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n a k a t a y n e m g n a Y
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B he Lord ,Jesu sCh irs tbecause finally Icould
e v i g o t e k il d l u o w I , ll a f o t s ri F . s i s e h t s i h t h s i n
if my deepes tgrattiudet o Jesu s t
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I give my profound t hank sto my sponsor ,Ag .Hard iPrasetyo ,S .Pd. , .
A .
M ,whoha sguidedand helped medu irng t hist hesi sw iritngprocess . Iwa sso h
t y m g n i k a m n i r o t u t y m s a m i h g n i v a h r o f l u f k n a h
t esi .s I wa sso i mpressed on
s i s e h t y m g n ir u d e c n a d i u g e h t e m g n i v i g n i s s e n d n i k d n a , r o m u h , e c n e it a p s i h
n o it e l p m o
c .My grattiude also goe sto al lEnglsih Language Educa iton Study )
P S E L E ( m a r g o r
P lecturer sandstaff ,whohavegivenmevaluablel esson sand .
y ti s r e v i n U a m r a h D a t a n a S t a y d u t s y m g n ir u d s e c n e ir e p x e
Ideeplythank tomyparentsandmyelde rbrotherf ort heris uppo tr ,prayer ,
l a i c e p s y M . e r a c d n
a thanks og to my brethren i n Ch irst :Feilx Edo ,Krsiitanto ,
o n i m r a ll e B s u il i g r i V , n a w a it e
S Paskailna Sukactia , Gus itn , Anastasia B
Y D P , n a y t s i L s a M , h i s a K a l e i r b a G , i n u y h a
W and GKKD who alway s
y M . t s ir h C n i n o s r e p r e tt e b a e b o t e m e t a v it o m d n a r e y a r p r i e h t n i e m t r o p p u s
o t o g o s l a s k n a h
t Eilsabeth Berilan Sugiharto, who color smy lfie wtih he r e
p s , e li m
s n talmos to fhe r itmet ot akecareo fmeand t eachmet o ber esponsible ,
x
l u f k n a h t y r e v m a
I to Dw i Yuilanto , Laurensiu s Bretya , Yusak a fl A g i w d e H , a ti l a m r u N a it s i R , o t n a y d n A n a i v a t c O a i n r u K , a m s i r a h C
n il r a
K da ,Frederika Rintakris it ,Iluminata Han iand al lELESP student so f 7
0 0
2 fo rbeing my lovely firend sdu irng my study in PBI . Ithank them fo r n o it a i c e r p p a y M . r e m r a w d n a r e il e v il I B P n i s y a d y m g n i k a m d n a e fi l y m g n ir o l o c
o t s e o g o s l
a Ma sKurnia and Bretya, w ho proofread my thesis ,and also Dw i o
t n a il u
Y , fo rhelping me so much in giving me encouragemen tand much n
o it a m r o f n
i f or my thesis .My appreciaiton also goe sto Eilsabeth Berilan’ s Famliy, whocalled mesonand alwayst eache smet obeagood man .I at h nkf o r
.s s e n d n i k r i e h t
y r e v e k n a h t o t e k il d l u o w I , y ll a n i
F singlepersonwhoha shelped mei nmy
. e fi l y li a
d Ithank them fo rthe lfie lesson sgiven to me through bitternes sand
. s s e n t e e w s
.l l a m e h t s s e l b d o G y a M
i x F O E L B A
T CONTENTS
Page E
G A P E L T I
T ………. i
S E G A P L A V O R P P
A ……… ii
E G A P N O I T A C I D E
D ………... vi
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ………... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………... iv
T C A R T S B
A ………... v ii
K A R T S B
A ……… iiv i
S T N E M E G D E L W O N K C
A ……….. xi
S T N E T N O C F O E L B A
T ……….. xi
S E L B A T F O T S I
L ………. x iv
S E R U G I F F O T S I
L ………... vx
N O I T C U D O R T N I 1 R E T P A H
C ……….. 1
… … … … … … … … … … … … d n u o r g k c a B h c r a e s e R 1 .
1 … 1
… … … … … … … … … … … … … … m e l b o r P h c r a e s e R 2 .
1 .. 3
… … … … … … … … … … … … … n o it a ti m i L m e l b o r P 3 .
1 … 4
. … … … … … … … … … … … … … s e v it c e j b O h c r a e s e R 4 .
1 . 4
. … … … … … … … … … … … … … … s ti f e n e B h c r a e s e R 5 .
1 . 5
… … … s m r e T f o n o it i n if e D 6 .
1 ……… 6
2 R E T P A H
C REVIEWOFRELATEDLITERATURE……… 11 it
e r o e h T 1 .
2 ca lDesc irp iton……….. 11 2.1.1Percepiton……… 11
.
21.2O irginaltiy……… 41 2.1.3I ntegrtiy……… 61
.
21.4HumanDigntiy……… 22 2.1.5Plagiairsm……… 42
k r o w e m a r F l a c it e r o e h T 2 .
ii x
Y G O L O D O H T E M H C R A E S E R 3 R E T P A H
C ………. 92
s e R 1 .
3 earchMethod………... 92 e
R 2 .
3 searchSetitng……… 03 r
a e s e R 3 .
3 chParitcipants………. 03 D
d n a s t n e m u rt s n I 4 .
3 ataGatheirngTechnique………….. 13 A
a t a D 5 .
3 nalysi sTechnique……… 53 s
e R 6 .
3 earchProcedure……… 93
D N A S T L U S E R H C R A E S E R 4 R E T P A H
C DISCUSSION……… .. 4 0
1 .
4 TheStudents ’PercepitononPersonalI ntegrtiy , n
i g ir
O altiyandDign tiyt oAvoidPlagiairsmi nRPW s
s a l
C ……….. 04 D
e h T 1 . 1 .
4 escirpitono fStudents ’Percepiton o
d e s a
B nQuesitonnarie sResutls……… 14 n
o it p e c r e P ’ s t n e d u t S f o n o it p ir c s e D e h T 2 . 1 . 4
BasedonI nterview……….. 94 2
.
4 Discussion……….. 35 , y ti r g e t n I l a n o s r e P f o n o it a t n e m e l p m I e h T 1 . 2 . 4
OirginaltiyandDigntiyt oAvoidPlagia irsm
inResearchPape rW iritngClass..…………. 45 , y ti r g e t n I l a n o s r e P n o n o it p e c r e P ’ s t n e d u t S 2 . 2 . 4
OirginaltiyandDigntiyt oAvoidPlagia irsm
inResearchPape rW iritngClass..…………. 45 .
2 .
4 3Othe rFindings………. 65
O I T A D N E M M O C E R D N A S N O I S U L C S N O C 5 R E T P A H
C NS… 8… 5
1 .
