A STUDY ON STUDENTS’ PROBLEMS IN CITING THE ONLINE SOURCES ON ACADEMIC ESSAY CLASS
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Rosari Primaningtyas Student Number: 051214016
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
A STUDY ON STUDENTS’ PROBLEMS IN CITING THE ONLINE SOURCES ON ACADEMIC ESSAY CLASS
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Rosari Primaningtyas Student Number: 051214016
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
“If you don’t like who you are, don’t worry about it because you’re
not stuck either with who you are or where you are. You can grow.
You can change. You can be more than you are.”
(Zig Ziglar)
I dedicate this thesis to my beloved parents and all the people whom I love.
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v
vii ABSTRACT
Rosari, Maria Primaningtyas.(2010). A Study on Students’ Problems in Citing the Online Sources on Academic Essay Class. Yogyakarta: Sanata Dharma University.
The development of technology, especially internet brings big influence to education. University students use internet as one of the sources to find materials for their tasks. It also happens in Academic Essay class in Sanata Dharma University. Students often use online sources for their tasks. The ease of the internet often leads to plagiarism.
This present study investigated students’ problems in citing the online sources in Academic Essay class. The research question was: What are students’ problems in citing the online sources to their work in class?
The researcher employed document analysis method. There were two instruments to obtain the data. The first instrument was students’ work. The researcher analyzed students’ work by comparing students’ work to the original sources written in references. It aimed to find out whether students had cited the online sources correctly or not and also to find out students’ problems in citing. The second instrument was interview. This interview aimed to obtain additional information related to students’ problems in citing the online sources. The researcher took ten students’ papers for the analysis and eight students for the interview respondents. All respondents were semester five students who took Academic Essay class. They were randomly selected from class A, C, D, and E.
viii ABSTRAK
Rosari, Maria Primaningtyas.(2010). A Study on Students’ Problems in Citing the Online Sources on Academic Essay Class. Yogyakarta: Universitas Sanata Dharma.
Perkembangan teknologi, khususnya internet membawa pengaruh yang besar dalam bidang pendidikan. Tidak terkecuali para mahasiswa, mereka menggunakan internet sebagai salah satu sumber untuk mencari bahan tugas kuliah. Seperti halnya di kelas Academic Essay di Universitas Sanata Dharma, mahasiswa sering menggunakan sumber online sebagai sumber tugas mereka. Penggunaan sumber online yang mudah, sering kali menimbulkan masalah seperti plagiarisme.
Studi ini bertujuan mengetahui kesulitan-kesulitan mahasiswa di kelas Academic Essay dalam mengutip sumber online. Permasalahan yang dikemukakan dalam penelitian ini adalah : Kesulitan- kesulitan apakah yang dihadapi mahasiswa dalam mengutip sumber online dalam tugas mereka di kelas?
Peneliti menggunakan metode analisa dokumen. Alat yang digunakan dalam pengumpulan data adalah analisa pekerjaan mahasiswa dan interview. Dalam analisa, peneliti menggunakan sumber dalam referensi sebagai pembanding untuk mengetahui apakah mahasiswa telah mengutip sumber dengan benar dan juga untuk mencari tahu kesulitan-kesulitan yang dihadapi mahasiswa dalam mengutip sumber online. Interview bertujuan untuk mendapatkan informasi tambahan mengenai kesulitan-kesulitan mahasiswa dalam mengutip sumber online. Peneliti mengambil sepuluh tugas mahasiswa untuk dianalisa dan delapan responden dalam interview. Seluruh responden adalah mahasiswa semester lima yang mengambil kelas Academic Essay. Mereka dipilih secara acak dari kelas A, C, D, dan E.
ix
ACKNOWLEDGEMENTS
First of all, I thank Jesus Christ, my savior for His blessing and wonderful life He gives to me. He gives me love and chances to work on this thesis as a worth life experience. Without His blessing I cannot accomplish this piece of work. My gratefulness is also given to Mother Mary for her love in my life.
I would like to express my gratitude to C. Tutyandari, S.Pd., M.Pd. my major sponsor for her attention, suggestions, guidance and support to me during the finishing process of my thesis. I owe so much to all of my friends in Academic Essay class academic year 2009-2010 for their willingness to be respondents of my
research. I am greatly indebted to Hanandyo Dardjito, S.Pd., M.Hum. and Yuseva Iswandari, S.Pd., M.Ed. the Academic Essay lecturers Academic year 2009-2010
for their permission to conduct my thesis on their class. My sincere appreciation goes to all PBI lecturers for their patience and guidance during the last four years.
I would like to thank Gregorius Arief, Priska Dwi, thank them for the help and endless support to me. To Leonie, Jastia, Luaq, Lucia, Melania, Irene Anita Pilla, Herdiansari, Vivi, Arima, Ayunda (Hula-hula Community) for all the joy and happiness we share together. Special thanks to all my friends of the 2005 generation of the English Education Study Program and my friends at
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I am very grateful to my beloved parents, Albertus Supriadi and Yulia Markaristi. Thank them for their endless support, care, warmth, and love until now. I
also would like to thank my beloved sister Annis Yunita and aunty Florentina Kristiani. I also give my sincere thanks to Andreas Prasetyo for the love and
unending support.
My appreciation also goes to Sasmoyo Hermawan, S.Pd. for helping me find the topic of this thesis and for Priyatno Ardi, S.Pd for his willingness to read my thesis. Lastly I would also thank everyone whose names cannot be mentioned one by one for supporting me accomplishing this thesis.
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY... v
E. Benefits of the Study ... 3
F. Definitions of Terms ... 4
b. Plagiarism in Paraphrasing... 22
e. Incorrect References... 44
f. Copy-pasting ... 51
2. Interview... 54
B. Discussions ... 60
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 63
B. Suggestions ... 64
1. Writing Lecturers ... 64
2. Students ... 65
3. Future Researchers ... 65
REFERENCES... 66
APPENDICES ... 69
xiv
LIST OF FIGURES
Page 2.1 The Graphic of Internet Users in the World... 8 2.2 The Relation between Internet and Web... 9 3.2 The Research Procedures ... 34
xv
LIST OF TABLES
Page
2.1 The Differences Between APA and MLA ... 12
3.1 Points of Interview ... 32
4.1 The Data of Students’ Work ... 36
4.2 Results from Students’ Work ... 53
xvi
LIST OF APPENDICES
Page
Appendix 1: Syllabus of Academic Essay Class ... 69
Appendix 2: Guiding Questions for Interviewing the Participants... 72
CHAPTER I
INTRODUCTION
This chapter is an introduction which provides background of the subject matter related to students’ problems in citing the online sources on Academic Essay class of the English Education Study Program in Sanata Dharma University. In order to achieve the purpose of the study undertaken, the writer intends to present six important sections including: background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and also definitions of terms.
