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All Journal KEMBARA Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Nani Solihati
Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
Education Languange, Linguistic, Communication & Media

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Surface Strategy Taxonomy of Language Errors in Students’ Observation Report Texts Asmaul Husna Cantika Wiradika; Nani Solihati
Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Desember 2025
Publisher : Universitas Negeri Semarang

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Abstract

This study analyzes language errors within the surface strategy taxonomy found in observation report texts written by tenth-grade students of class X.2 at SMAN 6 Tambun Selatan. Employing a qualitative descriptive approach, the data were collected from writing assignments completed by 32 students as representative samples. The focus of this study is to identify four types of errors based on Tarigan’s theory (2021): omission, addition, misformation, and misordering. The results of the analysis reveal a total of 26 identified errors. These findings consist of 8 omission errors, 12 addition errors, 3 misformation errors, and 3 misordering errors. The most dominant type of error is addition, with 12 instances. This indicates that students tend to use words excessively or redundantly, which results in sentences that are less coherent and less efficient. Overall, this study describes how students’ limited understanding of linguistic rules affects the quality of their factual writing in composing observation reports.
Writing Inspirational Stories: A Needs Analysis of Prospective Indonesian Language Teacher Students Adi Rustandi; Nani Solihati; Wini Tarmini
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April (in-progress)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.40656

Abstract

The ability to write inspirational stories constitutes an essential aspect of the pedagogical competence of prospective Indonesian language teachers. However, empirical evidence indicates that this type of narrative writing has not received sufficient attention within teacher education curricula, resulting in various internal and external challenges. This study aims to provide an in-depth needs analysis by examining the barriers, opportunities, challenges, and instructional model development encountered by prospective Indonesian language teachers in writing inspirational stories. Employing a qualitative descriptive-narrative approach, data were collected through in-depth interviews, participant observation, and document analysis involving students of an Indonesian Language Education program at a public university in Indonesia. The findings reveal that the primary barriers stem from low self-efficacy, limited philosophical understanding of the concept of “inspirational,” and insufficient engagement in reflective writing practices during their academic training. Meanwhile, opportunities emerge through experience-based training, creative mentoring, and the implementation of storytelling practices in authentic contexts. The major challenge lies in the misalignment between professional practice demands and curriculum design, which tends to prioritize academic aspects over practical competencies. Therefore, the development of an instructional model for teaching writing is necessary to produce high-quality and meaningful texts. The study concludes that the most significant challenge is not merely technical, but rather rooted in prospective teachers’ limited conceptual understanding of the educational function of narratives. This study contributes theoretically to the development of a narrative framework in teacher education and offers practical implications through the integration of storytelling into the curriculum and training programs for prospective Indonesian language teachers.
Co-Authors Adi Rustandi Asmaul Husna Cantika Wiradika Wini Tarmini