5 Conclusions……….. 85 2
.
5 Recommendaitons……… 95
S E C N E R E F E
R ………. ... .6 1
S E C I D N E P P
ii i x 1
X I D N E P P
A ……… 46
X I D N E P P
A 2……… 68
X I D N E P P
A 3……… 71
X I D N E P P
A 4……… 76
v i x
S E L B A T F O T S I L
e l b a
T 12 . ResearchPhases……… 2 1 e
l b a
T 22 . TheVi true sandVice so fResearch……….. 2 2 e
l b a
T 13 . TheDescripitonDataNeeded……….. 3 1 e
l b a
T 23 . TheScheduleo fResearch……… 3 5 e
l b a
T 14 . Classi ifcaitonResul toft heStudents ’Percep itonon d i o v a o t y ti n g i D d n a y ti l a n i g ir O , y ti r g e t n I l a n o s r e P
s s a l C W P R n i m s ir a i g a l
P ………. 4 1 e
l b a
T 24 . Quesitonnariesr esutl :Classiifcaitono fpercepitonbasedo n t
n e d n o p s e r h c a
e ……….…………... 4 6 e
l b a
v x F O T S I
L FIGURE
e r u g i
1
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t I . h c r a e s e r e h t o t d e t a l e r n o it a m r o f n i d n u o r g k c a b s e d i v o r p r e t p a h c s i h T
e h t d n a h c r a e s e r e h t k o o t r e h c r a e s e r e h t n o it a v it o m d n a n o s a e r e h t s w o h s o s l a
it c e s x i s o t n i d e d i v i d s i r e t p a h c s i h T . h c r a e s e r e h t g n it c u d n o c f o s m i a l a r e n e
g ons ;
h c r a e s e r , e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , d n u o r g k c a b h c r a e s e r y l e m a n
.s m r e t f o n o it i n if e d d n a t if e n e b
d n u o r g k c a B h c r a e s e R 1 . 1
c i m e d a c a n i tr o p e r h c r a e s e r g n it ir
W if eld becomesi mpo tran tfo rstudent s
D c M . y ti s r e v i n U a m r a h D a t a n a S n i y d u t s o h
w onough&McDonough(1997 )state
t a h
t “the aim o fw iritng research i sto teach student sto yield estabilshment ,
e g d e l w o n k f o n o it a z il it u d n a , g n i z i c il b u
p ” (p .37). Student salso have to learn
it ir w g n it c u d n o c n i g n i k n i h t f o y a w e h t n i c it a m e t s y s g n i e b t u o b
a ngr esearch . tIi s
d e t a t s y lr a e l
c by McDonough & McDonough (1997 ) tha t “one o f severa l
h c r a e s e r f o s c it s ir e t c a r a h
c i ssystemaitcandbased ondata”( p .41) .Theyhavet o
l a m r o f d n a l a g e l e ti r w o t w o h t u o b a y d u t
s researchrepo trin ordert o maket hem
r o n o
h theethic sofr esearch,t obehones tandobjecitvei nconducitngr esearch .
, y ti s r e v i n U a m r a h D a t a n a S t a s s a l c ) W P R ( g n it ir W r e p a P h c r a e s e R n I
l a v l a r o m d o o
g ue sto avoid plagiairsm .When student sconduc tresearch in the
y ti r g e t n i l a n o s r e p w o h s d l u o h s y e h t ,s d n e rt m s ir a i g a l p f o e l d d i
m , o irginaltiy ,and
p l e h l li w h c r a e s e r g n it c u d n o c n i y ti r g e t n i g n i w o h s d n a l a n i g ir o g n i e B . y ti n g i d
e h t r o n o h d n a t s e n o h e b o t m e h
t ethic sofr esearch .Havingdigntiywli lhelpt hem
t c e p s e
r thei rownquailite sandcapabiilites .
e z y l a n a d n a r e v o c s i d o t r e g a e s a w r e h c r a e s e r e h t , n o it i d n o c s i h t f o e s u a c e B
, s t n e d u t s m o r f y ti n g i d d n a , y ti l a n i g ir o , y ti r g e t n i l a n o s r e p t u o b a n o it p e c r e p e h t
whohadexpe irenced wiritngr esearchr epo tr .Ther esearche rwa seagert oexplore
, y ti r g e t n i l a n o s r e p r i e h t d r a w o t n o it p e c r e p ’ s t n e d u t
s o irginaltiy, and digntiy a s
y a w e v it a n r e tl
a toavoidplagiairsm.
s s a l c ) W P R ( g n it ir W r e p a P h c r a e s e R e s o h c r e h c r a e s e r e h
T a tEngilsh
e g a u g n a
L Educaiton Study Program ,because student sshould have mastered in
n i s e s s a l c g n it ir w f o l l a t s o m l a d e s s a p y e h t e c n i s t r o p e r h c r a e s e r g n it ir
w Engilsh
e g a u g n a
L Educaiton Study Program ,Sanata Dharma Universtiy . The second
e r e h t , n o s a e
r searche r chose RPW because thi s subjec tis aimed to prepare
. e r u t u f e h t n i s e s s a l c g n it ir W s i s e h T e k a t o t s t n e d u t s
s m e l b o r P h c r a e s e R 2 . 1
:r e w s n a o t t p m e tt a l li w y d u t s s i h t , e v o b a d n u o r g k c a b h c r a e s e r e h t n o d e s a B
.
1 How i st hei mplementaiton o fstudents ’personali ntegrtiy, o irginaltiyand
y ti n g i
d toavoidplagiairsminResearchPape rW iritngclass?
.