A. Background of the Study
Nowadays, the development of information and communication technology (ICT) is growing so fast especially the internet. The development of information technology affects people all over the world to use internet so easy and cheap. Because of the internet, people are able to find out any information they need and also they are able to share it fast with other people all over the world. In the internet, people are able to find a lot of kinds of information, such as electronic books book), electronic journals journal), electronic newsletter (e-newsletter), and electronic magazine (e-magazine). These facilities are always up to date based on the situation in this world.
Internet has a big role for students, especially for university students. There are many subjects that need additional information from internet. Some
lecturers ask their students to browse information from some sources in the internet. This condition makes students really close to internet. Besides, the development of technology especially in the use of the internet brings some disadvantages. People can take the online sources freely but on the negative side, people do not understand the rule to take the source. This problem leads to a critical issue named plagiarism. Related to the use of online sources in class, it is really necessary to know about students’ problems in using online sources to their writing project. Some use the sources as references but some directly copy it.
A national survey published in Education Week found that 54% of students admitted to plagiarizing from the internet; 74% of students admitted that at least once during the past school year they had engaged in "serious" cheating; and 47% of students believe their teachers sometimes choose to ignore students who are cheating. (“Facts about plagiarism,” 2009).
B . Problem Formulation
In this study, the problem is formulated as follows:
What are students’ problems in citing the online sources to their work in class?
C . Problem Limitation
The research is limited and focused on students’ problems in citing the online sources and was conducted to the fifth semester of PBI academic year 2009-2010 students in Sanata Dharma University who were taking Academic Essay. In Academic Essay class students are required to produce a more complex writing than the previous semester. In Academic Essay class, the students will produce papers with 5-7 pages in-length.
D . Objectives of the Study
The study intends to find out the answers to the question stated in the problem formulation. It is to find out what students’ problems in citing the online sources to their work in class are.
E . Benefits of the Study
This study hopefully will be beneficial for those who deal with language teaching and learning, especially lecturers, students, and future researchers.
1. Writing Lecturers
sources on their writing. Further, the lecturers need to give rules relating to the issue of plagiarism. It is very important because lecturers have to keep the originality of their student’s writing projects. Besides that, lecturers have to give the students clear instruction in citing the online sources.
2. Students
Students are the major user of the internet facility in Sanata Dharma University. They need internet to browse some information related to their study. By knowing the result of this study about students’ problems in citing the online sources in their writing project, the students might have new strategy in citing the online sources but still keep the originality of their writing projects.
3. Future researchers
Hopefully this study would inspire the other researchers who are interested in researching about students’ problems in citing the online sources in their writing project.
F. Definitions of Terms
This section presents the definition of terms which is intended to avoid misconception and confusion.
1. Citation
whereas, the meaning of quote is “to repeat the exact word that another person has said or written.” (Hornby, 2000:1083).
2. Online sources
Students have many references to be read to support their learning in class, such as books and journals. From the website thefreedictionary the word online means: connected to a computer or computer network.(2009). In this study, online refers to something that we are able to find in the internet. So, online sources here mean sources or data which are available in the internet. Students are able to access online sources and take the sources as references.
3. Internet
4. Academic Essay class Academic year 2009-2010
Academic Essay is one of the subjects which should be taken by students of the English Education Study Program in Sanata Dharma University. In the book Panduan Akademik Program Studi Pendidikan Bahasa Inggris year 2004 stated the goal of this subject. The goal is to develop student’s analysis of characteristics of analytical essays: expository, argumentative, and persuasive, and then write the essays in the genres using process approach. This research will be conducted to some students as the representatives from Academic Essay class academic year 2009-2010.
5. Plagiarism
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. The researcher divides this chapter into two major areas; they are theoretical description and theoretical framework. The theoretical description provides the theoretical review of the issues, whereas the theoretical framework summarizes and synthesizes relevant theories to solve the problem of this study.
A. Theoretical Description
There are three main issues developed in this study, they are accessing online sources, documentation style in writing, and plagiarism. Further those three issues are discussed based on related theories and previous researchers.
1. Accessing Online Sources in Education
The activity of accessing internet is really common in education. The internet becomes one of many sources to gather information. People all over the world are accessing internet easily and the result is the internet users in this world are growing so fast. Figure 2.1 below is showing the tremendous growth in the use of the internet:
Figure 2.1 The Graphic of Internet Users in the World
From the finding above, it shows that the growth of internet users is tremendous. It can be predicted that the graphic is going to be higher in every year.
state “the Internet-alias the Net-is also known as cyberspace, the information superhighway, the online community, the electronic library and the digital revolution: all a series of creative metaphors trying to define it.” (2000:1). If we talk about internet, people may talk about web. World wide web, or it is commonly known as web is “an ambitious project whose goal is to offer a simple, consistent interface to the vast resources of the internet.” (Hahn, 1994:495). The other researchers also try to define what the web is. Dudeney and Hockly define “The web is a source of content which can be used as a window on the wider world outside your class, and is-of course- a readily available of authentic material.” (2007:27) To understand the relation between internet and web, the researcher illustrates it in a picture below:
Figure 2.2 The Relation between Internet and Web
google, hotmail, usd.ac.id (Sanata Dharma’s website). Those webs are grouped together in an unlimited place named internet. By browsing those webs and many more webs, students are able to access information and get the references for their tasks. Nowadays, students and language professionals become more familiar with internet. Teeler and Gray also state “…the internet becomes more popular, but for the moment English is the common language. This is what makes it such a perfect tool for English Language Teaching.” (2000: 3)
Language professionals such as lecturers in universities use internet as tools to get additional materials to teach their students, it is because internet is easy to use and most of webs in the internet use English, ”English, as an international language, is being used in technologically mediated contexts.” (Dudeney & Hockly, 2007:8) Because of the use of the internet, it influences the development of English language teaching. Dudeney and Hockly say ”using the range of Information and Communication Technology (ICT) tools can give learners exposure to and practice in all of the four main language skills-speaking, listening, writing and reading.” (2007:8) This reason motivates the researcher to see more deeply the influence of the internet among students by investigating what are students problems in citing the online sources especially in writing class.
