<![CDATA[This study aims to describe the morphological and syntactic abilities of 12-year-old dyslexic students in grade 1 of junior high school in South Tangerang City, through an analysis of errors in word formation (morphology) and sentence construction (syntax) that appear in their written and spoken language products. This study provides initial data for developing language learning strategies that can help improve morphological and syntactic abilities. This study uses a qualitative approach with a case study method. This method is used to provide more detailed data on students with dyslexia. The subject of the study was one dyslexic student studying in an inclusive junior high school. Data were collected through classroom observations, interviews with special assistance teachers and parents, and documentation of language assignment results. The results showed that students experienced difficulties in forming words with affixes, especially in the use of complex prefixes and suffixes. In the syntactic aspect, students tended to create disjointed sentences and often omitted important elements such as subjects or predicates. The direct learning strategies included a multisensory approach and repeated visual-phonetic learning techniques. Based on these findings, dyslexia significantly impacts language development in morphology and syntax, necessitating structured, individualized learning strategies that are oriented toward the learner's strengths. These findings serve as a basis for developing appropriate strategies to support the learning process of students with dyslexia through a simple, multisensory, and individualized approach, allowing teachers to focus on dyslexic students in order to help them achieve their learning goals.]]>
Copyrights © 2026