2 Wha taret hestudents ’percepiton abou tpersonali ntegrtiy ,o irginaltiy ,and
y ti n g i
n o it a ti m i L m e l b o r P 3 . 1
I n academico reducaiton ifeld ,plagiairsma soneofacademic dishonesty
ll i k s g n it ir w f o e p o c s e h t n i n e p p a h y lt s o m s
i .Therefore,t her esearche rilmtis the
e h t n o y l n o y d u t s f o e p o c
s w iritng research repo tr classe sin Engilsh Language
a r g o r P y d u t S n o it a c u d
E m. Research Pape rW iritng (RPW )i sone o fw iritng
s i t a h t m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E n i t c e j b u s s ’t r o p e r h c r a e s e r
t s a l r o f e l b a li a v
a -semester’ sstudents .Theyhavearleadywell-groundedi nw iritng
. s ll i k
s Thus , thi s study focused on students ’ percepiton toward s personal
y ti r g e t n
i ,o irginaltiy and digntiy in orde rto avoid plagia irsm in Research Pape r
s s a l c ) W P R ( g n it ir
W a t Engilsh Educaiton Study Program , Sanata Dharma
. a tr a k a y g o Y y ti s r e v i n U
s e v it c e j b O h c r a e s e R 4 . 1
d u t s s i h t f o s e s o p r u p e h
T y were to answer the quesitons based on the
m e l b o r p h c r a e s e
r s presented before .Fris,t t he researche rwa seager t o know t he
, y ti r g e t n i l a n o s r e p ’ s t n e d u t s f o n o it a t n e m e l p m
i o irginaltiy and digntiy in thei r
s s a l c W P R n i r e p a p h c r a e s e
r e s to avoid plagiairsm . By understanding the
s s a l c W P R n i n o it a t n e m e l p m
i es , the researche r wli l ifnd ou t the student s
t u o b a n o it p e c r e
p personali ntegrtiy, o irginaltiy, anddigntiyi nt herir esearchpape r
s s a l c W P R n
i es . Second , the researche r wa s eage r to revea l the students ’
r e
p cepitononpersonali ntegrtiy,o irginaltiy, anddign tiy i n t herir esearchpaperi n
s s a l c W P
R e . s tI i sbecause t he researche rbeileved t hat t hose t hreemora lvalue s
. m s ir a i g a l p g n i d i o v a n i e v a h o t t n a tr o p m i e r
s ti f e n e B h c r a e s e R 5 . 1
c r a e s e r e h t , l a r e n e g n
I he rhope stha tthe resul to fthi sstudy could give
f o d l e if e h t n i g n i k r o w e s o h t o t ,s e it i n u m m o c l l a o t s n o it u b ir t n o c e l b a u l a v e m o s
r o f y ll a i c e p s e , n o it a c u d
e w iritng subject sin Eng ilsh Language Educaiton Study
tr a k a y g o Y y ti s r e v i n U a m r a h D a t a n a S t a m a r g o r
P a .Ther esearche rwantst oshow
y ti r g e t n i l a n o s r e p r a f w o
h ,o irginaltiy ,and digntiy help student sto be honest ,
d n a t n e d if n o
c able to respec t own work by conducitng a research wtihou t
s i h t , y ll u f e p o H . m s ir a i g a l
p study wli lhelp peoplei n t he ifeld ofr esearcht o ifgh t
. y l e v it c e f f e m s ir a i g a l p t s n i a g a
r e h c r a e s e r e h t , s e s s a l c h c r a e s e r g n it ir w f o s r e r u t c e l r o s r e h c a e t e h t r o F
d l u o w y e h t s e p o
h concern to bulid and develop students ’persona lintegrtiy ,
g ir
o inaltiy ,anddigntiya sawaytodiminishplagiairsm rtendsi nt hei rclasses .The
s e u l a v l a r o m h c a e t o t d e t c e p x e e r a s r e r u t c e l r o s r e h c a e
t sucha sthei mpo tranceo f
y ti r g e t n i l a n o s r e
p ,thestateo fo irginaltiy, andt heseflr espectinw iritngr esearch .
c m s ir a i g a l p t a h t e z il a e r d l u o h s s r e r u t c e l d n a s r e h c a e t e h
T ould be exterminated
h ti w k r o w y e h t f i s t n e d u t s f o l li w e h t y b y l n
o srtong integrtiy ,o irginaltiy and
. y ti n g i d
n i a g m e h t p l e h o t r e w s n a e v it a n r e tl a n a e b d l u o w s i h t , s t n e d u t s r o F
h c r a e s e r r i e h t e ti r w y e h t n e h w y t s e n o h s i d c i m e d a c a d i o v a o t d n a e c n e d if n o c
e
r p o tr in the future .They should be able to be independen tlearners .They are
. s a e d i s ’ e l p o e p r e h t o ” g n i y p o c “ n o s e i c n e d n e p e d r i e h t e c u d e r o t d e s o p p u
s They
. tr o p e r h c r a e s e r g n it ir w n i g n i k n i h t l a c it ir c d n a y ti v it a e r c r i e h t p o l e v e d d l u o h s
f n o c e b d l u o h s y e h
a t s o t e v a h y e h
T tet hei ro irginaltiy.I nordert overfiyt hei ro irginaltiy ,peoplemus t
. m s ir a i g a l p t i m m o c t o
n They also should havei ntegrtiy t o stand frim i n obeying
. h c r a e s e r s c i h t e
y ti r g e t n I 3 . 6 . 1
9 0 0 2 ( e n a lr a f c a
M )states tha t “the wo lrd “integrtiy” i so tfen used in
pubilcaitonr elaitngt o t heethicsr esearch .Wet end t o uset heword “integrtiy”t o
r o i v a h e b n a m u h f o l a e d i n a e k o v n
i ” (p .1) .Someitme speople equate integrtiy
t s u rt r o y t s e n o h e k il s e it il a u q h ti
w -wo trhiness .
s t s e g g u s ) 5 0 0 2 ( m r o t s ll e j
F tha t“integrtiy may be fu trher i nterpreted a sa
a g n i e b h ti w d e t a i c o s s a e s o h t s a h c u s , s t h g ir n i a tr e c f o n o i s s e s s o p e h t f o g n i n a e m
s ’ n o s r e p a f o ” y ti r g e t n i “ e h t e t a l o i v t o n d l u o h s e n O . y tr e p o r p g n i n w o r o n e z it i c
y tr e p o r p e t a v ir
p ” (a sctied i n Macfalrane ,2009 ,p .44 .) Based on t heexplanaiton
v o b
a e ,the researche r conclude tha tthe contex t o f integrtiy in academic o r
d l e if n o it a c u d
e ,especially i n research on w iritng, i sclosely related t o t heethic s
q e s i y ti r g e t n i , n o it a c u d e f o d l e if e h t n I . h c r a e s e r g n it c u d n o c n i s e l u r d n
a ualt ot he
t s u rt d n a t s e n o h g n i e b n o s r e p f o y ti l a u
q -wo trhy ,havingstirc tethica lcode,i nt hi s
e v a h o t y r a s s e c e n s i ti , t n e d u t s s s a l c h c r a e s e r g n it ir w a s A . s c i h t e h c r a e s e r e s a c
g n it c u d n o c n e h w m s ir a i g a l p t i m m o c o t t o n m e h t e k a m o t r e d r o n i y ti r g e t n i
e s e
r arch .
