Students Writing Instructors Further Researchers

70

1. Students

One of the best ways for students to avoid errors is by consulting a dictionary and thesaurus while they are writing. Further, the students must not only look up the meaning of the words but also pay attention to the contextual distribution and other related information of the words. In other words, they should consider both the meaning and contextual distribution of words while they are writing. Another way to improve their vocabulary knowledge is to read academic writing more frequently, so that they become better acquainted with standard procedures of academic style. Besides, the students should write more to sharpen their academic writing skill, including selecting the best words for academic context.

2. Writing Instructors

Writing instructors need to pay more attention to the students’ difficulties in selecting the appropriate words for academic context. Specifically, writing instructors should motivate the students to produce good diction, since diction is not only one of the crucial elements in academic writing rubric but is also significant in communicating the message to the academic audience. Besides, writing instructors should evaluate the diction errors produced and discuss the errors with the students. Thus, the students may understand their errors and later they will produce appropriate words for academic context. 71

3. Further Researchers

The research was incompletely done because of time and scope limitations. The researcher hence recommends further research to focus on error analysis that questions how those errors can be solved by the writing instructors and how they may impart the communication between writers and academic audience. In addition, the research was a case study in which only a limited number of subjects were involved. Therefore, the researcher could not generalize the research findings to the whole population, and so a future study involving larger numbers of subjects is highly recommended. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 REFERENCES Agnes, Michael Ed.. 1999. Webster’s New World College Dictionary. 4 th ed. New York: A Pearson Macmillan Company. Anson, Chris M. and Robert A. Schwegler. 2000. The Longman Handbook for Writers and Readers. 2 nd ed. New York: Addison Wesley Longman, Inc. Arnaudet, Martin and Mary Ellen Barret. 1984. Approaches to Academic Reading and Writing. New Jersey: Prentice-Hall. Ary, D., L.C. Jacobs and A. Razavieh. 1990. Introduction to Research in Education. 4 th ed. Orlando: Holt, Rinehart Winston, Inc. Aryani, Yosefine. 2002. A Study on Diction Errors of Open Classes of Words Made by Writing III Students of the English Education Study Program of Sanata Dharma University. A Sarjana Pendidikan Thesis: Yogyakarta: Sanata Dharma University. Asher, R.E. 1994. Encyclopedia of Language and Linguistics. Oxford: Pergamon Press. Blicq, Ron. 1986. Technically Write: Communicating in a Technological Era. New Jersey: Prentice-Hall. Bradbeer, John. 1999. Academic Writing: Tips for Students. Department of Geography. Massachusetts. Brown, Douglas. 1991. Breaking the Language Barrier: Creating Your Own Pathway to Success. Yarmouth: Intercultural Press. Brown, G and Gillian Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press. Corder, S. Pit. 1979. Introducing Applied Linguistics. Harmondsworth: Penguin Books. Dees, Robert. 2003. Writing the Modern Research Paper. New York: Pearson. Dulay, Heidi, Marina Burt Stephen Krashen. 1982. Language Two. New York: Oxford University Press. English Education Study Program. 2005. Panduan Akademik. Yogyakarta: Sanata Dharma University. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 Ellis, Carol Ann, Cheryl Reed. 2003. New Directions for Writers: College Writing and Beyond. Volume 1. New York: Addison Wesley Longman, Inc. Microsoft Corporation. Encarta World English Dictionary Tool. 2006. [North American Edition]. New York: Bloomsbury Publishing Plc. Gerson, Sahron J. 2003. Technical Writing: Process and Product. 4 th ed. New York: Pearson education, Inc. Graves, Kathleen. 2000. Designing Language Course: A Guide for Teachers. London: Heinle and Heinle. Guinn, Dorothy and Daniel Marder. 1987. A Spectrum of Rhetoric. Boston: Little, Brown and Company. Himstreet, William, Wayne Murlin, Carol Lehman. 