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2 The researcher had found some ways in solving the problems but the writer still thinks it is not enough.
Not passive and not dependent in the first sentence were not ideal for conveying the meaning. In addition, those negative forms might be considered as
weak forms. Not passive and not dependent would be better substituted by active and independent. Meanwhile, not enough in the second sentence would be better
replaced with insufficient. However, looking over this context, unsatisfactory would be more effective and precise. This implied that context was also
significant in selecting appropriate words. Plausible rectifications of the sentences were:
1 The students are also accustomed to be active and independent learners. 2 The researcher had found some ways in solving the problems although they
are still unsatisfactory.
5. Other Findings
This section described other significant findings, outside the research, that justify discussion. The first finding related to the students’ grammatical
awareness. Grammatical errors were still found, such as subject-verb agreement, tenses, preposition, passive-active form, and articles. Mistakes with the are
frequently found in the students’ writing. Most of the students might misidentify the word which had to accord with the article the. Another example was the
awareness of preposition such as different with. Most of the students produced different with rather than different from.
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The other finding concerned with translation. Some students tended to translate sentences into English but still interfered by their native language. Their
sentences hence sounded Indonesian-English. For example, The intelligences that determine whether someone is smart or not are only the
logical-mathematical intelligence and verbal-linguistic intelligence, whereas Gardner has different about that.
This sentence perhaps was meaningless to a native English speaker because it sounded like Indonesian and spoken language. This sentence could
have been written as follow: Gardner states that logical-mathematical and verbal-linguistic intelligence are
not the only indicators that determine the intelligence of an individual. The revised sentence sounded more formal, concise, and clear than the
previous. To be more formal, accurate, clear and concise, the writer needed to translate his ideas instead of his sentences to the target language.
C. The Sources of the Diction Errors
This section revealed the likely sources of the diction errors. To have valid results, the researcher concluded by combining the research findings and existing
theories stated in Chapter II. From the research findings above and the theories of sources of errors, the researcher believed that there were six causes of the diction
errors: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