t ,s y a s ) 5 0 0 2 ( m r o t s ll e j F t a h w s
A hepeoplewhohavet hevalueofi ntegrtiy
g e t n i t a h t n w o h s s i t I . s r e h t o f o y tr e p o r p e h t e t a l o i v r e v e n d l u o
w rtiy ha sclose
e b o t n o it a l e
o it a ir p o r p p
a no fanother’ sword sori dea swtihou tprope ratt irbuitonconsttiutedan
l s t i s s e l n u n o it c a r f n i l a g e l a t o n t u b l a n o i s s e f o r p d n a l a c i h t
e id into copy irgh t
.) 0 6 1 . p ( y ti li b i s n o p s e r e v it c e ll o c a e b o t t n e m e c r o f n e , t s a l d n A . t n e m e g n ir f n i
s e t a t s ) 3 0 0 2 ( n e s n a
H ht ta “plagiairsm ha sno talway sbeen regarded a s
s k r o w s ’ r e ti r w r e h t o m o r f g n i w a r d , y r o t s i h d e d r o c e r f o t s o m r o f ,t c a f n I .l a c i h t e n u
e h t f o e g d e l w o n k t a h t f e il e b e h t n i d e d n u o r g s a w w e i v s i h T . d e g a r u o c n e s a w
t o n , e n o y r e v e y b d e r a h s e b d l u o h s n o it i d n o c n a m u
h owned o rhoarded” (p .782.)
y e h t e s u a c e b s a w t I . e l b a t p e c c a s i m s ir a i g a l p t a h t t h g u o h t e l p o e p y n a m , t s a p e h t n I
m o r f s a e d i s u o m a f , e l p m a x e r o f , g n i s u n i r o n o h t a e r g e h t e b d l u o w t i t a h t t h g u o h t
ll e
w -known people .A sHansen (2003 )says tha tpeoplei n t he pas tbeileved t ha t
. g n i e b n a m u h f o e m a n e h t n i e g d e l w o n k d n a s a e d i ri e h t e r a h s d l u o h s r e n w o e h t
s a h e u s s i e h t , s y a d a w o n n i t u B . e l b a t p e c c a d e r e d i s n o c e c n o s a w m s ir a i g a l p , o S
d n a d e e d s i m l a c i h t e e h t d e n e d a o r b s i m s ir a i g a l p t a h t d e t a t s y l m ri f A H A . d e g n a h c
n o
c sidered a san ac to ffaliure to acknowledge the work o fothe rpeople .I ti s
1 1
2
R
E
T
P
A
H
C
E
R
U
T
A
R
E
T
I
L
D
E
T
A
L
E
R
F
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W
E
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E
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e h t l l a s t n e s e r p r e t p a h c s i h
T theo ires ,references, and quotaiton stha tare
a e s e r e h t tr o p p u s o t d e s
u rch .Therearet wo patr sdiscussed i n t hi schapter .They
l a c it e r o e h t e h t n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a
e r a h c i h w s e i d u t s h c r a e s e r d n a s e ir o e h t e m o s s e s s u c s i d r e h c r a e s e r e h t , n o it p ir c s e d
e h t e h t n I . h c r a e s e r c i p o t e h t o t t n a v e l e
r oreitcalf ramework, t her esearcherr elate s
. y d u t s e h t o t s e ir o e h t e h t
1 .
2 Theoreitca lDescrip iton
e r a d e s s u c s i d y l n i a m e r a t a h t s e ir o e h t e h t , n o it c e s s i h t n
I theory o f
y ti r g e t n i l a n o s r e p , n o it p e c r e
p ,o irginaltiy ,digntiy and plagiairsm, which grow s
h t n i t s a
f e ifeld o feducaiton ,especially i n w iritng no research a tSanataDharma
. a tr a k a j g o J y ti s r e v i n U
1 . 1 .
2 Percep iton , n o it c e s s i h t n
I due to give clea rtheory abou tpercep iton ,the researche r
s s u c s i
d e d no tonly the de ifniiton o fpercep iton bu talso the factor stha tmay
e c n e u lf n
i thepercepiton ,such asseleciton o fsitmuil ,organizaiton o fsitmuil, t he
fl e s s ’ n o s r e p d n a n o it a u ti
s -concep .t
y a s ) 0 8 9 1 ( e c a ll a W d n a i y g a li z
S ,“Percepiton i sdeifned to proces sby
n a g r o , il u m it s g n i m o c n i o t d n e tt a s l a u d i v i d n i h c i h
e h T . fl e s ti r o h t u a e h t f o y ti t n e d i e h t h ti w d n u o b y d a e rl a s i y ti l a n i g ir O
t p e c n o
c o f“authortiy” i so tfen simlia rwtih the word “o irginaltiy” in wiritng .
g n it ir w e h t f o r e w o p e h t e v a h o h w e s o h t d n a r e w o p s n a e m y ti r o h t u
A a re the
.f l e s m i h r o h t u
a Eisne rand Vicinu s(2008 )also give srtong conneciton between
u l a v d n a y ti l a n i g ir o , y ti r o h t u
a e( p .40 .)Theydependoneachother .Thati swhy ,an
n i e u l a v d n a y ti l a n i g ir o s w o h s e h s r o e h e c n i s g n it ir w n i r e w o p e v a h d l u o h s r o h t u a
. y d u t s h c r a e s e r e h t n i r o k o o b e h t
s u n i c i V d n a r e n s i
E (2008 )stated tha tauthorship exist swtihin dfiferen t
, e s r u o c s i
d deifning characteirsitc ssuch a so irginaltiy ,authortiy and prope try t ha t
d n a y ti r o h t u a ; y ti l a n i g ir o s n a e m t I . e s r u o c s i d r a l u c it r a p e h t o t g n i d r o c c a y r a v
e s r u o c s i d r a l u c it r a p n i p i h s r o h t u a f o r e w o p e h t t e g o t r e d r o n i d e d e e n e r a y tr e p o r p
.) 2 4 . p (
1 . 2 . 1 .
2 Imtia iton
h ti w t h g u a t r e v e n t s o m l a s i g n it ir w t a h t d i a s ) 1 1 0 2 ( s u n i c i V d n a r e n s i E
e s e h T . s d n i m ’ s r e h c a e t r o ’ s t n e d u t s e h t f o t n o r f e r o f e h t t a e t a ti m i d n a s i s e m i m
d n a r a l o h c s o h w f o s é h c il c d n a s h t y m e h t g n it c e j e r n i g e b o t , n r u t n i ,s t n e d u t s p l e h
s t e o p e h
t hould be: t hosediscrete and supposedly mutually exclusivepeirmeter s
r e h t e h w , e r u t a r e ti l f o s r e c u d o r p s a s e v l e s r u o y fi t n e d i e w w o h e n i m r e t e d t a h t
4 1 1 . p ( ” e v it a e r c “ r o ” l a c it ir c
“ -115) . The researche rcan conclude tha tbeing
e t a ti m i r e v e n s n a e m l a n i g ir
o o rmime any othe rauthors; they should becomet he
s r e c u d o r
p o fthei rown atr .Being o irgina li sclosely related t o be ciritca land
. e v it a e r
e h t s i e r u t a r e ti l f o s r e c u d o r p s a f l e s n w o g n i y fi t n e d
i thing tha t should be
y r e v e r o f d e c n e ir e p x
e studentinconducitngr esearch.
