Students' paraphrasing appropriateness in proposal writing at english teacher education Department of UIN Sunan Ampel Surabaya.

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STUDENTS’ PARAPHRASING

APPROPRIATENESS IN PROPOSAL WRITING

AT ENGLISH TEACHER EDUCATION

DEPARTMENT OF UIN SUNAN AMPEL

SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the

degree of Sarjana Pendidikan (S.Pd) in Teaching English

By

Taufik Hidayat

NIM D75213103

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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_ABSTRACT

Hidayat, Taufik. (2017). Students’ Paraphrasing Appropriateness in Proposal Writing at English Teacher Education Department of UIN Sunan Ampel Surabaya. A thesis. English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University Sunan Ampel Surabaya. Advisor: Dra. Irma Soraya, M.Pd and Mokhamad Syaifudin, M.Ed, Ph.D

Key Words: Paraphrasing, Appropriateness, Proposal Writing

Paraphrasing is one of the important techniques in writing which helps students to avoid plagiarism. The paraphrase is mostly used in

students’ academic writing especially in writing a proposal, but it

sometimes can be challenging for them. Students may create a poor

paraphrase that can lead to a distortion of the original author’s idea,

concept or message and even alleged plagiarism. To avoid this, students must recognize the appropriate criteria in creating an acceptable

paraphrase. This study is aimed to examine students’ paraphrases in

proposal writing. Purposefully, the paraphrases are analyzed based the appropriateness levels made by students of English Teacher Education Department. In addition, this research aims to find particular techniques that students use to meet the appropriateness level in paraphrasing. This research is conducted using qualitative descriptive method. In particular, 40 paraphrases were analyzed through a set of criteria which have been modified from some theoretical sources. Besides, to find particular techniques that students use to meet the appropriateness level, the researcher conducted an interview section to support the data. Based on the findings and the discussion, this research figured out that there were four types of appropriateness level made by students. The result shows

that students’ paraphrases are relatively low. Specifically, there were 48% paraphrases as somewhat inappropriate and 33% paraphrases as inappropriate. These two levels are categorized as poor paraphrasing which is included as plagiarism work. On the other hand, the number of paraphrases which can be included as an acceptable paraphrase are only 2% as appropriate and 17% as somewhat appropriate. Furthermore,

students’ techniques in creating a good paraphrase is relative low since

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ABSTRAK

Hidayat, Taufik. (2017). Students’ Paraphrasing Appropriateness in Proposal Writing at English Teacher Education Department of UIN Sunan Ampel Surabaya. Skripsi. Prodi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negri Surabaya.

Kata Kunci: Paraphrasing, Appropriateness, Proposal Writing

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CHAPTER 1 ... 1

INTRODUCTION ... 1

A. Background of the Study ... 1

B. Research Questions ... 6

C. Objective of the Study ... 6

D. Significances of the Study ... 6

E. Scope and Limits of the Study ... 7

F. Definition of Key Terms ... 8

CHAPTER II ... 10

REVIEW OF REATED LITERATURE ... 10

A. Definition of Paraphrase ... 10

B. Criteria of Appropriate Paraphrase ... 11

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D. Differences of Paraphrasing, Quoting, and Summarizing ... 29