1993. Business Communications. Belmont: Wadworth Publication. Langan, John. 1996. College Writing Skills. 4 th ed. New York: McGraw-Hill. McCrimmon, James. 1984. Writing with a Purpose. 8 th ed. Boston: Houghton Mifflin. Memering, Dean and Frank O’Hare. 1984. The Writer’s Work: Guide to Effective Composition. New Jersey: Prentice Hall. Memering, Dean. 1989. The Prentice Hall Guide to Research Writing. 2 nd ed. New Jersey: Prentice-Hall, Inc. Meyer, Michael. 2004. Poetry: An Introduction. 4th ed. Bedford: St. Martins. Nunan, David. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. O’Grady, William and Michael Dobrovolsky. 1989. Contemporary Linguistics: An Introduction. Hong Kong: Longman Asia Limited. Procter, Margaret. 2005. Writing Support. Canada: University of Toronto. Richards, Jack. C, Thomas S. C. Farell. 2005. Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press. Ruggles, Anne. 1988. Writing and Learning. New York: Macmillan Publishing Company. Selinker, Larry and Susan Gass. 1994. SLA: An Introductory Course. Cambridge: Cambridge University Press. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 Sprinthal, C.R., G.T. Schmutte and L. Sirois. 1991. Understanding Education Research. Englewood Cliffs: Prentice-Hall, Inc. Swales, John and Christine Feak. 1994. Academic Writing for Graduate Students. Michigan: The University of Michigan Press. The Editors of American Heritage Dictionary. American Heritage: Book of English Usage. 1996. Boston: Houghton Mifflin Company. Thomas E. Pearsall, Donald H. Cunningham. 1994. How to Write for the World of Work. 5 th ed. Orlando: Harcourt Brace Company. Troyka, L. Q. 1987. Simon and Schuster Handbook for Writer. Englewood Cliffs: Prentice Hall, Inc. Vrooman, Allan H. 1967. Good Writing: An Informal Manual of Style. New York: Atheneum. Weisman, Heirman. 1980. Basic Technical Writing. 4 th ed. Ohio: Bell and Howell Company. Willis, Hulon. 1966. Structure, Style, Usage: A Guide to Expository Writing. New York: Holt, Rinehart Winston, Inc. Willis, J. 1996. A Framework for Task-Based Learning. London: Longman. Williams, Joseph. 2003. Style: ten lessons in clarity and grace. 7 th ed. New York: Addison Educational Publishers, Inc. Wresch, William. 1988. Writing for the Twenty-First Century: Computer and Research Writing. New York: McGraw-Hill Book Company. Zimmerman, Donald Dawn Rodrigues. 1992. Research and Writing in the Disciplines. Philadelphia: Harcourt Brace Jovanovich College Publishers. Internet References: Anderson, J Poole, M. 2001. Assignment and Thesis Writing. 4 th ed. John Wiley Sons, Milton, Qld. www.deakin.edu.austudentlifeacademic- skills accessed on October 16, 2004. Coxhead, A. 2000. A New Academic Word List. TESOL Quarterly, 34, 2: 213- 238. www.cict.co.uksoftwaregvdawl. accessed on August 12, 2006. Ellis, Yvette. 2002. The University of Sunderland. www.liberation.frlanguesregioindex-html accessed on: May 6, 2006. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 Gocsik, Karen. 2004. Writing the Academic Paper. Dartmouth College. Massachusetts. www.dartmouth.edu~writingmaterialsstudentac_paperwhat.shtml accessed on September 1, 2006. Harvey, Michael. 2003. The Nuts and Bolts of College Writing. USA: Hacket Publishing. www.nutsandboltsguide.com accessed on September 8, 2006. Jones, Rosemary. 2004. Academic Writing. http:www.amarris.homestead.comfilesAcademic_Writing.htm accessed on: November 1, 2006. McLaine, Trish. 1998. Academic Writing Skills. University of South Australia: FLC. http:www- i.roma.unisa.edu.auflcslsresearchwriteacadwriting.htm accessed on July 10, 2006. Musthafa, Bachrudin. 1994. Literary Response: A Way of Integrating Reading- Writing Activities. Reading Improvement, vol. 31. http:home.usmo.com~awillsadminactionresearch.html. accessed on: July 6, 2006. Swales, J. Feak, C. B. 1994. Academic Writing for Graduate Students. USA: University of Michigan Press. www.elssa.edu.au accessed on August 25, 2006. Wikipedia: The Free Encyclopedia. 2006. Wikipedia Foundation, Inc. httpen.wikipedia.orgwikiDiction accessed on August 19, 2006. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI APPENDICES Appendix 1 The Detailed Recapitulation on Formality Features Respondents A B C D E F G H I J K L M Respondent 1 Respondent 2 Respondent 3 ~ Respondent 4 ~ ~ ~ Respondent 5 ~ Respondent 6 ~ ~ ~ Respondent 7 ~ Respondent 8 ~ ~ Respondent 9 ~ ~ ~ Respondent 10 ~ Respondent 11 ~ Respondent 12 ~ ~ Respondent 13 Respondent 14 Respondent 15 Respondent 16 ~ Respondent 17 ~ ~ Respondent 18 Respondent 19 ~ Respondent 20 ~ ~ ~ ~ Respondent 21 ~ Respondent 22 ~ Respondent 23 ~ ~ Respondent 24 ~ ~ Respondent 25 ~ Respondent 26 Respondent 27 Respondent 28 Respondent 29 Respondent 30 Percentage 96,43 85,71 85,71 100 82,14 78,57 100 57,14 100 100 100 100 96,43 Legends: A : Avoid shortenings D : Use correct possessive H : Avoid colloquialism L : Use euphemism B : Avoid contractions E : Avoid sexist I : Avoid cliché M : Avoid neologism C : Avoid initialism F : Use correct addressing J : Avoid jargon : item present G: Avoid slang K: Avoid idiom ~ : item absent Appendix 2 The Detailed Recapitulation on Accuracy Features Respondents A B C Respondent 1 Respondent 2 Respondent 3 ~ Respondent 4 ~ Respondent 5 Respondent 6 ~ Respondent 7 ~ Respondent 8 ~ ~ Respondent 9 ~ Respondent 10 ~ Respondent 11 ~ Respondent 12 ~ Respondent 13 Respondent 14 Respondent 15 Respondent 16 Respondent 17 Respondent 18 ~ Respondent 19 ~ Respondent 20 Respondent 21 ~ Respondent 22 ~ Respondent 23 ~ Respondent 24 ~ Respondent 25 Respondent 26 Respondent 27 Respondent 28 ~ Respondent 29 ~ ~ Respondent 30 ~ Percentage 89,29 54 85,71 Legends: A : No confused pairs B : No words confused by analogy C : Avoid exaggerated expression : item present ~ : item absent Appendix 3 The Detailed Recapitulation on Clarity Features Respondents A B Respondent 1 Respondent 2 Respondent 3 Respondent 4 Respondent 5 Respondent 6 ~ ~ Respondent 7 ~ ~ Respondent 8 Respondent 9 ~ Respondent 10 ~ Respondent 11 ~ Respondent 12 Respondent 13 ~ ~ Respondent 14 Respondent 15 ~ Respondent 16 Respondent 17 Respondent 18 Respondent 19 ~ Respondent 20 Respondent 21 ~ Respondent 22 ~ Respondent 23 ~ Respondent 24 ~ Respondent 25 ~ Respondent 26 Respondent 27 Respondent 28 ~ ~ Respondent 29 ~ Respondent 30 Percentage 57,14 75,00 Legends: A : Use correct words synonym B : Avoid general term : item present ~ : item absent Appendix 4 The Detailed Recapitulation on Concision Features Respondents A B C D E F Respondent 1 Respondent 2 Respondent 3 ~ ~ Respondent 4 ~ Respondent 5 Respondent 6 ~ ~ ~ ~ Respondent 7 ~ ~ Respondent 8 ~ Respondent 9 ~ ~ ~ ~ ~ Respondent 10 ~ ~ Respondent 11 ~ ~ ~ ~ ~ Respondent 12 ~ Respondent 13 ~ ~ ~ Respondent 14 ~ ~ Respondent 15 ~ ~ ~ Respondent 16 Respondent 17 ~ ~ ~ Respondent 18 ~ ~ ~ ~ ~ Respondent 19 ~ ~ ~ ~ Respondent 20 ~ ~ Respondent 21 ~ ~ ~ ~ ~ Respondent 22 ~ ~ ~ Respondent 23 ~ ~ Respondent 24 ~ ~ ~ Respondent 25 ~ ~ ~ ~ ~ Respondent 26 ~ ~ Respondent 27 Respondent 28 ~ ~ ~ Respondent 29 ~ ~ ~ ~ Respondent 30 ~ ~ ~ Percentage 50,00 71,43 75 50 71,43 60,71 A : Avoid “to be” and “being” B : Avoid doubling of words C : Avoid redundancy D : Avoid padded verbs E : Avoid formulaic phrase F : Avoid negative form : item present ~ : item absent 80 Appendix 5 1. The Examples of Formality Error

a. Abbreviation

1. Table 5.1: Errors on Contraction No Weak Good 1. In sum, experiential learning method in writing process helps the students so much to reach high-level thinking. In summary, experiential learning method in writing process significantly facilitates the students to reach high-level thinking. 2. Try to avoid focusing on every word, but rather look at groups of 2 words. Try to avoid focusing on every word, but rather look at groups of two words. 3. The text varies in type, novel, science, play, psychology, etc. The text varies in type, novel, science, play, and psychology. 4. … Read them to someone who doesn’t know the song or point out the words they listen to some one else sing the song. … Read them to someone who does not know the song or point out the words they listen to some one else sing the song. 5. … physical gestures, drama, physical exercise, role playing, body language, etc. … physical gestures, drama, physical exercise, role playing, and body language. 6. … which are forcing relationships, problem solving, a pattern games, etc. … which are forcing relationships, problem solving, and pattern games. 7. … mindfulness practice, high-order reasoning, complex guided imagery, etc. … mindfulness practice, high-order reasoning, and complex guided imagery. 