y ti r g e t n I 3 . 1 . 2
f o s i ” y ti r g e t n i “ d r o w e h
T ten used in pubilcaiton related to the ethic so f
s y a s ) 9 0 0 2 ( e n a lr a F c a M . h c r a e s e
r tha tresearch i ,s i n many i fno tmos tcontext s
g n i m o c e
b a highly regulated and closely scruitnized acitvtiy .Professiona land
e n il p i c s i
d -based bodies ,such a sB iritsh Medica lAssociaiton and the Ameircan
c it c a r p f o s e d o c r o s e n il e d i u g e u s s i , n o it a i c o s s A l a c i g o l o h c y s
P e which demand
r o t e r u li a F . e c n e r e h d a t c ir t
s espectt hesecode scarirest het hrea to fexpulsionf rom
y t e i c o s r o n o i s s e f o r p e h
t (p .2) .
o h w e l p o e p e s o h t , h c r a e s e r f o s e d o c ’ s c i h t e e h t o t d e t a l e r s i y ti r g e t n i e c n i S
f o s s e c o r p e h t n i y ti r g e t n i ri e h t p e e k o t e l b a n u e r
a w iritngr esearchr epo trmayf ai l
to respec tthe research codes .They wli lface the threa to fexpulsion from the
. y t e i c o s r o n o i s s e f o r
p Thi smeanst ha tbreaking t her ule so fethics r esearch b irng
. y t s e n o h s i d c i m e d a c a e d a m o h w n o s r e p e s o h t o t t c e f f e s u o ir e
s Integrtiy i n doing
a s a h h c r a e s e
r closer elaitonwtihbeings tirctt oobeyt hecodeofr esearch.Having
f o s e l u r e h t g n i k a e r b d i o v a o t t n a tr o p m i s i h c r a e s e r g n it c u d n o c e li h w y ti r g e t n i
. h c r a e s e r s c i h t e
y ti r g e t n I g n i p o l e v e D 1 . 3 . 1 . 2
n a c s c i h t e f o s e d o c o
N be operated wtihou tbeing interpreted by the
s m r o n l a r o m d n a s e u l a v n w o s ’ r e h c r a e s e r A . s e u l a v n w o r i e h t h g u o r h t l a u d i v i d n i
f o s s e c o r p e h t n i y ti r g e t n i ri e h t n e h t g n e rt s o t t n a tr o p m i e r
a conducitngresearch. I t
e h t t a h t s n a e
tr o p m
i ant .The background o flfie ,discipilne ,mo itvaiton sand own value so f
r e h c r a e s e r a m o r f s s e n d o o
g i sclealryshown whethert heresearche rhasi ntegrtiy
e li h w t o n r
o conducitngresearch.
s s e c o r P h c r a e s e R n i s e u t r i V 2 . 3 . 1 . 2
t u o d e v il e b o t d e e n s e u tr i v l a r o
M in al lstage swhen a researche ri s
t n u m r e V . h c r a e s e r g n it c u d n o
c (2005 ) says tha t many dfiferen t way s o f
g n i n if e d f o s y a w t n e r e f fi d e r a e r e h t s a t s u j s s e c o r p h c r a e s e r e h t g n i z il a u t p e c n o c
( ” h c r a e s e r “ d r o w e h
t a sctiedi nMacFalrane ,2009 ,p .331) .Bes tandKahn( 1986 )
a e s e r t a h t d e t a t
s rchi sconsideredt o bet hemoref ormal ,systemaitc ,andi ntensive
. ) 8 1 . p ( s i s y l a n a f o d o h t e m c if it n e i c s a n o g n i y r r a c f o s s e c o r
p Meyer ,Shanahan ,
h c s k g u a L d n
a (2005 )also rt ytode ifnet hemeaningofr esearch :
o g n i n a e m e h
T f research may be interpreted a sinformaiton gatheirng , d n a c it y l a n a , y r e v o c s i d d n a n o it a r o l p x e l u ft h g i s n i , h t u rt e h t r e v o c s i d
m e l b o r p a , e g d e l w o n k c it a m e t s y
s -based acitvtiy , or , even , a se t o f (
s n o it p e c n o c s i
m a sctiedi nMacFa lrane ,2009 ,p .229 .)
s e h
T cienitst sbeilevet hatt hereare many dfiferen twayst o conceptuailze
“ n I . s s e c o r p h c r a e s e r e h
t conducting research” a researcher should make the
d e g n a h c s i n o it a m r o f s n a rt l a n o s r e p n e v e , p e t s y b p e t s h c r a e s e r s i h f o s s e r g o r p
p e t s f o l l A . s s e c o r p e h t g n ir u
d sarer elated t osomesystemaitcphasesi n ordert o
. h c r a e s e r l a n i g ir o e t a e r
c Research mayhelp scienitstt odiscovert he rtuth ro may
e m o c e
b as e to fmisconcepiton .s
s e s a h P h c r a e s e R s ’ w e r B 3 . 3 . 1 . 2
n e h w , e v o b a d e n o it n e m s
A scienitsts conceptuailze the meaning o f
g n i o d n I . s e s a h p r o s e g a t s t n e r e f fi d y n a m h g u o r h t o g o t e v a h y e h t , ” h c r a e s e r “
,s s e c c
a consent ,permission , itme and suppor tfrom communiite so rorganizaiton
.t c e p s e r h ti w
g n it a r e n e G 3 . 3 . 3 . 1 . 2
, n o i s s i m r e p g n it t e g r e tf
A a researche rgather sdata and mateirals ,ideas ,
, a t a d e h t g n ir e h t a g y B . ) e n il p i c s i d e h t n o g n i d n e p e d ( s n o it a ri p s n i d n
a a er searche r
s
i ablet o analyzet hedataon nex tphase .A tfe ra researche rgoest o “the ifeld fo
y d u t
s ” t o ge traw data ,hestatrs t o preparet he datat o be analyzed. In gatheirng
d n a s t n e d n o p s e r e h t t c e p s e r d l u o h s r e h c r a e s e r a , a t a
d able to keep the data in
con ifdenita.l A researche r has to avoid lazines s when the data turn to be
o t e l b a e b d l u o h s e h s / e H . d e t a c il p m o
c acceptt hef aliureposiitvely a nd ge tup to
tr a t
s ro conitnuethedatagatheirngagain.
g n it a e r C 4 . 3 . 3 . 1 . 2
n it a u l a v e d n a g n i z y l a n a t u o b a s i s i h
T g wha ta researche rgathered .Thi s
s i tI . s t c a fi tr a d n a , s t p e c n o c , s n g i s e d , s l e d o m , s tl u s e r f o n o it a e r c e h t e ri u q e r e s a h p
o t n i a t a d ” w a r “ e h t tr e v n o c o t r e h c r a e s e r r o f d e d e e n s i ” y ti v it a e r c “ e r e h w e s a h p a
f o t e s a f o n o it a t e r p r e t n i e v i g t s a e l t a r o s tl u s e
r mate iral .s In thi sphase ,a
e t a e r c o t r e d r o n I .l a c it ir c e b d l u o h s o s l a r e h c r a e s e
r acreaitveandc iritca lproduct ,
a t a d e h t g n i z y l a n a n i y r r u h t o n d n a l u f e r a c e b d l u o h s r e h c r a e s e r
a sincet her esul t
.t n a tr o p m i y r e v s i y d u t s e h t f o
3 . 3 . 1 .