E. Previous Study ... 30

CHAPTER III ... 34

RESEARCH METHOD ... 34

A. Approach and Research Design ... 34

B. Subject and Setting... 34

C. Data and Sources of Data ... 35

D. Research Instrument ... 35

E. Data Collection Technique ... 38

F. Data Analysis Technique ... 39

G. Checking Validity of Finding ... 42

H. Research Stages ... 41

CHAPTER IV ... 45

RESEARCH FINDING AND DISCUSSION ... 45

A. Research Finding ... 45

1. Level of Appropriateness in Students’ Paraphrases ... 45

2. Students’ Paraphrasing Techniques ... 68

B. Discussion ... 71

1. Level of Appropriateness in Students’ Paraphrases ... 71

2. Students’ Paraphrasing Techniques ... 77

CHAPTER V ... 81

CONCLUSION AND SUGGESTION ... 81

A. Conclusion ... 81

B. Suggestion ... 82

REFERENCES

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LIST OF TABLES

3.1 Collecting Data Process ... 40

4.1 Students’ Paraphrases (Attributed to Sources) ... 56

4.2 Students’ Paraphrases (Sufficient Synonym) ... 58

4.3 Students’ Paraphrases (Sufficient Syntactical Shift) ... 61

4.4 Students’ Paraphrases (Word Form Changed) ... 62

4.5 Students’ Paraphrases (Key Points Retained) ... 64

4.6 Students’ Paraphrases (No Opinion) ... 66

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LIST OF FIGURES

3.1 Criteria for Paraphrase Appropriateness ... 38

3.2 Data Analysis in Qualitative Research ... 41

4.1Percentage of Appropriateness Level in Students’ Paraphrases ... 47

4.2 Criteria on Students’ Paraphrases ... 68

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LIST OF APPENDICES

Appendix 1 Students’ Paraphrase and Its’ Original Text

Appendix 2 Level of Appropriateness in Students’ Paraphrases

Appendix 3 Interview Transcript

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CHAPTER I

INTRODUCTION

This chapter discusses the introduction of the study that explains the reason of conducting this research, and research questions that would bring this research to some cases. Objectives of the study that present the aims of this research and significance of the study are also provided in this chapter. Furthermore, this chapter presents scope and limitation and definition of key terms that can explain each variable that is used in this research.

A. Background of Study

As the tool of communication, writing has been used by many people to deliver an idea that can be understood by the readers. Writing is also defined as transferring ideas or opinions from oral language into written language. Through writing, the writer can express their feelings, ideas and thoughts.1 Writing also is a skill that is required in many contexts throughout life which depends on the purpose itself. Basically, writing can be categorized into two main types in term of its style. Those are free writing and academic writing. The major difference between them is that academic writing has many of the things that personal writing has not. One of the important things in academic writing is that it must be organized around a formal order or structure in which to present ideas. To ensure the ideas, the texts must additionally be supported by author citations in the literature.2 Therefore, to conduct good academic writing students should use source text material more substantively as a means to develop a larger theme or argument.

The ideas they write should be different from the original sources in order to avoid plagiarism. It is believed that copying someone’s work or even restating others’ idea can be included as one of the plagiarism work. As American Association of university

1_{Herliwati, Strata Thesis: “}_{Error Analysis in the Students Writing Narrative Paragraph at}

MTsN Pajajaran Pamulang” (Jakarta: State Islamic University Syarif Hidayatuallah, 2011), p.4

2_{Stephen Bailey,}_{Academic Writing: A Handbook for International Students Second}

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professors cited on Miguel Roig book, defined plagiarism as the action of trickster who intentionally took the other’s people writing, idea, or thought and makes it looks like their own writing without mentioning the author’s name or citation.3 Plagiarism is also the act of scrounging other’s people ideas and thought including theory and literary by changing and copying the words and sentences and confess it as own work without giving a citation.4 Some studies have shown the fact of plagiarism work regarding to writing field. Based on Keck’s research, which compared L1 and L2 writers’ usage of paraphrasing in writing a summary, L2 writers had not been able to make sufficient changes, thus exposing them to charges of unintentional plagiarism.5 This fact has described one of inappropriate work in academic writing. Hence, such this phenomenon is encompassed into preventable works. In short, plagiarism is a kind of stealing someone’s works, ideas, thoughts, and theory and put it as our writing. In line with the statements in prior, in order to avoid plagiarism, students need to know the three academic writing techniques. Those are summarizing, quotation and paraphrasing.6

In this research, the researcher focuses on paraphrasing as one of the important techniques to avoid plagiarism. This technique involves changing a text to make quite different from the source, while retaining the meaning. Paraphrasing is needed in academic writing such as essay, argumentative paper and thesis. This is a vital technique in academic writing to avoid the risk of plagiarism.7 Students who write for academic purpose should consider whether their paraphrasing is appropriate or inappropriate to demonstrate that they have understood the ideas from their source materials.

