40
CHAPTER IV ANALYSIS OF RESULTS
This chapter presents the analysis of the research problem as previously mentioned. In the first section, the researcher discusses the first problem of the
research. The results are presented in the following order: 1 formality of the students’ writing, 2 accuracy of the students’ writing, 3 clarity of the students’
writing, and 4 concision of the students’ writing. Meanwhile, the second section discusses the second problem of the research. The results are presented in the
following order: 1 formality errors, 2 accuracy errors, 3 clarity errors, 4 concision errors, and 5 other findings. The last section will reveal the sources of
errors derived from the existing theories and research findings. In addition, the detailed recapitulations of the overall results are available in appendices.
A. Diction Produced in the Students’ Writing
Responding to the first problem, the writer analyzed whether the students produced appropriate diction in academic writing. Further, the discussion
determined at which category they were good.
1. Formality of the Students’ Writing
The formality category of diction in academic writing involves several features. In the research, abbreviation, pronoun, and expression features may
indicate the formality of students’ diction in academic writing. The results were thus shown in Table 4.1 see p. 41. Formal words needs to be employed as the
audience of academic writing are scholars, lecturers, and even professors. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
Table 4.1 The Students’ Diction on Formality Category No
Formality Features
1. Avoid abbreviation shortening, contractions, and initialism
71.43 2.
Use correct pronoun possessive, sexist, and addressing 60.71
3. Avoid expression slang, colloquialism, cliché, jargon, idiom, and
neologism 53.57
4. Avoid personal judgment or subjective words
64.29
To be formal, avoiding abbreviation is important as well. Its use is accepted in informal writing but not in formal writing. Enclosing abbreviation in
academic writing will be considered as informal, since abbreviation is commonly used in informal writing and well recognized by particular community. Once a
student uses shortening in his or her writing it will baffle the audience because the audience may not recognize or may misinterpret the meaning. The result shows
that the majority of the composition 71.43 avoided abbreviation either in the form of shortening, contractions, or initialism. This result shows that most of the
students knew how to use abbreviation properly. In other words, most of the students were aware of the abbreviation proscription in academic writing.
Consider these examples: 1
PBL Problem Based Learning 2
CTL Contextual Teaching Learning Initialisms in the examples above were written correctly since the writer
gave the meaning of the PBL and CTL. The writer needed to give meaning to those initialisms because PBL and CTL were merely familiar with particular
community. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
The majority of the students’ composition 60.71 contained correct use of pronoun. This was a good result since correct use of pronouns, either
possessive, sexist or addressing in academic writing, would persist formal.
Avoiding expressions such as slang, colloquialism, cliché, jargon, idiom, and neologism could be more beneficial in order to avoid the use of informal
words, for example crystallize. Crystallize would be less well understood than create or form. The writer used fancy elevated words because he or she might be
writing carelessly or trying to show off. A number of compositions 53.57 avoided these expressions. Employing such expressions would be considered as
poor academic writing because the audience would judge the writer as incompetent. Using personal language or subjective words will also be considered
as poor writing. Most of the compositions 64.29 avoided personal language such as actually, usually, and basically. Detailed error analysis of the students’
diction in terms of formality category will be revealed in the second section.
2. Accuracy of the Students’ Writing
Kategori