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Inventory management at Puskesmas BLUD "X" is a mandate from  Peraturan Pemerintah Nomor 27 Tahun 2014 and Peraturan Pemerintah Nomor 28 Tahun 2020 concerning BMN / BMD Management and its amendments. Peraturan Menteri Dalam Negeri Nomor 19 tahun 2016 concerning Guidelines for Regional Property Management (BMD). Moreover, Peraturan Menteri Dalam Negeri Nomor 47 Tahun 2021 concerning procedures for implementing BMD bookkeeping, inventory, and reporting, Kebijakan Akuntansi Pemerintah Daerah on inventory, Standar Akuntansi Pemerintah on inventory.  In this study, it was found that inventory management at the Puskemas BLUD "X"  was still inadequate and not in accordance with applicable regulations. The purpose of this study was to determine the error factor in the management of medical supplies Puskesmas BLUD "X" which is not in accordance with applicable regulations. The methods used in this study are comparative descriptive qualitative with the type of case study, and data collection techniques through triangulation (interviews, observations, and documentation).  The result of this study is that inventory management at the Puskesmas BLUD "X" is still inadequate due to several factors, namely the non-functioning  of operational standards in terms of  recording, the quality of the internal control system is still weak,  and the weak use of the SIM Persediaan Puskesmas, where these factors affect the results of the calculation of medical inventory expenses presented in the financial statements.

This study aims to analyze spelling patterns in the form of spelling errors in student speech texts. This research uses descriptive qualitative research. The source of data in this research is the speech texts of students of the Department of Indonesian Language and Literature Education Semester 5, Faculty of Letters and Culture, Gorontalo State University in the 2022/2023 academic year. The data in this study are sentences that contain spelling mistakes in accordance with EYD in the form of letter usage, word writing, punctuation usage, and writing of absorbed elements. The number of speech texts in the research is 40 speech texts. The data collection techniques used in this research are documentation, reading technique, and note-taking technique. The data analysis technique in this research goes through several stages, namely data reduction, data presentation, data inference and verification, and final conclusion. The results of this study show that there are three forms of spelling errors in speech texts written by students, namely the use of letters, word writing, and the use of punctuation marks. The errors in the use of letters include errors in the use of capital letters as many as 20 errors consisting of errors in writing titles, geographic names, and greetings. Meanwhile, there were 5 italicization errors consisting of foreign language writing errors. Word writing errors in the form of preposition writing errors consist of 10 errors. Punctuation errors include 5 period errors and 27 comma errors.  

This study aims to analyze spelling patterns in the form of spelling errors in student speech texts. This research uses descriptive qualitative research. The source of data in this research is the speech texts of students of the Department of Indonesian Language and Literature Education Semester 5, Faculty of Letters and Culture, Gorontalo State University in the 2022/2023 academic year. The data in this study are sentences that contain spelling mistakes in accordance with EYD in the form of letter usage, word writing, punctuation usage, and writing of absorbed elements. The number of speech texts in the research is 40 speech texts. The data collection techniques used in this research are documentation, reading technique, and note-taking technique. The data analysis technique in this research goes through several stages, namely data reduction, data presentation, data inference and verification, and final conclusion. The results of this study show that there are three forms of spelling errors in speech texts written by students, namely the use of letters, word writing, and the use of punctuation marks. The errors in the use of letters include errors in the use of capital letters as many as 20 errors consisting of errors in writing titles, geographic names, and greetings. Meanwhile, there were 5 italicization errors consisting of foreign language writing errors. Word writing errors in the form of preposition writing errors consist of 10 errors. Punctuation errors include 5 period errors and 27 comma errors.  

This study aims to analyze spelling patterns in the form of spelling errors in student speech texts. This research uses descriptive qualitative research. The source of data in this research is the speech texts of students of the Department of Indonesian Language and Literature Education Semester 5, Faculty of Letters and Culture, Gorontalo State University in the 2022/2023 academic year. The data in this study are sentences that contain spelling mistakes in accordance with EYD in the form of letter usage, word writing, punctuation usage, and writing of absorbed elements. The number of speech texts in the research is 40 speech texts. The data collection techniques used in this research are documentation, reading technique, and note-taking technique. The data analysis technique in this research goes through several stages, namely data reduction, data presentation, data inference and verification, and final conclusion. The results of this study show that there are three forms of spelling errors in speech texts written by students, namely the use of letters, word writing, and the use of punctuation marks. The errors in the use of letters include errors in the use of capital letters as many as 20 errors consisting of errors in writing titles, geographic names, and greetings. Meanwhile, there were 5 italicization errors consisting of foreign language writing errors. Word writing errors in the form of preposition writing errors consist of 10 errors. Punctuation errors include 5 period errors and 27 comma errors.

Pronunciation plays an important role in communication. It provides the different meaning of English words when they are pronounced differently especially English diphthongs. Producing errors in pronouncing English diphthongs cause misunderstanding in communication. The research was aimed to know(1) the commonmispronounced diphthongs by the second semester of English Study Program’s students atintermediate speaking class and (2) the causation of errors in pronouncing English diphthongs. The mixed method research was used to get the data. The qualitative data were taken based on the observations, documentations, and interviews, meanwhile the quantitative data were taken based on the errors of the students on the tests. The results of the research were described by the percentages. The students commonly made diphthong errors as follows/uә/= 19.3%, /eә/= 21.3%, /ei/= 20%,/aʊ/= 13.10%, and/ɪә/= 26.2%.The errors happened in the classifications ofsubstitution = 46.9%, insertion = 13.8%, and omission = 39.3%. It happened because of the influence of inter-lingual and intra-lingual factors.

. Fraction is one of the materials in mathematics subject in class VII odd semester, which students must master well. Because this material continues from elementary school. Fraction is related to every day, and many problems use the concept of fractions. The research aims to describe the errors according to Newman's procedure, which students carry out to solve the issues. The methods used in data collection were tests and interviews. The written examination was given to class VII 15 students as the subject. The test questions consist of 4 item description questions, then from the results of the written test of 5 students who made mistakes according to the Newman procedure. The results of research that have been carried out on students according to Newman's approach in solving fractions questions as indicated by the results of their daily tests, the most frequent error is the process skill error and encoding error with a percentage of 58,33%, the transformation error is 51,66%, comprehension error 41,66% and the last percentage of reading error 25 %. The causes of student errors include being unable to read correctly, not understanding fractions, and being unable to determine the formula or steps to use, such as making mistakes in the calculation process and writing wrong information or answers.