3_{Miguel Roig,}_{Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing}

Practices: A Guide to Ethical Writing(2011), p. 3

4_{Diane Pecorari,}_{Academic Writing and Plagiarism}_{(New York: Continuum, 2008). p. 1}

5_{Casey Keck, “The Use of Paraphrase in Summary Writing: A Comparison of L1 and L2} Writers”, Journal of Second Language Writing, vol. 15, no. 4 (2006), pp. 261–278, accessed on4 December 2016.

6_{R. Jordan.}_{Academic Writing Course: Study Skill in English, Third Edition}_{. (Oxford:}

Pearson Education, 2003). p. 93-98

7_{Stephen Bailey,}_{Academic Writing: A Handbook for International Students}_{, 2 edition}

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Since inappropriate paraphrasing is also including as one of plagiarism, they cannot ignore that crucial mechanism. According to Roig, inappropriate paraphrasing classified plagiarism into the categories of plagiarism of ideas and plagiarism of text.8 Thus, to paraphrase someone’s ideas into our writing needs to deeply pay attention to the criteria of paraphrase appropriateness. As Jordan said that in order to conduct an acceptable paraphrasing, there are several criteria to be comprehended. Firstly, paraphrasing must be taken from experts’ ideas but it is conveyed in the different writing style. This means that a paraphrase should be written in the different structure of ideas, wording and sentence structure from the original as it keeps the essential ideas of the source text. Secondly, the paraphrasing should be integrated in the text. Next, it is placed in the text without quotation mark. The last, writers should mention the name of the author and the publication year in the brackets as a credit for the source9.

State Islamic University of Sunan Ampel Surabaya is one of the state university in Surabaya that has a English Teacher Education Department. The students of English Teacher Education Department UIN Sunan Ampel Surabaya should be able to comprehend and apply the criteria of appropriate paraphrasing since they must take the proposal writing class, and in the end of the class they must submit their proposal. According to English Education Department of UIN Sunan Ampel curriculum, students in this department must pass some required subjects. There are several subjects that students must take in sequent. By meaning that another required subject has to be done before take the next higher subject. As one of the required subject, writing proposal class can be obtained after completing other important subjects, such as paragraph writing, essay writing, argumentative writing and academic writing. The highest required subject is academic writing class. This class is available in fifth semester. To take this course, students must pass previous writing classes before they can take a writing proposal course. From the reason above, the researcher is

8_Roig,_{Avoiding plagiarism, self-plagiarism, and other questionable writing practices}_{, pp.}

4–6.

9_{R. Jordan.}_{Academic Writing Course: Study Skill in English, Third Edition}_{. (Oxford:}

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interested in analyzing the proposal from this semester. This population was chosen based on the fact that students have more opportunities to be familiar with paraphrasing skills in their fifth semester. Therefore, the researcher could study how they apply theory to practice.

Based on the interview done by the researcher to some lecturers that teach in writing class, students have been taught the way how to paraphrase effectively. Furthermore, on SAP (Satuan Acuan Pengajaran) or course outline of essay writing, argumentative writing and also academic writing, paraphrasing is always becoming one of the important materials that should be taught in writing class. So, it should be acknowledged that students are able to apply appropriate paraphrase on their writing. In fact although they have already experienced some writing classes in previous semester, such as paragraph writing class, argumentative writing class, it does not mean that they already mastered in write a good proposal especially in conveying someone’s ideas through paraphrasing technique. This fact has been proved from the preliminary research that some researchers conducted the study in writing class. From the research conducted by Nur Habibah entitled An Analysis of Plagiarism in Seminar Proposal at UIN Sunan Ampel Surabaya,10 and Savitri, Rastri Dewi, Plagiarism in Proposal Writing Course at UIN Sunan Ampel Surabaya,11 found that students did not recognize deeply to how they could paraphrase experts’ ideas into their proposal writing. Students inclined to use direct quotation rather than to use paraphrase technique which they thought more complex. As the result from two previous studies, there were many of students’ proposals included as unintentional plagiarism. Taking someone’s ideas and modifying it into their own word, students are still doing the mistakes that can be acknowledged as conducting unintentional plagiarism. However, students know the techniques to avoid plagiarism; their problems are that they still do not understand deeply to the quality of their paraphrasing. From those two assumptions, it can be acknowledged

10_{Nur Habibah Thesis,}_{An Analysis of Plagiarism in Seminar Proposal}_{at UIN Sunan}

Ampel Surabaya (Surabaya: State Islamic University of SunanAmpel, 2013) p. 78

11_{Dewi Rastri Savitri Thesis,}_{Plagiarism in Proposal Writing Course}_{at UIN Sunan Ampel}

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that students in writing a proposal should strongly consider to criteria of delivering ideas through paraphrasing technique.