2. Documentation Style in Writing
Memering in his book conveys “Documentation refers to the method by which writers tell their readers where information came from.” (1989:145)
There are various documentation styles in writing that writers use: MLA (Modern Language Association), APA (American Psychological Association), APSA (American Political Science Association), Chicago/Turabian, CBE (Council of Biology Editors), and numbered references. Sanata Dharma also has a rule in writing especially for those who write their thesis; it is called undergraduate thesis and final paper guidelines. In this chapter, the writer only discusses two documentation styles that are widely and commonly used in the academic field. They are MLA and APA documentation style. Here the writer reviews some rules in citing based on MLA, and APA style.
Table 2.1 The Differences Between APA and MLA
APA MLA
Parenthetical Citation in Text
Uses author name, date of publication, and page number
Uses author name and page
Authors/editors Uses last name and first
initial. Lists all authors
Spells out available names. If more than 3 list first and et al.
Titles Capitalizes first word Capitalizes every important
word
Publisher Uses full name Shortens name
Place of publication Lists state abbreviations
when city is lesser known
Only lists city
Pages Lists first page and
additional pages
Uses + for pages after the first one
Dates Follows authors name Placed at end of citation
Indentions First line of an entry is
indented, second and subsequent lines are flush with the left margin
First line is flush with left margin, second and subsequent lines are indented
(Source Mc Connell Library, 2005)
This research reviews more about online sources based on those two documentation styles. Here, the writer provides the information in citing online sources based on APA and MLA documentation style.
a. APA Style
every little part in writing, such as period, comma, verbs, and nouns. Further the researcher reviews some theories related to APA documentation, including direct quotation and writing bibliography from online sources. Before that the researcher reviews about quotation. UW-Madison (2009:5) conveyed some reasons for quoting:
• To show that an authority supports your points
• To present a position or argument to critique or comment on
• To include especially moving or historically significant language
• To Present a particularly well-stated passage whose meaning would be lost or changed if paraphrased or summarized
This review of quotation and bibliography focuses on which the source derived from online. “In general, you should cite an electronic source within your paper in the same way as you would a print source.” (“Cite an Electronic Source”, 2009)
1) Direct Quotation
Here some ways on citing works based on certain conditions that students often find in citing online sources.
(1) Citing a Work by an Author
Incorrect In 2000 Walker compared reaction times Correct Walker (2000) compared reaction times
In a recent study of reaction times (Walker, 2000)
(2) Citing a Work by Multiple Authors
Citing a work by multiple authors in APA documentation style has a little difference with MLA documentation style, especially in citing a work by more than three authors. When citing a work with two authors, the surname of the authors should be written followed by the year. For a work written by three to five authors, Dees conveyed “Name each author the first time the work is cited, but in subsequent citations, give only the first author’s last name, followed by a comma and et al.” (2003:308) The word et al. was not italicized and it was written with a period after “al”.
First citation:
DiMaggio, Hargittai, Neuman, and Robinson (2001) believe that sociologists could do more extensive research on Internet usage.
Subsequent citation:
…while Link and Phelan (2001) identify five components of stigma. When citing a work by six or more authors, APA unveils that “cite only surname of the first author followed by et al. (not italicized and with a period after “al”) and the year for the first and subsequent citations.” (2002:209)
Example: (Source from Dees, 2003:308)
(3) Citing a Work with No Author
Sometimes writers find some works with no author, writers have to “cite in the text the first few words of the reference list entry (usually the title) and the year. Use double quotation marks around the title of an article or chapter, and italicize the title of a periodical, book, brochure, or report.” (APA, 2002:210-211), example:
On free care (“Study Finds,”1982) The book College Bound Seniors (1979)
(4) Citing a Specific Parts of a Source
To cite a specific part of a source, there are some differences between APA and MLA. Dees find “APA documentation style uses the abbreviations p. and pp. for the words page and pages, ch. for chapter, and sec. for section (respectively).” (2003:311) Example:
French (2002) concludes that “the persistence of extreme poverty in the face of unprecedented plenty … calls into question the durability of our current globalization path” (p.198)
2) Bibliography from Online Sources
In writing the bibliography, especially when the source comes from online, there are some notes that writers need to understand. APA gives the form in writing the bibliography when the source comes from online (2002:233):
Sometimes students find no date of the online sources, Dees (2003:322) wrote “Indicate sites that are not dated with the abbreviation ‘n.d.’” example:
Tobacco use among youth (n.d.) Retrieved December 15, 2001, from http://tobaccofreekids.org/research/factsheets/pdf/0002.pdf
In writing the title of the article, the writer should capitalize only the first word of the title. And for the website address, it is written at the end of the retrieval statement (APA, 2002:229).
b. MLA Style
Manual Language Association (MLA) is “a nationwide association of teachers and scholars that sets standards for publishing papers about literature and modern and classical languages.” (Dees, 2003:231) This documentation style requires three methods of acknowledging sources in a research paper, they are: (1) parenthetical intext citation of sources, (2) full documentation in the Works Cited page(s), and (3) content notes.(232)
Intext citation is also known as parenthetical documentation. Intext citation is important in writing a paper because it shows exactly what the researcher writes and the reader will be easier in finding where the information comes from. Intext citation means “identifying the source of any borrowed material immediately as it appears, right in the text of the paper.” (Dees, 2003:232) To make it clear, here the example of intext citation:
(from Dees, 2003:233)
with a past heritage or a genealogical history” Page number (119).
Full documentation in the Works Cited page(s) or people know it as references, are a page or some pages where the writer of the research paper writes all of the sources he or she gets. This part is necessary to show the validity and originality of the paper. The reference aims to identify and retrieve each source in the paper. In MLA documentation style, there is some information that should be written in reference page, such as: author’s name, titles, place of publication, shorten publisher’ name, and copyright date.
