Analysis of spelling errors in student papers of the elementary school teacher education study program based on the enhanced indonesian spelling edition V

Abstract

This study aims to analyze spelling errors in two papers written by Elementary School Teacher Education (PGSD) students in Class A of 2025 at Mulawarman University. The two papers address different topics: the national curriculum in elementary schools and the history of the Indonesian struggle. This variety of topics allows for cross-theme comparative analysis within the same class. The research method uses a qualitative approach with descriptive-analytical techniques and content analysis. Data collection was conducted through documentation studies, then analyzed based on the Enhanced Indonesian Spelling Edition V and the American Psychological Association guidelines, Seventh Edition. The analysis revealed 41 cases of spelling errors classified into five categories: the use of italics, capitalization, non-standard words, punctuation, and bibliography. Errors in the use of italics were the most common, with 15 cases, followed by errors in capitalization with 9 cases and errors in bibliography with 8 cases. Papers discussing the history of colonialism recorded a higher number of errors, especially related to the use of foreign terms in Dutch and Japanese. These findings indicate that students' understanding of current spelling rules still needs improvement. Therefore, more structured and systematic scientific language learning is expected to support optimal mastery of spelling rules.