Based on that phenomenon, the researcher aims to identify technique of paraphrasing belongs to fifth semester students at English Teacher Education Department of UIN Sunan Ampel Surabaya whether their technique to avoid plagiarism is based on the theory or not. The researcher determines the subject from the students of State Islamic University of Sunan Ampel Surabaya because this university is recently going to be the World Classes University since UINSA has been transformed from institute into university and they still in process of upgrading their quality into higher and better level in both facilities and students’ quality. Based on Jamil Salmi, to become World Class university needs three aspects that should be confirmed. Those are having a high concentration of talent (faculty and students), abundant resources and favorable governance features.12 This research would hopefully bring advantageous to measure University quality level.

English Teacher Education Department as one of the departments at State Islamic University of Sunan Ampel which is recently appreciated an accreditation “A” has responsibility to upgrade students’ quality, particularly in writing a proposal for their research because their academic work will bring the quality of department itself. In addition, the quality of academic writing as a very essential requirement of being university students will determine students’ graduation as they need to complete their last semester with a research paper or thesis. In line with those statements, English Teacher Education Department will create candidate of teacher since this department focuses on teacher training. Therefore, as the candidate of teacher, students should be able to write academically and become the good example to their future students.

In short, this researcher would identify students’ paraphrasing appropriateness in English Teacher Education Department. The difference with the previous studies is that this research focuses on identifying the level of paraphrasing appropriateness using the criteria of appropriate paraphrase adapted

12_{Jamil Salmi.}_{The Challenge of Establishing World-Class Universities}_{. (Washington, DC:}

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from Shirley’s13 instructional notes on paraphrasing, Campbell’s14 operational definitions of the terms summary and paraphrase, and OWL at Purdue’s15

online tips on how to avoid plagiarism. Furthermore, researcher also wants to find the particular techniques that students use to meet appropriateness level in their paraphrases. Therefore, the researcher conducted this research is to make students more consider in expressing other’s ideas into their own writing particularly in taking experts’ ideas through paraphrasing to develop their proposal quality and avoid the risk of plagiarism.

B. Research Questions

Based on the background of the study above, questions of this study are formulated below.

1. What is the appropriateness level of students’ paraphrasing in their proposal?

2. What techniques do students mostly use to meet appropriateness level in their paraphrases?

C. Objectives of Study

According to the questions mentioned above, the objectives of this study are as follows.

1. To describe students’ appropriateness level of paraphrasing in their proposal writing.

2. To describe which criteria of paraphrasing students mostly use to meet appropriateness level.

D. Significance of Study

This study will be advantageous for the student, teacher and educational practitioners and researches.

1. For the students:

a. To provide an overview about students’ level of appropriateness in their paraphrasing in writing proposal as a second language learner.

13_{Sue Shirley, “The Art of Paraphrase. Instructional Note”,}_{Teaching English in the}

Two-Year College, vol. 32, no. 2 (2004), pp. 186–188, accessed on 6 December 2016.

14_{Cherry Campbell,}_{Writing with Others’ Words: Native and Non}_{-Native University}

Students’ Use of Information from a Background Reading Text in Academic Compositions.

(2006). pp. 211-230

15_{Quoting, Paraphrasing, and Summarizing}_,

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b. To make a contributions for students to be aware about their writing level in paraphrasing their proposal writing.

2. For the teachers:

a. To contribute in the contemporary discourse of plagiarism in second language teaching program, particularly in investigating the level of students’ paraphrasing appropriateness. Therefore, preventive action can be taken after this research.

b. To give deeper information and knowledge about major factors that lead students to use particular techniques of paraphrasing in the process of proposal writing course at State Islamic university of sunan ampel Surabaya.

c. To provide the rubric of appropriate paraphrasing that has been adapted and modified from several actual resources. This would be additional assessment technique for the lecturers particularly in assessing students’ writing.

d. To make the proposal writing class more effective by knowing students'writing appropriateness level in their class, and students’ honest responses, teacherscan analyze it to make the solvency.

