LITERATURE REVIEW: ANALYSIS OF CAPITAL LETTERS WRITING ERRORS IN ELEMENTARY SCHOOL STUDENTS’ DESCRIPTIVE TEXT
Abstract
This study aimed to identify patterns of capitalization errors in descriptive texts of elementary school students through a literature review. Based on an examination of seven SINTA-indexed articles published between 2020 and 2024, it was found that adherence to capitalization conventions had remained a primary challenge in writing. The review employed Snyder’s framework, encompassing the design of the review, literature search, critical analysis, and composition of the synthesis. The analysis revealed three dominant error types: (1) placing capital letters mid-word, (2) failing to begin sentences and proper names with uppercase letters, and (3) misusing capitals for place names, weekdays, and titles. Contributing factors included low learning motivation, insufficient writing practice, reliance on lecture-based methods, and limited instructional media. The study emphasized the importance of implementing interactive and sustained writing-instruction strategies, enhancing teacher training, and fostering family support. It was expected that these insights would improve students’ capitalization competence and enhance the quality of their descriptive writing.
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