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The students might have learned parallelism and preposition. However, these errors were because of their ignorance of rule restriction in second language
as also stated by Johnson 2001: 67.
6. Carelessness
Carelessness is a plausible cause for some of the students’ errors. Lack of motivation is often related to carelessness. Psychological, linguistic, and cognitive
factors influence carelessness. In the process of composing, students brainstorm, make a sketch, develop it into organized ideas, and revise it into a good
composition. In this complex process of writing, students are forced to concentrate on the overall sub-processes, ensuring that they convey their intended message,
produce a coherent sequence of ideas, and employ good diction. Accordingly, they might become careless and produce incorrect words, spelling, grammar,
diction, and other linguistic items that resulted from fatigue and lack of concentration.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Three sections are presented in this chapter. The first section consists of conclusions that are drawn from the research findings. The second section is the
implication of the findings, and the last section is the suggestions intended for teachers and other researchers.
A. Conclusions
As a final point, this study led to some conclusions. Based on the data analysis and discussions in the previous chapter, six conclusions were derived.
Firstly, not all of the compositions implemented appropriate diction in academic writing that is formal. Most of the compositions contained correct use of
abbreviation. In more than half of the compositions, abbreviations were explained in plain words. This implied that most of the students did not find difficulties in
using shortening, initialism and contraction. The same result occurred with pronoun. Most of the composition contained correct use of addressing and sexist
pronoun. However, only half of the compositions contained correct use of expression. In fact, the inappropriate use of expression, such as the presence of
colloquialisms, made the students’ compositions informal since they use conversational language. Meanwhile, the results showed that most of the students
did not include subjective words. This indicated that the students were aware that personal judgment is not allowed in academic writing. Secondly, related to the