8. … sensing others’ motives, person to person communication, group projects, etc. … sensing others’ motives, person to person communication, and group projects. 9. … environmental sounds, instrumental sounds, singing, musical performance, etc. … environmental sounds, instrumental sounds, singing, and musical performance. 10 …to enhance the learning something, collect and present songs, etc. …to enhance the learning something, collect and present songs. 11. … mind mapping, pictures, etc. … mind mapping, and pictures. 12. … choreograph a dance, built or construct something, etc. … choreograph a dance, and built or construct. 13. … If it doesn’t work, give him a punishment. … If it does not work, give him a punishment. 14. Human actually have 7 distinct intelligences. Human have seven distinct intelligences. 15. The teacher uses this kind of punishment only 5 times. The teacher uses this kind of punishment only five times. 2. Table 5.2: Errors on Initialism No Weak Good 1. Even though in the GBPP states that elementary school students are taught English starting from the fourth grade, but actually today’s learning has taught English from they were still very young. Even though in the GBPP Garis-garis Besar Pedoman Pengajaran states that elementary school students are introduced English from the fourth grade, today’s learning has introduced English from the early age. 81 2. The latter is more keeping with CLT The latter is more keeping with CLT Communicative Language Teaching 3. … to find out the effects of CLT model to facilitate teaching second language. … to find out the effects of CLT Communicative Language Teaching model to facilitate teaching second language. 4. The syllabus in TBI is process-oriented where learning progress is very much taken into account and learners are assessed based on their own term of success. The syllabus in TBI Task Based Instruction is process-oriented where learning progress is taken into account and learners are assessed based on their own term of success. 5. People still think that human intelligence can be measured only by IQ test. People still consider that human intelligence can be measured only by IQ Intelligence Quotient test. b. Pronoun 1. Table 5.3: Errors on Sexism No Weak Good 1. Kolb’s theory accounts for his fact and show how the learner can utilize his experiences and learning strengths in the process of constructing knowledge. Kolb’s theory accounts for his fact and shows how the learner can utilize his or her experiences and learning strengths in the process of constructing knowledge. 2. … integrated into the individual’s system of constructs which he imposes on the world. … integrated into the individual’s system of constructs which he or she imposes on the world. 3. … through which he views, perceives, categorizes, evaluating and seeks experience. … through which he or she views, perceives, categorizes, evaluating and seeks experience. 4. …the teacher will need to give his students many opportunities to practice speaking. …the teacher will need to give his or her students many opportunities to practice speaking. 5. In other words, he will need to create meaningful activities. In other words, he or she will need to create meaningful activities. 6. … but does not always himself interact with the students, sometimes he is a co- communicator, but more often he establishes situations that prompt communication between and among the students. … but does not always himself or herself interact with the students, sometimes he or she is a co-communicator, but more often he or she establishes situations that prompt communication between and among the students. 7. … as what he can perform in multiple-choice test. … as what he or she can perform in multiple-choice test. 8 … placed in a room with the closed door until he quits for five minutes. … placed in a room with the closed door until he or she quits for five minutes. 9. … use punishment for the sake of the child himself. … use punishment for the sake of the child himself or herself. 10. … give him praise when he is silent. … give him or her praise when he or she is silent. 11. … that someone might get hurt including the child himself. … that someone might get hurt including the child himself or herself. 