Memering says that “content note is a note from you to your readers.” (1989:147). The content note is used to give additional explanation or information to the text written on a paper. Content notes are known as end notes or foot notes. Nowadays most of writers of research paper do not use content notes, they use quotation or citation (in-text citation) in their paper because of its effectiveness. The content notes are written raised half a line (with number). But, some researchers thought that writers should have few content notes, Memering find “If you have more than three, you should reconsider what you are doing: too much material is being treated as incidental when its sheer quantity seems to suggest otherwise.” (1989: 148). Dees (2003:241-243) conveyed that there are some conditions if writers want to use content notes:
(1) To elaborate on matters not strictly relevant to the text discussion. (2) To add clarification.
(4) To provide statistics.
(5) To explain methods or procedures. (6) To cite additional sources.
(7) To shorten major source citations (8) To define important terms.
Here the example of content note written in Memering (1989:149)
Holden can be thought of as a model of lost and confused adolescence, 1
but he is a prototype for a very small, privileged class of modern people. On a notes page, the note will be like this:
1 see Sara Birkfeld, “A Jungian Look at Catcher in the Rye,”PsychologyToday, May 1975: 72-77, for the interpretation of Holden Caulfield as an archetype.
1) Direct Quotation
Nowadays, modern writers prefer to use parenthetic quotation or direct quotation to content notes. There are some ways to cite or to quote sources in certain conditions:
(1) Citing a Work by an Author
In citing a single author using MLA documentation style, the name of the author is placed in the text or after the quotation. Dees (2003: 234) conveyed “An author’s name should appear only once in any intext acknowledgement. Include the author’s name in the text or in the parentheses following, but not in both.” Incorrect: (source from Dees, 2003:234)
nations and peoples around the world” (Mansfield A12).
The example above is incorrect because it includes double authors’ name. It should be just once like in:
Correct: (Source from Memering, 1989:155)
“These apes likewise signal ‘come here’ or ‘walk quickly past me,’ with gestures that are amazingly human” (Droscher 208).
(2) Citing a Work by Multiple Authors
Citing works by multiple authors is not really different from a single author. When citing two or three authors, writers have to write all authors’ last name. MLA documentation style has special treatment in citing works by more than three authors, Dees writes “If there are more than three authors, cite only the first author’s last name followed by et al. (“and others”)” (2003: 235) here the example: (Source from Memering, 1989: 156)
How the chimps are housed and raised—in cages or free to move about – significantly influences their language learning (Mathieu et al.).
Example of citing a work by two or three authors: (Source from Dees, 2003:235) Naisbitt and Aburdene claim we are approaching the day when “virtually all women will work except for a few months or years when they are raising children full-time” (7).
(3) Citing Work with no Author
sometimes have difficulties to solve this problem. Dees (2003: 249) provides an example on his book by writing the title of the source if there is no author of the source.
…In a survey of 1,200 undergraduates, one-third reported they know someone they believe is addicted to the internet (“But Can It Lead”).
2) Bibliography from Online Sources
Writing the bibliography in academic work is very important for other people to check the information and validity of our work. Relating to write the bibliography from online sources, Dees (2003:297) found:
To cite an information base, scholarly project, journal, or professional Internet site, list the site title (underlined), followed by the name of the site editor (if given), electronic publication information, including version number (if relevant and not part of the title), date of publication or latest update, and the name of the sponsoring institution. Conclude this information with the date of access and URL.
Example:
Electronic Text Center. Ed. Michael Engle. 10 Dec. 2002. Cornell U. 10 Jan. 2003 < http://www.library.cornell.edu/okuref7cet/cet.html>.
3. Plagiarism in Writing
a. Definition of Plagiarism
as quoted in Gibaldi on the book MLA Handbook for Writers of Research Paper suggests the definition of plagiarism “derived from the Latin word plagiarius (“kidnapper”), plagiarism refers to a form of cheating that has been defined as ‘the false assumption of authorship: the wrongful act of taking the product of another person’s mind, and presenting it as one’s own.” (2003:66). American Heritage Dictionary quoted in UW-Madison also unveils the definition of plagiarize as “to use and to pass off (the ideas or writings of another) as one’s own.” (2009) From many sources that define about plagiarism, we are able to say it as the activity of stealing someone’s else work. It is harmful, especially in education field. Moreover the development of technology, such as the free use of internet makes it easier for people to do this dishonest activity.
There is an issue raised related to unintentional plagiarism. Unintentional plagiarism often happen among elementary students because they do not understand about plagiarism but unfortunately, sometimes college students also do the plagiarism even they know it exactly. Relating to the issue of plagiarism, Gibaldi argues “plagiarism sometimes happens because researchers do not keep precise records of their reading, and by the time they return to their notes, they have forgotten whether their summaries and paraphrase contain quoted material that is poorly marked or unmarked.” (2003:70)
Dees (2003) unveils six guidelines for avoiding unintentional plagiarism, the guidelines are as follows:
3) Know what to document.
4) Make a bibliographic card for every note source.
5) Be particularly careful about text and any other information you download from the internet.
6) Acknowledge sources in your paper.
b. Plagiarism in Paraphrasing
Students often do the activity of paraphrasing as one of the documentation method in acknowledging the source. Dees suggests “a good paraphrase clarifies a source’s content by rewriting it into your own words,…the paraphrase is usually about the same length as the original, but the words are your own.” (2003:101). Although paraphrase is using our own words, it is important not to forget to give acknowledgement to the writer by giving a proper citation following the paraphrases. There are some conditions why students should paraphrase:
1) What you want from the source is the idea expressed, and not the specific language used to express it.
2) You can express in fewer words what the key point of a source is. (“Should I Paraphrase or Quote?,” 2009)
1) Word-for-Word Plagiarism
This kind of plagiarism is very obvious to check. The plagiarized work directly copy the same word as the original source with no acknowledgement. UW-Madison (2009) provides the example of word-for word plagiarism compared with the original one:
The original text:
Critical nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. …. (Chase, 1995, p. 156)
The word-for-word plagiarism:
Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses. S/he does not directly care for patients but does follow unusual or long-term cases. On each shift a resource nurse attends to the functioning of the unit as a whole,….
