ANALISIS KESALAHAN PENGGUNAAN HURUF KAPITAL DAN TANDA BACA PADA PEMBELAJARAN MENULIS SISWA KELAS V DI SDN TEGALGONDO

Agustini. 2026. An Analysis of Errors in the Use of Capital Letters and Punctuation in Writing Instruction of Fifth Grade Students at SDN Tegalgondo. Undergraduate Thesis. Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang. Supervisor: Inany Mukhlisina, M.Pd.
Keywords: error analysis, capital letters, punctuation, writing learning
This study is motivated by the frequent occurrence of errors in the use of capital letters and punctuation in elementary school students’ writing activities. These errors indicate that students have not consistently applied the rules of the Indonesian Spelling System (Pedoman Umum Ejaan Bahasa Indonesia / PUEBI) in writing instruction. Therefore, this study aims to describe the forms of errors in the use of capital letters and punctuation, the factors causing these errors, and the teacher’s efforts to overcome them in the writing instruction of fifth-grade students at SDN Tegalgondo.
The theoretical framework of this study covers writing instruction, narrative texts, informative texts, and the rules for the use of capital letters and punctuation based on PUEBI. The focus of the analysis is directed at errors in the use of capital letters at the beginning of sentences, proper nouns, and place names, as well as errors in the use of punctuation marks such as periods, commas, question marks, exclamation marks, and hyphens in students’ narrative and informative texts.
This study employed a descriptive qualitative approach. The research subjects consisted of 13 fifth-grade students of SDN Tegalgondo. Data were collected through observation, interviews, documentation of students’ written work, and field notes. Data analysis was conducted using the Miles and Huberman model, which includes data collection, data reduction, data display, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation.
The results indicate that students still made many errors in the use of capital letters and punctuation in both narrative and informative texts. The causes of these errors stem from internal factors, including a lack of understanding, inaccuracy, and habitual writing without attention to spelling rules, as well as external factors such as instructional strategies that emphasize content over mechanics, limited instructional media, and an unsupportive learning environment. Teachers addressed these errors through writing exercises, providing correct writing examples, direct correction of students’ writing, and follow-up activities in the form of reinforcement and continuous guidance.