82 2. Table 5.4: Errors on Addressing No Weak Good 1. Studying public speaking helps you to succeed in college, increases your knowledge, and builds your confidence. Studying public speaking helps students to succeed in college, increases their knowledge, and builds their confidence. 2. It will help to make you a more competent and responsible citizen. It will help to be more competent and responsible citizen. 3. Regardless of the field you are in, it is highly likely that career success … Regardless of the field he or she is in, it is highly likely that career success … 4. Public speaking can help you play your role as a member of society. Public speaking can help everybody plays his or her role as a member of society. 5. Learning public speaking gives you a better chance of a good and qualified employee. Learning public speaking gives a better chance of a good and qualified employee. 6. You are cheating yourself when you waste time reading material not essential to your purpose. Cheating is when we waste time reading material not essential to our purpose. 7. Studying public speaking is important to you not only personally but also professionally. Studying public speaking is important to everyone not only personally but also professionally. 8. You can not edit and revise what you wish to say. We can not edit and revise what we wish to say. 9. … avoid punishing when you are in a very angry or emotional state. … avoid punishing when we are in a very angry or emotional state. 10. … although you cannot expect perfect pronunciation. … although we cannot expect perfect pronunciation. 11. Effective speaking skills enhance you chances of first securing employment advancement. Effective speaking skills enhance everyone chances of first securing employment advancement. 12. … explain the purpose you perceive in studying something. … explain the purpose everyone perceive in studying something. 13. The activities to stimulate this intelligence are describing qualities you successfully complete. The activities to stimulate this intelligence are describing qualities we successfully complete 14. Once you are hired, your speaking skills continue to work for you, becoming your ticket to success and Once people are hired, their speaking skills continue to work for them, becoming their ticket to success and 15. The act of speaking is crucial test of your thinking skills. The act of speaking is crucial test of our thinking skills. c. Expression 1. Table 5.5: Errors on Colloquialism No Weak Good 1. But often the implementation meets constraints like a lack of interest, financial, and support. However, often the implementation meets constraints such as a lack of interest, financial, and support. 2. First of all, the writer wanted to discuss First, the writer wanted to discuss about 83 about subject mastery. subject mastery. 3. … the students should practice speaking over and over again. … the students should practice speaking frequently. 4. … but still the writer thinks it is not enough. … but it is still inadequately enough.. 5. Because of that, it is hard to draw conclusion about the influence of learning media. Thus, it is hard to draw conclusion about the influence of learning media. 6. Based on that, experiential learning has become the method of choice for learning personal development. Experiential learning therefore has become the method of choice for learning personal development. 7. Besides that, Kolb also did a good job of integrating the two dialectical entities. Besides, Kolb also succeed in integrating the two dialectical entities. 8. As we know, in the previous, experiential learning has become the method choice for learning and personal development. In the previous, experiential learning has become the method choice for learning and personal development. 9. The writer can say so because it based on the advantages from the completion-item test… The writer believes that it based on the advantages from the completion-item test… 10. In doing assignment, some students feel more comfortable to do it in a group. In doing assignment, some students feel more comfortable to work in a group. 11. And if it doesn’t work, give him a punishment. Unless, if it doesn’t work, give him a punishment. 12. So the English language teachers can try to use this theory in their class. Therefore, the English language teachers can try to use this theory in their class. 