Language Errors Analysis in Fiction and Nonfiction Comparison Material for Grade VII Textbooks

Abstract

This study aims to analyze language errors in comparative fiction and nonfiction material in the Indonesian Language Textbook for Junior High School Grade VII, pages 154-156. The study uses a descriptive qualitative approach with content analysis. Data were collected through purposive sampling and categorized into four types of errors: spelling, diction, syntax, and semantics. The results show that there are 23 language errors, consisting of 10 spelling errors, 5 diction errors, 6 syntax errors, and 2 semantic errors. The dominant spelling errors are capitalization that does not comply with PUEBI, while diction and semantic errors reflect inappropriate word choice and misleading meaning. Syntax errors include ineffective and non-parallel sentence structures. These findings indicate that errors in textbooks directly impact students' understanding and attitudes toward the text. Therefore, a comprehensive revision is necessary to ensure that textbooks comply with language standards and pedagogical objectives.