2 .5Dissemina itng w a r e h t r e tf
A produc t ifnds sti meaning and interpretaiton o fa se to f
. c il b u p o t e m it t s ri f e h t r o f d e c u d o rt n i s i h c r a e s e
r In thi sphase ,a researche r
l a e c n o c t o n d l u o h
s anything .Ther esul tdatas houldbes howna swha ttii .s
g n it c e lf e R 6 . 3 . 3 . 1 . 2
h t n
I e lasts tepo fBrew’sr esearchphases , aresearchers pent itmet or elfect
f o s e ir a d n u o b e h t k c a b g n i h s u p n i d e d e e c c u s s a h e h h c i h w o t t n e t x e e h t n o
e p t n r a e l d n a e g d e l w o n
k rsonally from t he process .Thi sre lfecitve phaseenable s
o t m i
h take the drieciton fo rresearch work in the future .In thi sprocess ,a
n i n o it a v o n n i r e tt e b d n if d n a y d u t s e h t e m a r f e r y a m r e h c r a e s e
r w iritng research
tr o p e
r .I tmeans ,hehast odigou tthequesitons ,problem sandi ssue sagain ,then ,a
r e h c r a e s e
r wli lgo through negoitaitng ,generaitng ,creaitng ,and disseminaitng ,
tl u s e r r e tt e b a r o
f .
e r u g i
F 2 .1 e l c y C h c r a e s e R e h T
MacFalrane (2009 )summa irzes the phase meaning o fBrew’ sresearch
e l c y
1 . 2 e l b a T
s e s a h P h c r a e s e R e
s a h
P Meaning
g n i m a r
F Quesitons ,problems ,hypothese ,si ssues ,projects ,proposals g
n it a it o g e
N Access ,consent ,permission ,itme,s uppotr g
n it a r e n e
G Data ,mateiral ,si dea ,si nspriaiton it
a e r
C n g Raetrsfiualct,tsi nterpretaiton ,models ,concept ,st heoires ,ciritques ,designs , g
n it a n i m e s s i
D Throughpubilcaiton ,exhibiiton ,performance g
n it c e lf e
R Onepistemologica landpersonall earning
h c r a e s e R f o s e c i V d n a s e u t r i V e h T 6 . 3 . 1 . 2
c n o c e h t e c n i
S ep iton o fresearch i sa se ire so fstep so rphases ,o ra sa
l u a f l a r o m s s e c x e r o t i c if e d o n s i e r e h t t a h t e r u s e k a m o t n o it a ti m il s a h t i , e l c y
c ti n
M . h c r a e s e r e h t g n i m u s n o
c a fcalrane( 2009)s aystha:t
s e r n o s d n a m e d r a l u c it r a p t n e s e r p s e g a t s t n e r e f fi d e s e h
T earcher sand give d n a s e u tr i v l a r o m f o s e ir e s a e t a rt s n o m e d l li w y e h t t a h t s n o it a t c e p x e o t e s ir
. s e c i v g n i d n o p s e r r o c n i a tr e c f o r a e l c r e e t
s This se to fvirtues and vices e
h t f o r e t c a r a h c l a e d i e h t t n e s e r p e
r researche rand thetemptaiton sthey w
g n ir u d e c a
f ha ta reademandings ocia landi ntellectua lproces .s( p .41)
M , e v o b a d e n o it n e m s
A a fc alraneha smadease to fvi truest ha tmayhelpa
o t t o n r e h c r a e s e
r rtespasst he ilmtiaitono fvicesi neveryphaseo fBrew’sr esearch
a e r b o t t o n m e h t p l e h l li w t I . e l c y
c kt he“wall”ofi ntegrtiy, o irginaltiyanddigntiy
t a h t h c r a e s e r f o s t c u d o r p d a b e h t f o e n o n i m s ir a i g a l P . s s e c o r p h c r a e s e r e h t n i
M . s e u tr i v s ’ h c r a e s e r f o ” ll a w “ e h t g n i k a e r
b acfa lraneha spresentedthevi true sand
h c r a e s e r f o s e c i
v inaf ormoft able .T hevi true swhicharecourage,r especftulness ,
d n a y ti li m u h , y l e r e c n i s , s s e n e t u l o s e
r relfexivtiy become very impo tran tfo ra
e h e c n i s r e h c r a e s e r d o o g a e b o t r e h r o m i h p l e h l li w t i e s u a c e b e v a h o t r e h c r a e s e r
. h c r a e s e r f o s c i h t e e h t e t a l o i v r e v e n l li w e h s r
o Those vi true sand vice sin
h c r a e s e
2 . 2 e l b a T
h c r a e s e R f o s e c i V d n a s e u tr i V e h T e
s a h
P Vice( deifci)t Virtue Vice( excess)
g n i m a r
F Cowardice COURAGE Recklessness g
n it a it o g e
N Manipulaitveness RESPECTFULNESS Paritaltiy a
r e n e
G it ng Laziness RESOLUTENESS Inlfexiblitiy g
n it a e r
C Concealment SINCERELY Exaggeraiton g
n it a n i m e s s i
D Boasftulness HUMILITY Timidtiy g
n it c e lf e
R Dogmaitsm REFLEXIVITY Indecisiveness
e m o c e b o t s r e h c r a e s e r ll a r o f t n a tr o p m i s e m o c e b e v o b a s e u tr i v f o t s il e h T
.s r e h c r a e s e r d o o
g Someexpetr salso agreed t ha thaving mora lvaluei si mpo tran t
. h c r a e s e r s t c u d n o c o h w r e h c r a e s e r y r e v e r o
f Nixon (2004 )s ays tha the argues
o t c i s n ir t n i e r a t a h t s n o it i s o p s i d n i a tr e c e d u l c n i , e c e i p s i h t f o d n e e h t s d r a w o t
c it c a r p c i m e d a c
a e :disposiitonst oward s rtuthfulnes ,sr espec tandauthenitctiy . tIi s
e c it c a r p c i m e d a c a e d i v o r p t a h t s e u tr i v e s e h
t – acros s ti sconsttiuen tacitviite so f
g n i h c a e t d n a p i h s r a l o h c s , h c r a e s e
r – wtih ti smora lintegrtiy” (p .1). Kliey and
) 5 0 0 2 ( s n il l u
M explain tha t other s working rfom a more avowedly research
e v a h e v it c e p s r e
p idenitifed characte irsitc so fa “good” researche rwhich are ,in
, t c e f f
e vitrues ,perseverance ,bravery ,honesty ,and wliilngnes stot akeciritcismare
r t a h t s e it il a u q l a n o s r e p e h t g n o m
a esearch supervisor sbeileve to characteirze
( s r e h c r a e s e r ” d o o g
“ a sctiedi nMacFalrane ,2009 ,p .42 .)
