MORPHOLOGICAL AND SYNTACTIC ERROR ANALYSIS AS A BASIS FOR DEVELOPING INDONESIAN LANGUAGE LEARNING STRATEGIES WITHIN A PEDAGOGY-DRIVEN FRAMEWORK

Abstract

Language errors are still frequently found in students’ writing, particularly in explanatory texts that require precise word choice and clear sentence construction. This problem shows that students not only need to understand the content of the text, but also need to use Indonesian formally and effectively. This study aims to analyze morphological and syntactic errors in explanatory texts written by eleventh-grade students of MAN 2 Padang and to formulate learning strategy directions that suit students’ needs. This study employed a descriptive qualitative approach with an error analysis design. Data were collected through an explanatory text writing task and were analyzed through the stages of error identification, classification, and interpretation. The results showed that each text contained an average of 7–9 errors. The most frequent errors included the use of nonstandard words, informal abbreviations, affixation errors, ineffective sentences, double conjunctions, and unnecessary repetition of phrases or clauses. These findings indicate that students were able to construct the general structure of explanatory texts, but they were still weak in applying formal language rules. Therefore, writing instruction needs to be directed toward exercises that help students correct real errors in their own writing through pedagogical grammar, error-based learning, and guided revision. These strategies can help students write explanatory texts more clearly, effectively, and in accordance with Indonesian language rules.