The phrases underlined above are directly copied from the original text. They are clearly seen because no word is changed, also the pattern of the sentences. The plagiarized texts also do not give acknowledgement to the author by quoting the special words and credit the author at the end of the paraphrase.
2) Patchwork Paraphrase
The original text:
Critical nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. …. (Chase, 1995, p. 156)
The patchwork plagiarism:
Chase (1995) described how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The expert-the nurse manager, nurse clinician, and clinical nurse specialist-are not involved directly in patient care.
The work above is not obviously seen as plagiarism. The original phrases are modified and rearranged into a new pattern. The writer of the work has acknowledged the original author, but still there are no quotation marks to indicate the borrowed phrases from the original one.
c. Penalty of plagiarism
The activity of plagiarism could be categorized as the activity of “stealing” someone’s’ work. Although it is not as big as a robbery, but still, this activity harms other people. Gibaldi argues that “plagiarism is almost always seen as a shameful act, and plagiarists are usually regarded with pity and scorn. They are pitied because they have demonstrated their inability to develop and express their own thoughts.” (2003:66)
of the law of copyright, chapter one about general provisions by the president of Republic of Indonesia: (sources from www.dgip.go.id)
Point one:
1. Hak Cipta adalah hak ekslusif bagi Pencipta atau penerima hak untuk mengumumkan atau memperbanyak Ciptaannya untuk memberikan izin
untuk itu dengan tidak mengurangi pembatasan-pembatasan menurut
peraturan perundang-undangan yang berlaku.
(1 Copyright shall mean an exclusive right for an Author or the recipient of the right to publish to reproduce his Work or to grant permission for said purposes, without decreasing the limits according to the prevailing laws and regulations.)
Point five:
5. Pengumuman adalah pembacaan, penyiaran, pameran, penjualan, pengedaran, atau penyebaran suatu Ciptaan, dengan menggunakan alat
apapun, termasuk media internet, atau melakukan dengan cara apa pun
sehingga suatu Ciptaan dapat dibaca, didengar, atau dilihat orang lain. (5 Publication shall mean the reading, broadcasting, exhibition, sale,
distribution, or dissemination of a Work, by utilizing whatever means including the Internet, or by any manner so that such Work is capable of being read, heard or seen by any other person.)
Point six:
6. Perbanyakan adalah penambahan jumlah sesuatu ciptaan, baik secara
menggunakan bahan-bahan yang sama ataupun tidak sama, termasuk
mengalihwujudkan secara permanen atau temporer.
(6 Reproduction means to increase the number of a Work, either as a whole or its substantial parts using either the same or different material, including the changing of the form or mode of a work permanently or temporarily.)
Three points unveiled above are some parts of the copyrights law which are suitable for the issue studied here. Point one states about persons who are the owner of a work have the right to publish their own work. Point five talks about ways to publish a work. And the last, point six explains about the border of reproduction.
B.Theoretical Framework
The development of the technology is global and tremendous. It also leads the development of the internet as the part of technology. Internet gives big influence in education. Internet provides unlimited information that students need. English as a universal language is widely used in the internet. This helps students in writing class to gather information to do their tasks.
online sources is the process of documentation. This study helps to investigate students’ problems in giving credit to the original author of certain work based on APA documentation style which is widely used in education field. Lecturers of Academic Essay class stated that APA documentation style will be used as the standard. This study was focused to the problems in citing the online sources. The documentation includes direct quotation, paraphrase, and also the bibliography. Basically, writing direct quotation and paraphrase from online sources are the same as quoting sources from printed works. The difference is clearly seen in the bibliography. There are some rules in writing the bibliography from online sources. Further, to obtain the data from students’ work, the researcher used APA documentation style as the standard.
CHAPTER III
METHODOLOGY
In this chapter, the researcher will discuss the process of gathering and analyzing the data. There are six areas that will be explored, namely: research method, research respondents, research instruments, data gathering technique, data analysis technique and research procedure.
A. Research Method
researcher has little control over the phenomenon being studied.” (Yin, 1991, cited in RELT, 2008:427). Some researchers said that qualitative research is natural and based on the respondents’ views. Erickson also stated:
What qualitative research does best and most essentially is to describe key incidents in functionally relevant descriptive terms and place them in some relation to the wider social context, using the key incidents as a concrete instance of the workings of the abstract principles of social organization. (1981, cited in Hyland, 2002: 157)
This research also belonged to a survey research. The important purpose of survey research is “to examine the interrelationship between the variables measured or the differences between samples in their response patterns. (Sprinthall, Schmutte and Sirois,1991:93). According to Wiersma, “surveys are used to measure attitudes, opinions, or achievements-any number of variables in natural setting.”(1995:169). Based on this method, the researcher of this study wanted to know what are students’ problems in citing the online sources in their writing project in Academic Essay class.
B. Research Respondents
Education Study Program, class A, B, C, D, and E. Academic essay classes were held every Monday, Wednesday, and Friday. However, the researcher only took four classes as the respondents; class A, C, D, and E. There were ten respondents from those four classes who would be the respondents. Those ten respondents were students who wrote their writing project using online sources. The reason for taking them as respondents was because the students in Academic Essay class were competent enough in writing; they have passed Basic Writing (Writing 1) until Short Essay (Writing IV). In Academic Essay class, students are expected to produce a more complex writing in the form of paper with 5-7 pages in-length. There was no exception for the shoppers-students who retook Academic Essay to be included in this research.
C. Research Instruments
In carrying out the study, the researcher used the following instruments: 1. Students’ Work
2. Interview
After the analysis of students’ work, the researcher used the interview as the second instrument. This interview was conducted to obtain additional information. “Interviews and observations interact-observations provide new meanings to the interviews, and interviews suggest new things to look at or attach new meanings to the observations.” (Krathwohl, 2004: 285). The researcher prefers using the interview to questionnaire as one of the instruments because in her opinion, interview would provide rich data. Also, direct interview enabled respondents to express their feeling freely and it gave a real information from the respondents than the questionnaire. “As contrasted with the questionnaire, which provides no immediate feedback, the interview permits the research worker to follow-up leads and thus obtain more data and greater clarity.” (Borg & Gall, 1983:436).
