrift Fur Erziehungswissenschaft, 23(3), 591–611. https://doi.org/10.1007/s11618-020-00950-0 DOI: https://doi.org/10.1007/s11618-020-00950-0

Ratih. (2018). Analisa Kesalahan Penulisan Huruf Kapital Dalam Menulis Paragraf Siswa Kelas III SD NEGERI 03 CINANGKA.

Rohloff, R. (2023). Teaching Early Writing: Supporting Early Writers from Preschool to Elementary School. Early Childhood Education Journal, 51(7), 1227–1239. https://doi.org/10.1007/s10643-022-01365-8 DOI: https://doi.org/10.1007/s10643-022-01365-8

Spence, L. (2018). Beliefs and practices of writing instruction in Japanese elementary schools. Language, Culture and Curriculum, 31(1), 56–69. https://doi.org/10.1080/07908318.2017.1338296 DOI: https://doi.org/10.1080/07908318.2017.1338296

Subandi. (2011). Deskriptif Kualitatif sebagai Salah Satu Metode Penelitian Pertunjukan. Harmonia, 11(2), 173–179.

Walls, H. (2023). Teachers beliefs and practices for the teaching of writing in the New Zealand elementary school: influences on student progress. Australian Journal of Learning Difficulties, 28(1), 27–54. https://doi.org/10.1080/19404158.2023.2208145 DOI: https://doi.org/10.1080/19404158.2023.2208145

Zapata, E. I. C. (2022). Pedagogical Strategies for Writing Development Among Elementary School Students. Ikala, 27(2), 547–564. https://doi.org/10.17533/udea.ikala.v27n2a15 DOI: https://doi.org/10.17533/udea.ikala.v27n2a15

Zugelder, B. S. (2023). Evidence-based instructional coaching to improve writing instruction in elementary school. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction, 47–76. https://doi.org/10.4018/978-1-6684-8661-0.ch003 DOI: https://doi.org/10.4018/978-1-6684-8661-0.ch003