13. … help them practice, learn, recall, and use the words more and more. … help them practice, learn, recall, and use the words continuously. 14. From here, it is now also clear that preparing the role-play asks them to know broader vocabulary… It is hence clear that preparing the role-play asks them to know broader vocabulary… 15. So the third skill is listening. Thus, the third skill is listening. 16. Of course the vocabulary development of the learners can also be reached. Obviously, the vocabulary development of the learners can also be reached. 17. So, it is suggested to the English teachers to implement role play. Thus, it is suggested to the English teachers to implement role play. 2. Table 5.6: Errors on Neologism No Weak Good 1. … no exception to their rapid crystallizing that adults are three-quarters hot air. … no exception to their rapid growth that adults are three-quarters hot air. d. Subjective Words 1. Table 5.7: Errors on Subjective Words No Weak Good 1. Actually, group discussion has been applied as one of the strategies in teaching speaking. Group discussion has been applied as one of the strategies in teaching speaking. 2. They do not aware that actually individuals have at least seven distinct intelligences. They do not aware that individuals have at least seven distinct intelligences. 3. Actually, through experiential learning the students can make their own perspectives based on available theories and facts. Through experiential learning the students can make their own perspectives based on available theories and facts. 84 4. It is usually done spontaneously in the classroom with a limited preparation time for students. It is done spontaneously in the classroom with a limited preparation time for students. 5. These books are usually written around a structural syllabus with slight reformatting… These books are written around a structural syllabus with slight reformatting… 6. … to develop strategies for understanding languages as it is actually used. … to develop strategies for understanding languages as it is used. 7. In the past usually teachers taught their students with the theory of face to face. In the past teachers taught their students with the theory of face to face. 8. … but actually today’s learning has taught English from the were still very young. … but today’s learning has taught English from the were still very young. 9. The representation how language is actually done in the real world setting only… The representation how language is done in the real world setting only… 10. … they will usually want to sing it. … they will want to sing it. 11. Cooperative learning has wonderful benefits for relationships between students of … Cooperative learning has benefits for relationships between students of … 2. The Examples of Accuracy Error a. Table 5.7: Errors on Meaning No Weak Good 1. This book explores public speaking learning. This paper explores public speaking learning. 2. … the research need to the others effect of pair work.. … the research need to the other effect of pair work.. 3. The reality tells that education in Indonesia… The reality shows that education in Indonesia… 4. … that was asked by Gardner in the beginning of his work. … that was formulated by Gardner in the beginning of his work. 5. … since it is not easy to create a good distractor. … since it is not easy to create a good distraction. 6. This book discusses the steps of learning public speaking. This paper discusses the steps of learning public speaking. 7. Finally, students interactions with their fellow students and the teacher. Finally, students interact with their fellow students and the teacher. b. Table 5.8: Exaggerated Expression No Weak Good 1. In the past vocabulary was less learned by the students because there was an assumption that it is not really important. In the past vocabulary was less learned by the students because there was an assumption that it is unimportant. 2. But particularly it is the productive aspects of language speaking and writing that are very essential in mastering the receptive skills. However, productive language skills speaking and writing are particularly essential in mastering the receptive skills. 3. In this kind of situation, the role of group discussion really effective in solving the problem in this case the problem in deciding the topic. In this situation, group discussion is effective to determine the topic. 