Sanata Dharma University. Table 3.1 below provides the summary of the major points of the interview.
Table 3.1 Points of Interview
No. Points
Students’ source in writing an essay.
Students’ understanding in attaching the source. Concept of plagiarism.
Copy-pasting activity in writing. Difficulties and problem solving. Suggestion
D. Data Gathering Techniques
took eight respondents to the interview section from class A, C, D, and E. In the interview section, the researcher gave some questions and recorded it.
E. Data analysis Technique
The researcher obtained the data from students’ work as the main sources in this research. Hence, to measure the analysis of the students’ work, the researcher used APA documentation style as the standard. The researcher downloaded the original sources from the references that students wrote on their paper and compared it to the students’ final paper. It aimed to check the originality of students’ work. From this analysis, it would be seen students’ problems in citing, especially from online sources.
After gathering data from students’ work, the researcher conducted the interview as the second instrument in checking the data. It was needed to check the data from the first instrument, the interview section was also important because students could express what they were thinking directly and freely. The researcher recorded the interview using mp4 player. Afterwards, the researcher wrote down the interview transcript as the data.
F. Research Procedures
especially in writing class, the researcher found a specified topic about online sources. The third step was formulating a research question. The research question of this study is: What are students’ problems in citing the online sources to their work in class? The data of this research came from two instruments. The first one was students’ work, and the second instrument was interview. In analyzing the data, the researcher took the original sources as the comparison. After that, the interview transcripts were used to check the result and obtain additional information of the data. Finishing all the process, the researcher reported the research findings.
To understand the process, the writer provides the figure 3.2 below:
CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
In this chapter, the researcher presents and analysis the data based on the methodology discussed in chapter three. This chapter consists of two major sections, namely research results from students’ work and from interview, and the last is discussion. In the first section, the researcher presents the result data from students’ work, afterwards the researcher reported the interview result. The interview result discusses what the researcher found and obtained from the interview as additional or secondary data to verify what the researcher found from students’ work. In the discussion section, the researcher discusses the results both from students’ work and interview to answer the formulated research question on the first chapter.
A. Research Results
1. Students’ Work
The researcher took ten Academic Essay students from class A, C, D, and E. The researcher randomly chose students’ paper from class A, C, D, and E but only from those who were using online sources. To keep the secrecy of students’ data, the researcher did not use the real name of the ten respondents, the researcher used the term Paper 1 until Paper 10. The table 4.1 below shows the data of ten papers:
Table 4.1
The Data of Students’ Work
No. Name Title
Keep Away Your Children from Stress Learning Environment
National Examination in Indonesia Should it be Applied?
The Use of Non-Renewable Natural Sources Should be Reduced
Full Day Kindergarten is Good for Both Children and Parents in Modern Life
Should Children Experienced Learning Outside the Classroom
Should There be any Acceleration Class in Indonesia?
Using Computer in the Teaching of Reading on Elementary School
Learning English for Kindergarten Students
Internet as a Source in Teaching-Learning Activities
Using L1 in Learning L2
To investigate students’ difficulties in citing the online sources, the researcher downloaded the original sources to compare with students’ work. During the analysis of students’ work, the researcher found students’ problems in citing the online sources, they were:
a. Citing Works by no Author
original source, writers are able to write the title of the article followed by date of the last update. For example:
Students are doing their tasks in class. (“Activity in Class,” 2009)
Here the researcher provides the evidence from students’ paper from Paper 1 until Paper 10 by showing the pieces on students’ problem in citing works by no author.
Paper 1:
The researcher did not provide the piece from the original source because she did not find the website or the address of the website was temporary.
Paper 3:
To cite from www.tropical-rainforest-animals.com, student who wrote Paper 3 could only write:
The information “Pollution Effects” came from the shorten title of the original article, the year 2008 was the last update of the website.
Paper 4:
The original source:
Herman (1984) describes in detail the advantages of full-day kindergarten. He and others believe full-day programs provide a relaxed, unhurried school day with more time for a variety of experiences, greater opportunity for screening and assessment to detect and deal with potential learning problems, and more occasions for good quality interaction between adults and students.
The correction of the quotation: (“Full-Day Kindergarten,” 2008) Paper 5:
Paper 6:
The researcher could not find the original source because the website address was temporary.
Paper 9:
The researcher could not find the original source because of the incorrect website address.
b. Citing a Quoted Source
Paper 1:
This quotation seems correct, but when the researcher compared it with the source, there were no Rhodes and Jasisnski on the references. The quotation above was quoted in Berkowitz. So the writer of Paper 1 should include the information “quoted in”.
Original source:
The correct citation: (Rhodes and Jasinski qtd. In Berkowitz, 2004)
Paper 7:
be like the citation: (Hoffman qtd. in Alkahtani, 1996) The original source:
c. Unknown Citation and References
During the analysis of students’ work, the researcher found that some citations were not included in references. This condition made the researcher difficult to analyse the work. Apart from that, the researcher also did not find some website addresses which were written on references page. This problem was found in two the of students’ paper. It sometimes happened because the websites were under construction or students did not write the website address completely. Paper 1:
Using computers in ESL classroom is important for both teachers and learners. Computers can handle a range of activities and carry out programmed functions at amazing speed. They can check exercises after they are done, move students gradually from easier to more difficult exercises according to their levels and abilities. When students fail to answer questions correctly or perform activities, the computer can simulate, drill, or explain the phenomenon in a way that makes it easier for the learner to understand (Hoffman, 1996).
Paper 3:
In the example from paper 3, the student wrote the source (www.ket.org) but there was no information about (www.ket.org) on the references page.
d. Incorrect Citation
There are some differences in documenting between short citation and long citation. In short citation, writers are able to write the citation part within quotation marks (‘’…..”) but in long citation there are no quotation marks. On the book Publication Manual of the American Psychological Association, it was stated “Display a quotation of 40 or more words in a freestanding block of typewritten lines, and omit the quotation marks. (2002: 117).
Paper 2:
should not be indented or in a freestanding block of typewritten lines. Paper 5:
The quotation above should be a long quotation because there are more than 40 words. The writer of paper 5 wrote it as a short quotation. The correct quotation should be indented and written in a freestanding block of typewritten lines.