3. For educational practitioners and researchers:

Hopefully this research can be a reference to other researcher in analyzing students’ ability writing skill particularly in paraphrasing.

E. Scope and Limitation of the Study

a. Scope of the study

This research does not discuss the whole content of proposal in academic writing class but the researcher determines the scope of this study on students’ paraphrasing in writing a background and key terms within their proposal. This is because those two parts are mostly needed experts’ argument to support students’ writing. While literature review and research method students only write the outline in this course so it does not need to be analyzed. Additionally, in term of paraphrasing the researcher focuses on the appropriateness level and paraphrasing technique.

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The limitation of this study is fifth semester students proposal writing course at English Teacher Education Department, State Islamic University of Sunan Ampel Surabaya during 2016-2017 academic year. There are 4 classes in proposal writing course; A, B, C, D with different lecturers. The proposal also has been acknowledged the originality by the lecturers to be recommended to analyze. As the result, the researcher will analyze 20 students’ proposal writing.

F. Definition of Key Term

To avoid misunderstanding and gain the same perception, the researcher provides the following key terms.

1. Paraphrasing: Paraphrasing is a writing skill in which to rewrite information from an outside source in our own words without changing its meaning. It is rewriting all, or nearly all, of the content of the original passage, a paraphrase is almost as long.16 In this research, paraphrasing means the students’ ability in taking someone’s statements into their own writing that may occour during writing a proposal.

2. Appropriateness: Appropriateness is a quality of being just right for the requirements.17 It means fitting or suitable for particular purpose. This definition is similarly near to the term “ability” since it is defined as the quality of being able to do something, especially the physical, mental, or legal power to accomplish something.18 Explicitly, when individuals were administered intelligence, aptitude, or achievement test, they were exhorted to “do your best”.19

While in this research, appropriateness means an overview range of students’ ability in constructing a good paraphrasing. According to Jordan to have good paraphrasing is to cover some criteria of a good

16_{Alice, O. & Ann Hogue (2000),}_{Writing Academic English}_{, Third Edition, Young}

Publishing House. p. 127

17_{The American Heritage,}_{Dictionary of The English language, Fourth Edition}_(Houngton

Miffin Company), 13

18_{The American Heritage,}_Dict_{ionary of The English language….}₂₇

19_{Robert J.}_–_{Stenberg Elena L. (Ed).}_{The Physiology of Abilities, Competencies,}

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paraphrase. Those are the source is acknowledged using correct citation, the sentence structure and word choice are altered, and the basic meaning of the original text is retained.20 Then researcher measure the appropriateness of each paraphrase using a checklist adapted from some theories. Thus, the levels of paraphrasing appropriateness are: Appropriate, Somewhat appropriate, Somewhat inappropriate, and Inappropriate.

3. Proposal Writing: In this research, proposal writing is the final stage of sequence writing course in State Islamic University of Sunan Ampel Surabaya or recently proposal writing course named as Academic Writing course. The goal of this lecture is to make the students understand and be able to apply a research concept on language and language teaching. It is aimed for the students to prepare thesis proposal and thesis in next semester. In this course students have to submit a proposal as final assignment in the end of course. Specifically, Students are only required to write a background, research question, objectives of study, significance of study, scope and limitation, definition of key terms, and the outline of literature review and research method. But the researcher focuses on analyzing a background of the study and definition of key terms. Furthermore, students’ writing that is used by the researcher in this study is the form of “soft copy” or “file”.

20_Jordan._{Academic Writing Course: Study Skill in English, Third Edition}_{. (Oxford:}

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses about all of related review of the study. There are three main points that will be discussed, those are: definition of paraphrasing, criteria of appropriate paraphrase, and techniques in paraphrasing. In addition, some previous studies related to this linguistic field also will be revealed.