4. This condition makes classroom management very important in the learning teaching process that will support students to achieve the objectives of the lesson. This condition makes classroom management important in the learning teaching process that will support students to achieve the objectives of the lesson. 5. The students’ intelligences are grants from God that will be very pity if they are not realized and optimized. The students’ intelligences are grants from God that will be worthless if they are not recognized and maximized. 6. Even though in the GBPP states that elementary school students are taught English starting from the fourth grade, but actually today’s learning has taught English from they were still very young. Even though in the GBPP … states that elementary school students are introduced English from the fourth grade, today’s learning has introduced English from the early age. 7. From almost the very beginning of the play, Peter was described as a member of From almost the beginning of the play, Peter was described as a member of the the high social class. high social class. 8. Children are very active and eager to know something new. Children are active and eager to know something new. 9. These two features are very related each other. These two features are closely interrelated. 10. The Direct Method is one of methods which is very popular in the education world. The Direct Method is one of the most widely-known methods. 11. Practicing role-play is absolutely asking the students to speak up in front of the class. Performing role-play requires the students to speak in front of class. 12. Thus, students’ perceptions are truly essential because it may bring the motivation in mastering the learning given. Thus, perceptions of students are essential because it may motivate the students in mastering the material given. 13. Of course the vocabulary development of the learners can also be reached. The vocabulary development of the learners can also certainly be achieved. 14. The syllabus in TBI is process-oriented where learning progress is very much taken into account and learners are assessed based on their own term of success. The syllabus in TBI Task Based Instruction is process-oriented where learning progress is taken into account and learners are assessed based on their own term of success. 15. Role plays can be set up so that they are very structured or in a … Role plays can be set up so that they are structured or in a … 16. … the role of group discussion really effective in solving … … the role of group discussion effective in solving … 17. … that are very essential in mastering the receptive language… … that are essential in mastering the receptive language… 18. Grammar is the basic element that is very significant to be mastered. Grammar is the basic element that is significant to be mastered. 19. This happens very quickly, much more quickly than seems logical. This happens quickly, much more quickly than seems logical. 20. Theoretically, this method is very good implemented… Theoretically, this method is good implemented… 21. …at some period of the course is very important and needed by teachers. …at some period of the course is important and needed by teachers. 22. … has taught English from they were still very young. … has taught English from they were still early young. 23. Cooperative learning has wonderful benefits for relationships between students of … Cooperative learning has benefits for relationships between students of … 24. It is very clear that role playing has a very important influence in improving … It is clear that role playing has a important influence in improving … 25. … the Zoo story really portrays the life of the middle… … the Zoo story portrays the life of the middle… 26. … is proven to be very important for … is proven to be important for all all people. people. 27. … why CLT considered very effective for teaching English … … why CLT considered effective for teaching English … 28. … theoretically CLT will be very suitable for the elementary school… … theoretically CLT will be suitable for the elementary school… 29. … the model takes very little account of different cultural experiences… … the model takes very little account of different cultural experiences…

3. The Examples of Clarity Error