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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Three sections are presented in this chapter. The first section consists of conclusions that are drawn from the research findings. The second section is the
implication of the findings, and the last section is the suggestions intended for teachers and other researchers.
A. Conclusions
As a final point, this study led to some conclusions. Based on the data analysis and discussions in the previous chapter, six conclusions were derived.
Firstly, not all of the compositions implemented appropriate diction in academic writing that is formal. Most of the compositions contained correct use of
abbreviation. In more than half of the compositions, abbreviations were explained in plain words. This implied that most of the students did not find difficulties in
using shortening, initialism and contraction. The same result occurred with pronoun. Most of the composition contained correct use of addressing and sexist
pronoun. However, only half of the compositions contained correct use of expression. In fact, the inappropriate use of expression, such as the presence of
colloquialisms, made the students’ compositions informal since they use conversational language. Meanwhile, the results showed that most of the students
did not include subjective words. This indicated that the students were aware that personal judgment is not allowed in academic writing. Secondly, related to the
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accuracy features of diction in academic writing, most of the compositions contained accurate meaning in expressing opinions. However, half of the
compositions still contained exaggerated expression. This fact made the meaning less clear. Thirdly, most of the students adopted clear diction. More than half of
the compositions use precise words and specific terms in conveying the intended message. The presence of these features led to good quality of writing. Fourthly,
nearly all of the compositions contained concise diction. They avoided to be or being forms, doubled words, redundancies, and negative forms. It implied that
most of the students were aware of being concise. However, less than half of the compositions contained concise and straightforward phrases. Most of them still
used long and devious phrases to convey ideas. This implies that most of the students lacked vocabulary as they mostly used longer phrases to state their ideas.
Referring to the second problem, it was clear that the students made errors in diction. Those errors were also classified into four specific categories derived
from some theories about diction in academic writing, namely formality, accuracy, clarity, and concision. Concision error is statistically the most
frequently encountered in the students’ compositions, as it comprised 39.7 of the total errors in overall categories. The second rank was formality error
32.21. It was followed by accuracy error in third place 14.23, while clarity error ranked fourth 13.86.
Concerning concision error, this error included to be or being forms, doubled words, redundancies, long phrases, and negative forms. Since the error
mostly occurred in this category, the students hence had great difficulties in being PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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concise. Most of them were still indirect in expressing ideas. In other words, the students were generally inconsistent in using concise language to express their
ideas. Responding to the researcher’s attempt to figure out the reason underlying
the reason for students making these errors, the researcher found that there were several possible causes of the diction errors in academic writing. These causes
covered ignorance of rule restriction that was associated with target language rules
and context of learning that was associated with socio-linguistic situation such as
laziness, showing-off, uncertainty, and carelessness.
B. Implications
Kategori