Paper 10:
The researcher found that student who wrote Paper 10 wrote the long quotation within quotation marks. In a long quotation, the quotation marks should be omitted.
e. Incorrect References
After the researcher analyzed all paper, this point came out as the biggest problem for students. The problems that the researcher found were:
1. Students directly wrote the website address.
2. Student capitalized all the first letter of each word on the title. 3. The second and third line of each reference was not indented. 4. The website address was not written in the end of each reference.
Four students (Paper 1, Paper 3, Paper 5, and Paper 7) directly wrote the website address of the source without giving information about the writer of the source, the last update and the date of access. It was difficult for readers to check the source. Ten students (Paper 1 until Paper 10) capitalized all the first letter of each word on the references. Eight papers (except Paper 6 and Paper 9) were found that the second and third lines of the references were not indented. The website address on Paper 2, Paper 8, Paper 9, Paper 10 were not written at the end of the retrieval date. Here the references those students wrote:
The references above are not complete. The writer of Paper 1 directly wrote the website addresses. There are no authors and date of access. The writer of paper 1 should not give number for the references. The first letter of each word of the title should not be capitalized.
Paper 2:
Paper 3:
The writer of Paper 3 should include additional information such as the author, title, date of access on the references. In writing references, the researcher needed to find the author, the title of the article, and the date of access to check the website.
Paper 4:
The references above were incorrect and incomplete. The title of each reference should be in italic, only the first letter of the title that should be capitalized, and the second and third line should be indented. This writing style makes the references look like the part of the article.
Paper 5:
The references above need additional information such as the author, title of the article, and the date of access. The writer of Paper 5 directly wrote the website address. It makes difficult to the researcher to check the original sources.
Paper 6:
Paper 7:
On references that is using APA style, the title should be in italic, only the first letter that should be capitalized, and there is also information about the author. The second and third line of each reference should be indented. The writer of Paper 7 typed the title of the work and the website address separately, it seems that the titles are not the part of the website address. The website address should be written at the end of the retrieval date.
Paper 8:
Paper 9
Paper 10:
The references above are almost correct. There are the name of the author, title, website address, and date of access. But the title should be in italic, only the first letter is capitalized, and lines after the first line should be indented. The website address is written at the end of the retrieval date.
f. Copy-pasting
Paper 1:
Original source:
The piece of work above was directly copied from Berkowitz (2004) from the source:
http://www.learning_assistance_association_of_new_england.com/ Daniel.J.berkowitz/Stress-and-Students-with-learning-disabilities.htm
Paper 4:
The original source:
The writer of Paper 4 was also found did the plagiarism. We could see from the piece of the work above that the writer did not mention the year when Herman, the educational expert stated his finding. The writer also made some word changes on the work.
From the results of students’ work above, to summarize the results, the researcher displayed the result on a table 4.2 below:
Table 4.2 Results from Students’ Work
Students’ Work PROBLEM
1 2 3 4 5 6 7 8 9 10
1. Citing works by no author v v v v v v
2. Citing a quoted source v v
Herman (1984) describes in detail the advantages of full-day kindergarten. He and others believe full-day programs provide a relaxed, unhurried school day with more time for a variety of experiences, greater opportunity for screening and assessment to detect and deal with potential learning problems, and more occasions for good quality interaction between adults and students.
3. Unknown citation and references v v
4. Incorrect citation v v v 5. Incorrect references v v v v v v v v v v
6. Copy-pasting v v
2. Interview
The interviews were conducted after the researcher gathered data from students’ work. The interviews aimed to verify the result data from students’ work and gave additional information which was not included in the students’ work analysis. The researcher took eight students who join Academic Essay class from class A, C, D, and E. The interview was conducted on December 11th 2009 in Student Hall, Sanata Dharma University. The data from the interview result were to support the data from students’ work. Furthermore, the researcher reports every point of the personnel interviews and typed the interview data as the interview transcript. The researcher used participant coding. The researcher did not mention the real identity of the respondents, the researcher used the term student A until student H (eight respondents). It aimed to keep the secrecy of the data.
Saya selalu pake sumber online soalnya idenya dapatnya juga dari
sumber online (Student A, Interview).
(I always use online sources because it gives me ideas.)
Karena mudah dicari dan banyak pilihannya (Student C, Interview). (Because it is easy to find and varied in choices.)
Selalu make bahan online, biasanya sih gitu, soalnya males ke perpus. (Student D, Interview).
(I always use online sources because I feel lazy to go to the library.) From students’ answers above, it was obvious that internet helped them to accomplish their writing project in Academic Essay class. Internet provides unlimited variations of articles and many things that students need. By accessing internet students could easily browse information and got ideas based on the topic they wanted. Indeed, that fact made online sources more popular among students because of its practicality.
After getting sources from online, students have to document everything they get as an acknowledgement to the original author. The question related to this fact is: Do they document the source correctly? This documentation became a problem among students. Students in Academic Essay class have to be discipline in documenting the sources. From the interview result, seven of the respondents were not sure about their ability in citing sources. They showed their hesitation in citing the sources. Student B and D conveyed their hesitation:
Menuliskannya iya, tetapi dengan benarnya masih tanda tanya, belum
(I cited the source, but I was not sure whether it was correct or not.)
Kalo nulis sih selalu, tapi kalo bener nggaknya yo masih
dipertanyakan. (Student D, Interview).
(I always cite the source but I am still questioning whether it is correct or not.)
To help students solve their problems in citing, writing lecturers took the important roles. Writing lecturers had to understand more deeply about the rules of citing based on a certain documentation style. By understanding more deeply about a certain documentation style, hopefully writing lecturers were able to give clear explanation for students, like some respondents said in the interview:
Kalo menurut dosennya, cara menulisku itu disalahkan tapi dia nggak
ngasih tahu bagaimana menuliskan dengan benar. (Student A, Interview).
(My lecturer said that my writing was wrong, but he did not give the solution to solve this problem.)
Belum pernah diberi tahu tentang cara mengutip yang benar
sebelumnya. (Student E, Interview).
(I have never been told about how to cite correctly before.)
