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that they were unsure of themselves. Plausible rectifications of the sentences were:
1. The study is expected to give beneficial input for the English teachers. 2. In a method can be seen a list of procedures which may be applied in a
teaching-learning process.
4. Concision Errors
Writers often fill sentences with weak or unnecessary words that can be deleted or replaced. According to Procter 2005 eliminating weak or unnecessary
words will increase the clarity and formality of the meaning of the sentence. Based on Table 4.9, there were 106 errors were found. These errors covered the
use of to be or being, doubled words, redundancy, phrases, and negative forms.
Table 4.9 The Percentage of Concision Error No.
Error Type Total
1. To be being
5 1.87
2. Doubled words
12 4.49
3. Redundancy
12 4.49
4. Phrase replacement
57 21.35
5. Negative words
20 7.49
TOTAL
106 39.7
a. Meaningless Words to be or being
Employing to be or being form in sentences may sound like wordiness. There were 5 to be and being forms in the students’ compositions. For example, it
seems to be unfair because each student is known to have the same ability and
speed in expressing their ideas PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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To be form in the example was better omitted since it implied no meaning. It just showed wordiness. A plausible rectification of this sentence was it seems
unfair because each student is known to have the same ability and speed in
expressing their ideas.
b. Doubled Words
As William stated p. 24, doubled words will baffle the readers since the student used two words with similar meaning to express different meaning.
Twelve doubled words were found in the students’ compositions. All of them used different words to convey the same meaning. For example:
1 The students can improve and develop their speaking skills through Cooperative Language Learning.
2 … having them share their ideas and opinions or a regular basis. Improve and develop had same sense that were change and grow. Using
similar words like this might be considered as wordiness. The same case also occured in the latter sentence. The meaning of ideas and opinions was similar.
The students would do better to select one of these words to convey the meaning. Plausible rectifications of the sentences were:
1 The students can improve their speaking skills through Cooperative Language Learning.
2 … having them share their ideas or a regular basis.
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c. Redundancy
It is hard to identify redundancy as it emerges from various forms. In this category the writer thus only found twelve redundancies. For example:
1 There are many good advantages toward the use of music as an approach in teaching English for children.
2 The students’ learning final outcomes at some period of the course is very important.
The redundancy in the first sentence could be identified easily since it was clearly stated. Advantage was always considered as beneficial, so good was
redundant. The second sentence was the same case as well. ‘Outcome’ was
associated with result, or was the way that something turned out in the end.
Therefore, final was redundant. Plausible rectifications of the sentences were: 1 There are many advantages toward the use of music as an approach in
teaching English for children. 2 The students’ learning outcomes at some period of the course is important
.
d. Phrases Replacement
