KESALAHAN BERBAHASA DALAM PRESENTASI MAHASISWA PADA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA DALAM MATA KULIAH LINGUISTIK: KAJIAN LINGUISTIK TERAPAN

Abstract

Academic presentation proficiency is a crucial pillar for higher education students to convey ideas critically and argumentatively. Nevertheless, students' oral performance in formal academic forums is frequently disrupted by various linguistic deviations. This study aims to comprehensively map and describe the forms of language errors at the phonological, morphological, and syntactic levels, as well as to identify their triggering factors. This qualitative study utilizes a multi-method design, integrating a Systematic Literature Review (SLR) following Kitchenham (2004) procedures and PRISMA guidelines across 15 scientific articles, with primary direct observations of 20 presentations by Indonesian Language and Literature Education students at Universitas Negeri Semarang. The results indicate a consistent pattern of errors across all three linguistic domains. At the phonological level, errors are dominated by non-standard vowel modifications, such as pronouncing "teoritis". At the morphological level, non-standard forms arise from morphophonemic process failures, such as using "mengkonsumsi". Meanwhile, syntactic errors involve disordered structures in personal passive sentences and the omission of mandatory subjects. Based on field data, the student language error rate reached a significant 65%. These deviations stem from intralingual factors, specifically weak mastery of standard grammar, and interlingual factors, including performance anxiety and regional dialect interference. Implicatively, a stronger synergy between applied linguistic theory and systematic post-presentation self-evaluation is essential to bolster students' scientific communication competence