Four respondents said that they got minimum explanation about how to cite in Academic Essay class. Some said they got it from other classes from the previous semester and other from their friends. This condition made students
Ya kalo dosennya nyuruh ya tak tulis, nek nggak ya nggak. (Student C, Interview).
(If my lecturer asked me to cite the source, I did, but if not, I did not do it.)
Citing sources was one of the important parts of writing. Both students and lecturers had to give more attention in citation. Some students felt that their lecturer were not always gave them correction in the citing part. Sometimes the lecturer gave correction but they did not give solution to revise students’ mistakes.
Knowing students’ difficulties in citing, one of the lecturers from Academic Essay class gave APA book to guide students in citing sources. Nevertheless, the book did not help much; Student H stated that the book was not complete enough so that she had to browse the internet to find other way to cite the online source to their work.
Using online sources was very close to the copy-pasting activity. By using computer, students were able to copy the original articles directly to their writing. This activity was commonly happened among students. Five respondents (Student A, B, C, D, and E) confessed that they ever did the copy-pasting activity, like what student D felt:
Sebenernya sih yo nggak bagus tapi nek nggak tahu ngutipnya gimana
ya sudah, kepepete ngaku jadi bahan sendiri kan ya gak papa, ntar kalo
bahannya susah, daripada susah berpikir, dikit bolehlah. (Student D, Interview)
material, so I thought it was not a big problem if I did copy-pasting.) Copy-pasting activity is a kind of plagiarism. Copy-pasting, moreover without giving credit to the original author was prohibited in education. The researcher gave a question about plagiarism to the respondents and surprisingly all of the respondents were able to answer the definition of plagiarism correctly. Here the example of students understanding about plagiarism:
Memakai karya orang lain, seperti karangan dan sebagainya, tanpa
menyebutkan atau mencantumkan sumbernya untuk diambil menjadi
milik kita sendiri. (Student E, Interview).
(Taking others’ work, such as composition, without giving the source and take it as our own work.)
Mengambil, mengkopi, mengambil langsung tulisan orang lain tanpa
menyertakan sumbernya dan diklaim sebagai argument sendiri. (Studentt H, Interview).
(Take and directly copy others’ work without giving the source and claim it as our own work.)
must be included in references or in-text quotation. Students found difficulties if one or more of the data were not shown in the online articles. The researcher found a student who was afraid of making mistakes in citing, she said:
Mengutip kesulitan caranya. Soalnya aku nggak tahu juga cara
mengutip yang benar lalu takut kalau salah. (Student C, Interview).
(I had difficulties in citing, I did not know how to cite correctly, it made me afraid of making mistakes.)
Perceiving the issue of plagiarism in writing class, the researcher asked students’ suggestions to eliminate or even erase any kinds of plagiarism in Academic Essay class. The students’ answer varied. Three of eight respondents suggested that lecturers of Academic Essay class to check directly from the sources that student used. They thought that this technique was effective to know how students cite the online sources. The lecturers were able to check whether students did the copy-pasting or not.
Student F gave another idea; she thought that by giving punishment, it helped to reduce the action of plagiarism. She said:
Untuk dosen harusnya lebih keras, strict dengan jalan punishment lewat nilai. (Student F, Interview).
(The lecturers have to be strict by giving score punishment to students.)
B. Discussions
Based on the result from students’ work and interview, the researcher obtained some important information to be discussed in this section. From the analysis of the students’ work, there were six problems that happened among students in citing the online sources. The problems were:
a. Citing works by no author b. Citing a quoted source
c. Unknown citation and references d. Incorrect citation
e. Incorrect references f. Copy-pasting
Most of students still have difficulties in citing. This fact was supported by student statements in the interview section. Seven of eight respondents said that they were already cited the sources but they were not sure whether it was correct or not.
dipertanyakan. (Student D, Interview).
(I always cite the source but I am still questioning whether it is correct or not.)
From this, the researcher thought that most of the students in Academic Essay class had still lack of understanding especially in citing online sources. From ten papers that were analyzed, there was no paper which completely obeyed the standard of documentation style.
The most surprising finding was students’ knowledge about copy-pasting and also plagiarism. All respondents (eight students) were able to tell the definition of copy-pasting and plagiarism correctly. But in fact, the problem of copy-pasting and plagiarism were still found in students’ work. The researcher still found a student who broke the rule of plagiarism. He did the copy-pasting on the paper. This fact showed the irresponsibility of the students in citing the source. The fact from research finding in the interview was contrary to students’ paper. It can be concluded that students ignored the importance of keeping the originality of their work. The example below supports the fact that students ignored the importance of citing sources.
Sebenernya sih yo nggak bagus tapi nek nggak tahu ngutipnya gimana
ya sudah, kepepete ngaku jadi bahan sendiri kan ya gak papa, ntar kalo
bahannya susah, daripada susah berpikir, dikit bolehlah. (Student D, Interview)
and students need something to do to reduce or erase the plagiarism. Some suggestions from students to reduce or erase plagiarism in Academic Essay class could be applied in class depend on the agreement of both students and lecturers.
To conclude, there were two main problems that students faced in citing the online sources in writing class. The problems were: citing works by no author and writing the correct references. In citing works by no author, students have to write the title of the text within quotation marks followed by the year. Students get confused when they found sources without any information about the author. Based on APA book (2002) if there is no author, the writer could write the title of the article or write “unknown” on the references.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The last chapter is intended to present the conclusions and suggestions. The first part, conclusions, deals with the presentation of research results which are based on the research question presented on the first chapter. The suggestions are intended for Writing lecturers, students, and also future researchers.
A. Conclusions
This study aimed to investigate students’ problems in citing the online sources on Academic Essay class. The research problem as stated in the first chapter is: What are students’ problems in citing the online sources to their work in class? In order to obtain the answer for this question, the researcher conducted analysis of students’ work and also personnel interviews.
From the result of the data, the researcher found conclusions which are drawn here.
1. Students of Academic Essay class still have problems in citing the online sources.
2. Students ignore the importance of citing the online sources to their work. The first conclusion came from the fact that from ten papers, there was no one who cited the online sources correctly. As the researcher wrote before on the previous chapter, there were six problems found in students’ paper and the two main problems were: citing works by no author and writing the correct references.
