68
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
Several highlighted points in the research will be revealed in this section. First, the results of the research show that diction is a crucial element in the long
and complicated path to academic writing excellence. Diction has significant influence on the meaning of words for academic context. In other words, specific
context requires specific meaning. Related to appropriateness in academic context, diction errors hence do not mean that the word is “incorrect” but that the words
probably do not convey a meaning that makes sense in the context. The students frequently make various errors, including diction errors.
Focusing on the errors in diction of academic writing, the errors that occurred in the students’ written work should be considered as ordinary and inevitable
features of target language learning. These errors thus should be taken as evidence that there is a process of acquiring target language in the students’ way of
69
thinking. In summary, these do not imply failure and inadequacy, but success and achievement.
Third, since the students produced significant errors based on some categories of diction in academic writing that may lead to fatality, teaching
writing, in this case, should cover all aspects of good diction such as formality, accuracy, clarity, and concision features. Further, it should also include the
standard rule in applying diction in academic writing. Fourth, this study shows results that indicate which parts can be enhanced
and what remedial work should be designed. The study of the diction that students’ produce and the different categories of diction errors in academic
writing enable teachers to be concerned with their teaching, particularly regarding diction errors. Attention should be given to those diction errors that frequently
occurred in the students’ work. Lastly, as this study portrays that first language may interfere with text
production in the target language, teachers need to be fully aware that an adequate knowledge of the differences between the two languages English and students’
native language will facilitate learning and the transfer of learning. Therefore, a meaningful explanation of the rules of English including diction and a clear
understanding of its difference from the students’ native language are necessary.
C. Suggestions
