SCIENTIFIC WRITING PROBLEMATICS AMONG ALLIED HEALTH STUDENTS: A FOUNDATION FOR DEVELOPING A MULTILITERACY-BASED LEARNING MODEL

Abstract

Proficiency in scientific writing for health science students is a crucial competence closely linked to the accuracy of medical documentation and professional communication. However, there is a gap between these competency requirements and the reality of students' current abilities. This study aims to map the scientific writing problematics among students at a health higher education institution in Cirebon as a basis for developing a multiliteracy-based learning model. The research employs a descriptive qualitative method with document analysis techniques on student assignments using Sudaryanto’s distributional and identity frameworks. The results revealed three interconnected layers of linguistic deviations. First, orthographic and mechanical errors (such as prefix separation and miscapitalization) were highly persistent, accounting for 30% of the data. Second, severe syntactic convolutions and anacoluthon in clinical messaging represented 40%. Third, sociolinguistic barriers and non-standard hybridization of medical terminology (e.g., compounding foreign roots with local affixes like di-up and meng-hecting) constituted 30%. These findings conclude that students heavily rely on casual, spoken hospital jargon, failing to transition into formal academic writing. Consequently, this study underlines the urgent need to implement the proposed Multiliteracy Learning Model that holistically bridges medical literacy and functional syntax to enhance the institutional credibility of future health professionals.