Morphological Errors in Everyday Indonesian Texts as a Medium for Developing Critical Literacy in Higher Education

Nanda Veruna Enun Kharisma; Dhesta Youlandi Rahayu Sulistiyawati; Nureeman Jehyeh

doi:10.26740/jrpd.v12n1.p69-80

Authors

Nanda Veruna Enun Kharisma State University of Surabaya
Dhesta Youlandi Rahayu Sulistiyawati Wates Institute of Teacher Training and Education
Nureeman Jehyeh Thaksin University

DOI:

https://doi.org/10.26740/jrpd.v12n1.p69-80

Keywords:

Critical literacy, Indonesian language, Morphological errors, Teacher education, Quality Education

Abstract

This study examined morphological errors in everyday Indonesian texts and the critical literacy performance of prospective elementary school teachers who analyzed these errors, with reference to Sustainable Development Goal (SDG) 4 on quality education. A descriptive qualitative design was employed with 30 students of a linguistics course at a state university in Indonesia, and data came from 200 everyday texts (banners, social media posts, and student notes), analytical tasks, and semi-structured interviews with 10 students, which were analyzed through data reduction, data display, and conclusion drawing, with critical literacy assessed by a five-indicator rubric. Of the 87 morphological errors identified, 45 (52%) were affixation errors, 25 (29%) were reduplication errors, and 17 (19%) were composition errors, and the proportion of students meeting each indicator was 90% for identification, 75% for analysis, 68% for evaluation, 60% for reflection, and 55% for transformation. These results suggest that analysis of authentic morphological errors can serve as a pedagogical resource for developing critical literacy in language teacher education, particularly when tasks require students to evaluate consequences and redesign texts, although the findings should be interpreted in light of the small, purposively selected sample and the dichotomous rubric.

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