y ti n g i D n a m u H 4 . 1 . 2
e k il y e h t r e h t e h w s e u l a v e m o s t e e m l li w s t n e d u t s e h t ,s s e c o r p h c r a e s e r n I
ri e h t w o n k l li w s t n e d u t s e h t s s e c o r p h c r a e s e r n I . e k il s i d r
o rea labiilite sand own
g n i e b , t s e n o h g n i e b o t d e t a l e r y l e s o l c s i y ti r g e t n i , e v o b a d e n o it n e m s A . s e u l a v
, s t n e d u t s e h t , h c r a e s e r g n it c u d n o c n e h W . c t e , s e it r e p o r p r e h t o g n it c e p s e r , e v a r b
ll a n o it n e t n
y a m y e h t , g n it c e lf e r d n a ; g n it a n i m e s s i d ; g n it a e r c ; g n it a r e n e g ; g n it a it o g e n ; g n i m a r f
” d a b “ r o y a w ” d o o g “ a n i h c r a e s e r e h t t c u d n o c y e h t r e h t e h w e r u s a e m o t e l b a e b
. y a w
fl e s n e h t g n e rt s o t t n a tr o p m i y r e v s e m o c e b y ti n g i d n a m u
H -integrtiy.I twli l
p l e
h peopledecidet hebes topitonf romsevera lchoice so facitoni nt heril fie . tIi s
. s e l p i c n ir p l a c i h t e t c e p s e r e l p o e p e k a m l li w y ti n g i d e s u a c e
b Malpas da n Lickis s
y a s ) 7 0 0 2
( tha t“by acquaintance wtih digntiy ,human wli lbe honorableo rhave
s e it il a u q e m o
s in t heril fie” p( . 44) .So ,based on Malpa sand Lickiss ,dign tiy i s
l a r o
m value tha tmakes human have respect from othe rpeople and a qualtiy o f
. e fi l
l l A “ t a h t d e t a t s ) 8 4 9 1 ( 1 e l c it r A s t h g i R n a m u H f o n o it a r a l c e D l a s r e v i n U
d n a e e r f n r o b e r a s g n i e b n a m u
h equa lin digntiy and irghts .They are endowed
f o t ir i p s a n i r e h t o n a e n o s d r a w o t t c a d l u o h s d n a e c n e i c s n o c d n a n o s a e r h ti w
n o s r e p y r e v e y b d e n w o s i y ti n g i d n a m u h t a h t r a e l c s i tI . ” d o o h r e h t o r
b sinceevery
l a u q e s i n o s r e
p andbecomea irghtf ort hemt oac tint hes pi ir to fbrotherhood . tIi s
n a m u h y e b o o h w s g n i e b n a m u h s a y ti n g i d e v a h t s u m e l p o e p t a h t d e t a t s o s l a
.s t h g ir
, s a p l a
M a nd Lickis s(2007 )also add tha t“indigntiy ,covered no tonly
o t h g il s , t n e m t a e rt f o s s e n i h tr o w n u , y l n o m m o c e r o m t u b ’ s s e n i h tr o w n u
‘ rinsul t
s r e h t o y b s u o t d e r e t s i n i m d a , n o s r e
p ” p( . 214 ) .Human who do no thave digntiy ,
y e h T . s e u l a v d n a e c n a tr o p m i n w o f o s d r a d n a t s r e w o l e v a
h wli lac tunwo trhines s
y o rt s e d d n
a own and other value so flfie by insulitng o radministeirng othe r
5 . 1 .
2 Plagiarism
d r o w s ’ n it a L m o r f s e t a n i g ir o m s ir a i g a l p , ) 8 0 0 2 ( e r o m li G o t g n i d r o c c A
s u i r a i g a l
p which mean s‘kidnapper’ .The word plagiarius tisel fo irginate sfrom
n it a L d l
o plaguswhich mean s‘net ’(p .2 .) These t wo deifniiton sareenough t o
e p t a h t w o h
s rson who plagiairze work sare simlia rwtih person who catch o r
n o e m o s p a n d i
k e’ sword so rideas .Per irn (2012 )also suppo tr si twtih a cleare r
e n o e m o s f o e s u e h t s i , g n i p p a n d i k d r o w n it a L m o r f , m s ir a i g a l p , t a h t n o it i n if e d
t h g u o h t f o e n il r o , s a e d i , s d r o w s ’ e s l
e wtihou tacknowledgment .In ti smos t
s a k r o w d e t e l p m o c s ’ e s l e e n o e m o s g n it ti m b u s s e v l o v n i m s ir a i g a l p , m r o f e m e rt x e
. p ( n w o r u o
y 16) .Harvey (2008 )also add splagiairsm mean spassing of fa
e ti c o t g n it ti m o y b n w o r u o y s a s d r o w r o s a e d i , n o it a m r o f n i s ’ e c r u o
s them . tIi san
i y l f o t c
a ng ,cheaitngands teailng( p .29 .)
m s i r a i g a l P f o s e p y T 1 . 5 . 1 . 2
2 1 0 2 ( n ir r e
P )classiife sthet ype so fplagiairsmt ha thappened i n academic
e H . m l a e
r dividesplagiairsm i nto 3 t(hree)t ypeo fplagiairsm .Thereare whole-
r e p a
p plagiairsm, copy and paste plagiairsm ,and careles splagiairsm .Each o f
.s c it s ir e t c a r a h c t n e r e f fi d s a h m s ir a i g a l p f o s e p y t
e l o h w s i e n o t s ri f e h
T -pape rplagia irsm o fful lplagia irsm .In t hi scase ,a
c e H . n w o s i h s a k r o w d e t e l p m o c s ’ e s l e e n o e m o s s ti m b u s t n e d u t
s hange snothing
d e i p o c e r a n o it a u t c n u p n e v e d n a s a e d i e h t ; e g a u g n a l e h t , e c r u o s l a n i g ir o e h t m o r f
. n w o s i h s
a According to Perirn ,thi skind o fplagiairsm i seasliy discovered .
