ERROR-BASED LEARNING: USING STUDENTS' MISTAKES AS A PEDAGOGICAL TOOL IN INDONESIAN LANGUAGE CLASSES

This study investigates the role of students’ mistakes as pedagogical tools in Indonesian languageclasses, drawing on the principles of Error-Based Learning (EBL). Grounded in the theoreticalframeworks of Error Analysis (Corder, 1967), Interlanguage Theory (Selinker, 1972), andCorrective Feedback (Lyster & Ranta, 1997), the research explores how errors can be reframedfrom negative outcomes into valuable resources for teaching and learning. Employing a qualitativedescriptive design with elements of classroom-based action research, the study involved twoIndonesian language teachers and forty Grade 11 students from a senior high school in Yogyakarta.Data were collected through classroom observation, student written work, teacher interviews,student focus groups, and reflective journals.Findings indicate that students’ errors are systematic and reveal underlying interlanguageprocesses, particularly in morphology and syntax. Teachers predominantly relied on explicitcorrection, though elicitation and metalinguistic feedback generated deeper learner engagement.Student perceptions evolved from initial embarrassment toward greater acceptance of mistakeswhen errors were integrated into collaborative learning activities such as error discussion sessionsand error journals. These strategies not only improved linguistic awareness but also fosteredmotivation, confidence, and a more supportive classroom culture.The study concludes that adopting an error-based pedagogical approach provides significantbenefits for Indonesian language learning. Recommendations include diversifying feedbacktechniques, institutionalizing error-focused activities, and embedding error-based pedagogy intoteacher education. Despite challenges such as time constraints and large class sizes, EBL offers apromising pathway toward learner-centered and reflective language education in Indonesia