E. Data Analysis
Analysis involves organizing data, synthesizing, searching for significant patterns, and discovering what is important Ary et al, 2002: 465. Therefore,
there were two steps employed in the research to make the task manageable,
namely data analysis and data interpretation.
To answer the first problem, the researcher would check the composition and give marks. The process of coding was important to recognize the
inappropriate words and clauses if the researcher wanted to crosscheck the composition. The marking of the compositions would be followed up by
transforming into the four checklist instruments. The four instruments indicated presence or absence of some features of the formality, accuracy, clarity, and
concision. To provide scientific reference on the frequency of the characteristics
presence in the students’ diction, the result of the four instruments were counted and transformed in the percentage data. The percentage data presented the
summary of the formality, accuracy, clarity, and concision features found in the students’ diction in their academic writing. The percentage might reveal how the
presence or absence of those items affected the students’ diction in academic writing. The presence or absence of each category would be explored thoroughly
in each point of discussion. It involved some of the students’ sentences as the samples of the discussions.
To answer the second problem, the researcher would recheck between lines. In this step, the researcher recorded all marked inappropriate words and
phrases in a table. The researcher then put the inappropriate words and phrases in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the diction error checklist based on the combination features suggested by O’Hare and Gerson. Each phrase and sentence could be given more than one mark as it
might consist of more than one error category. Further, the analysis of each category of errors would be thoroughly discussed in the next chapter.
Meanwhile, to answer the third problem, the sources of errors would be revealed by combining the existing theories and the research findings.
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
Kategori