n e d u t s t a h w n r a e l s r e r u t c e l ,s s a l c e h t n i s t n e d u t s h ti w s e c n e ir e p x e y n a m h g u o r h
T t s
n w o r i e h t n o d e s a b n o n e m o n e h p a s w e i v n a m h c i h w f o y a w a s i n o it p e c r e P
g n i o g e r a s n o it p e c r e p ’ s t n e d u t s f o a t a d e h T . n o n e m o n e h p e h t d r a w o t s e c n e ir e p x e
y ti r g e t n i n w o g n ir u s a e m n i s e c n e ir e p x e s t n e d u t s n o d e s a b d e n i a g e b o
t ,o irginaltiy
.s e s s a l c g n it ir W r e p a P h c r a e s e R n i r e p a p h c r a e s e r ri e h t n i y ti n g i d d n a
a V , n a m tl
A lenz iand Hodgett s(1985 ) give 4 factor s tha t in lfuencing
t , n o it p e c r e
p he seleciton o fsitmuil ,organizaiton o fsitmuil ,the stiuaiton and
fl e s s ’ n o s r e
p -concep.t Those factor sare needed to ifnd ou tthe student swork s
n o n o it p e c r e p r i e h t o t d e t a l e
r integrtiy ,o irginaltiyanddigntiytoavoidplagiairsm .
t u o b a w e i v f o t n i o p ’ s t n e d u t s l a e v e r o t d e d e e n o s l a e r a y e h
T integrtiy ,o irginaltiy
y ti n g i d d n
a toavoidplagiarism.
y ti l a n i g ir o , y ti r g e t n i f o y r o e h t e h
T , digntiy and plagiairsm from
d n a lr e h t u S , e n a lr a f c a
M -Smtih ,Malpa s&Lickiss ,Per irn ,andGlimoreareneeded
e h T . m s ir a i g a l p d i o v a o t y ti li b a d n a y ti l a u q ’ s t n e d u t s e r u s a e m d n a y fi s s a l c o t
fl e s ti m s ir a i g a l p f o y r o e h
t i sneededt ogivecontirbu itoni ndiggingt heboundaire s
9 2
3
R
E
T
P
A
H
C
Y
G
O
L
O
D
O
H
T
E
M
e h t t u o b a n o i s s u c s i d d e li a t e d s t n e s e r p r e h c r a e s e r e h t , r e t p a h c s i h t n I
t c u d n o c o t d e s u y g o l o d o h t e
m theresearch .There wli lbesix main patrs ,such a s
a t a d d n a s t n e m u rt s n i , s t n a p i c it r a p h c r a e s e r , g n it t e s h c r a e s e r , d o h t e m h c r a e s e r
. e r u d e c o r p h c r a e s e r d n a , e u q i n h c e t s i s y l a n a a t a d , e u q i n h c e t g n ir e h t a g
1 .
3 ResearchMethod h c r a e s e r e h t e c n i
S deal swtih the students ’percepiton abou t persona l
r e p a P h c r a e s e R n i m s ir a i g a l p d i o v a o t r e d r o n i y ti n g i d d n a , y ti l a n i g ir o , y ti r g e t n i
s i d e d e e n s a w h c i h w d o h t e m h c r a e s e r e h t , g n it ir
W quanttiaitve survey research.
e r e w e r e h
T two majo rtechniquesin collecitng t hedata ,which were distirbuitng
, y r A . y l m o d n a r s t n e d n o p s e r e m o s g n i w e i v r e t n i d n a s e ri a n n o it s e u
q Lucy ,and
h e i v a z a
R (2002 )statestha t“asurvey i sakind o fresearch method fo rgatheirng
y b s n o i n i p o d n a e d u ti tt a o t s e i c n e u q e r f d n a s t n u o c l a c i s y h p m o r f g n i g n a r a t a d
i k s
a ng quesiton so fa group o findividual scalled respondents” (p .391) .Brown
s e t o n o s l a ) 1 0 0 2
( tha t“surveyresearchi sparitcularly usefuli nl anguager esearch
y e v r u S . s y e v r u s g n i s u d e r e h t a g e b n a c t a h t a t a d f o s e p y t y n a m e h t f o e s u a c e b
b ir c s e d n a c h c r a e s e
r e ,explore ,o rexplain physica lcharacteirsitcs ,phenomena ,
t a h t s n i a l p x e o s l a ) 5 9 9 1 ( a m s r e i
W “survey i salso used to answe rthe
s t c e p s a l a n o it o m e d n a l a i c o s o t d e t a l e r s i h c i h w , y d u t
s ” (pp .169-170) . The
c r a e s e
r heri ntendedt odiscovert hestudents ’percepitonswhicharer elatedt ot hei r
s t c e p s a l a n o it o m e r o g n il e e
f . Thi s survey tisel f i s deifned a s a proces s o f
o t r e d r o n I .t c e j b u s c if i c e p s a t u o b a e l p o e p f o p u o r g a m o r f n o it a m r o f n i g n it c e ll o c
a m r o f n i e h t n i a t b
o iton , the research collected the informaiton from the
.s t n e d n o p s e r
2 .
3 ResearchSetitng
n i e c a l p k o o t tI . r a e y c i m e d a c a 2 1 0 2 / 1 1 0 2 e h t n i d e t c u d n o c s a w y d u t s s i h T
y d u t S n o it a c u d E h s il g n E e h t t a ) W P R ( g n it ir W r e p a P h c r a e s e R f o s e s s a l c e e r h t
h D a t a n a S f o m a r g o r
P arma Universtiy Yogyakatra .Theresearch began on May
. 2 1 0 2 , 0 3 , y l u J n o d e d n e d n a 2 1 0 2 , 2 2
3 .
3 ResearchParitcipants f o s t n e d n o p s e r e h
T ,quesitonnarie and i nterview were t hestudent so fthe
y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n
E who
k o o
t the Research Pape rWriitng in clas sA ,D ,and E in the academic yea ro f
y e h t e s u a c e b s t n e d u t s f o p u o r g s i h t e s o h c r e h c r a e s e r e h T . 0 1 0 2 / 9 0 0
2 should have
n e e
b w -ellgrounded i n w iritng research since t hey had passed w iritng Iunit lIV
g n i k a t s a w d n
a Research on Engilsh Language Teaching o fthe same itme wtih
. g n it ir W r e p a P h c r a e s e