A. Definition of Paraphrase

As stated before paraphrase is one the important techniques in writing which student need to use as they write someone’s work, ideas, and thought to support their argument.21 According to Merriam-Webster dictionary, a paraphrase (as a noun) is a restatement of a text, passage, or work, expressing the meaning of the original in another form by expressing, interpreting, or translating with latitude giving the meaning of a passage in another language. Similarly, paraphrasing (as a verb) is “the act or process of restating or rewording. In the light of these definitions, paraphrasing or “rewording of another writer’s text, explanation, argument, or narrative” is approximately equal in length as the original but differs significantly in its lexis and syntax.22 From the lexical meaning above paraphrasing can be known as the statements of a text or passage restated by the writers.

Furthermore, Alice and Hogue on the book of Academic Writing define paraphrasing as follow:

“Paraphrasingis a writing skill in which you “rephrase”

(rewrite) information from an outside source in your own words without changing its meaning. Because you include in your rewriting all, or nearly all, of the content

21_{Bazerman, C.}_{The informed writer: Using sources in the disciplines,}₅th_edition.

(Princeton, NJ: Houghton Mifflin Company, 1995) p. 58

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of the original passage, a paraphrase is almost as long”.23

Many universities, university libraries, and university writing centers in offer information about paraphrasing on their websites. On these websites, paraphrases are defined and when, how, and why to use paraphrasing are explained. For example, a webpage by Purdue OWL explains paraphrasing as follows:

“Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly”.24

From this explanation, paraphrasing can be concluded as one of the techniques in academic writing needed to support writers’ statements in taking experts’ statements, in addition to strengthen opinion without removing the meaning of the statements. Moreover, this technique is aimed to avoid unintentional plagiarism called as inappropriate paraphrasing.

B. Criteria of Appropriate Paraphrase

To use paraphrasing techniques, writers need to cover some criteria of good paraphrasing which can be included as appropriate techniques. Some experts have argued the criteria in taking

someone’s ideas through paraphrasing. Although different

arguments revealed by some experts, the main criteria of paraphrasing are actually still in the same line or argument.

According to Alice, good criteria of paraphrase include all important ideas mentioned in the original passage but not in the same order.25 Alice describes some appropriate paraphrase as below:

23_{Alice, O. & Ann Hogue,}_{Writing Academic English, Third Edition}_{, (Young Publishing}

House, 2000) p. 127

24_{Driscoll, D. L., & Brizee, A.}_{Quoting, paraphrasing, and summarizing}_{. (2013).}

Retrieved

from https://owl.english.purdue.edu/owl/resource/563/1/accessed on 10 January 2017

25

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1. Keep the length approximately the same as the original. 2. Do not stress any single point more than another.

3. Do not change the meaning by adding your own thoughts or views.

4. Do not use the original sentence structure. For examples:

Original Passage:

Language is the main means of communication between people. But so many different languages have developed that language has often been a barrier rather than an aid to understanding among peoples. For many years, people have dreamed of setting up an international universal language which all people could speak and understand. The argument in favour of a universal language is simple and obvious. If all people spoke the same tongue, cultural and economic ties might be much closer, and good will might increase between countries (Kispert).26

Appropriate Paraphrase:

Humans communicate through language. Because there are so many different languages, however, people around the world have a difficult time understanding one another. Some people have wished for a universal international language that speakers all over the world could understand. Their reasons are straightforward and clear. A universal language world builds cultural and economic bonds. It would also create better feelings among countries (Kispert).

26

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Inappropriate Paraphrase

Language is the principal means of communication between peoples. However, because there are numerous languages, language itself has frequently been a barrier rather than an aid to understanding among the world population. For many years, people have envisioned a common universal language that people in the world could communicate it. The reasons for having a universal language are clearly understandable. If the same tongue were spoken by all countries, they would undoubtedly become closer culturally and economically. It would probably also create good will among nations.

The last passage can be declared as inappropriate paraphrase because the source is not cited. Additionally, it could be plagiarism work because it is too similar to the original passage. The reasons of being plagiarism are because first sentence, only one word has been changed: main replaced by principal and the second sentence, only a few words have been changed. By only having a little changing whether in structure or in word order can be one of an inappropriate works because the text would be a quite similar to original passage.

