STYLISTIC ERROR ANALYSIS IN BEGINNER POETRY AND ITS RELEVANCE TO THE DEVELOPMENT OF LITERARY CRITICISM

This study investigates stylistic errors in beginner poetry and examines their relevance to the development of literary criticism and pedagogy. Employing a qualitative descriptive method, the research analyzes a collection of student-written poems to identify errors in diction, syntax, figurative language, and sound patterns. The analysis is grounded in stylistic and literary criticism theories that link linguistic form to aesthetic function. Findings reveal four main categories of stylistic errors: (1) lexical inaccuracies and inconsistent diction, (2) syntactic deviations disrupting grammatical coherence, (3) misapplication of figurative and imagery elements, and (4) irregularities in rhythm and rhyme. While these errors indicate linguistic limitations, they also reflect creative experimentation and the early stages of stylistic awareness. Rather than reducing the artistic value of the poems, such deviations illustrate the students’ process of learning poetic expression. The study concludes that stylistic error analysis serves as both a diagnostic and pedagogical tool, enabling teachers to identify patterns of linguistic creativity and weakness. It also contributes to literary criticism by linking form-based observations with interpretive insight. The findings support the integration of stylistic criticism into literature education as a means of cultivating students’ aesthetic appreciation, linguistic precision, and critical literacy. Through this approach, stylistic analysis becomes not only a method of textual interpretation but also a foundation for developing reflective and creative learners.