Analysis of morphological use and errors: affixation in academic papers by elementary school teacher education (PGSD) students at Mulawarman University
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Abstract
This study examines the use and errors of affixation in academic papers written by PGSD students at Mulawarman University. Two papers were purposively selected based on the completeness of linguistic data and analyzed using a literature study method with a qualitative approach. In terms of usage, correct affixation was dominated by confixes ke-...-an, pe(N)-...-an, me-...-kan, as well as prefixes me-, ber-, ter-, and di-. Infixes did not appear in either paper. Five errors were identified. Affix omission was dominant, with three variants: omission of the prefix pe(N)-, phoneme assimilation errors in the prefix meN-, and phoneme omission in the confix pe-...-an. Another error involved the unnecessary use of the confix ber-...-kan. Three recurring causes were identified: an incomplete understanding of phoneme assimilation rules, habitual use of informal writing, and the absence of proofreading before submission. Strengthening morphological competence through more targeted instruction and editing practice guided by PUEBI and KBBI is a critical step forward.
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