ANALYSIS OF WRITING AND LETTER SEQUENCING ERRORS IN GRADE 1 ELEMENTARY SCHOOL STUDENTS

Abstract

Writing is a crucial early literacy basic skill for lower-grade elementary school students, but various errors often mark its developmental process. This study aims to describe the types of writing and letter sequencing errors committed by grade 1 elementary students. The method used in this research is qualitative descriptive. Research subjects were selected using a purposive sampling technique from grade 1 students who exhibited various writing errors. Data were collected through direct observation and documentation of the students' written work; data analysis involved identifying, categorizing, and describing the error patterns found. The results showed the existence of six error categories, including: swapped letters, missing letters, extra letters, incorrect letters, switched order, and unanswered/unidentified, where errors appeared more frequently in words with many letters, with the most dominant type of error being missing letters. The conclusion of this study indicates that students' beginning writing skills are still highly varied.