Furthermore, Rinnert and Kobayashi describe the criteria of appropriate paraphrase the text or passage should be firstly included the correct citation convention. The, the sentence structure and word choice must be changed, and last the basic meaning of the text is retained.27 Followed by Pennycook who claimed that borrowing others, words, or ideas should be acknowledging the source appropriately and including very little verbatim copying.28

From these explanations, the criteria can be listed as bellow:

27_{Rinnert, C., & Kobayashi, H.}_{Borrowing words and ideas: Insights from Japanese L1}

writers. (Journal of Asian Pacific Communication, 2005) 15(1), p. 31

28_{Pennycook, A.}_{Borrowing others’ words: Text, ownership, memory, and plagiarism}_.

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1) The source is acknowledged using correct citation conventions 2) The sentence structure and word choice are altered

3) The basic meaning of the original text is retained 4) Including very little verbatim copying.

Example: Original Text:

Sources: Page 16 of a three-page article in the October 15, 2003, issue of Space Science magazine. The title of the article is “Manned Mars Fight: Impossible Dream?” The author, Patrick Clinton, a NASA (National Aeronautics and Space Administration) physician

Living abroad a space station in orbit around Earth for months at a time poses problems for astronauts’ bodies as well as for their minds. 29 Inappropriate Paraphrase:

An article in Space Science reports that living in a space station orbiting Earth for a long time can cause difficulties for astronauts’ bodies and minds.

An article in Space Science magazine reports that lengthy space station duty may lead to physical and mental problems for astronauts (Clinton 16).

This paraphrase is appropriate because some criteria covered as follow:

a) The source is cited, (Clinton 16).

b) The words changed, for months replaced by lengthy, bodies and minds replaced by physical and mental. c) The structure is also changed.

d) The key meaning is retained, Space Science magazine and problems.

29

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Based on Keck’s study, to support arguments through paraphrase the text changed to writers’ text should be mentioned the sources of the text or the author of the text. It also must be different from a quotation and summary. Moreover, he argued that appropriate paraphrase must change the word order into different types.30 These requirements of using paraphrasing technique are the same as the previous experts’ theories. In addition, Shirley on his study “The Art of Paraphrase “gives more information about the criteria of appropriate paraphrase. He states that to use paraphrasing technique, writers must not distort the meaning of the original text, key point should be retained, and using sufficient synonym.31 This means he strengthens the criteria from the accurate meaning and the key words writers should precisely restate the original text.

Furthermore, Campbell on his journal “Writing with Others’

Words” gives additional information that paraphrases must be

involved syntactic changes of the original than near copy. It also contains the key points, in addition to have the detail sources.32 In the line with those characteristics, Purdue University Online Writing Lab (OWL) also suggests that text must be comprehended from the original expert, and all key details must be included.33 Briefly, both Campbell and OWL categorize the appropriate criteria are typically near to syntactical changing and the word count.

From the explanation above, it can be concluded that appropriate paraphrasing can be measured by some criteria bellows:

1. Paraphrase must be different from quotation and summary. 2. Paraphrase must include the source of the text or the author of

the text.

3. Paraphrase must retain the meaning of the text, by meaning that key details are mentioned, and it should not change the original meaning.

30_Keck,_{“The Use of Paraphrase in Summary Writing”.}_{p. 270}

31_{Shirley, “}_The_Art_of_Paraphrase_._{Instructional}_Note_”._{p. 186-188}

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4. Paraphrasing text must be comprehended from the original text.

5. Paraphrasing text must change word order with sufficient use of synonym.

6. Paraphrase must be involved more syntactic changes than near copy.

These following examples are the paraphrase which can be included as appropriate or inappropriate based on the information from Keck’s study, Shirley, and OWL Purdue Online Writing. Original Text:

Americans consider someone who looks them in the eye to be honest. A person who looks down or looks away, in contrast, is suspected of being dishonest.34

For people from the US, not looking someone in the eye is an indication of not telling the truth, while meeting a person’s eyes is a sign that they are telling the truth.

Inappropriate Paraphrase:

People from America seeing others by eyes mean they are honest. But people seeing down and far away are supposed dishonest.

All the explanation from some experts above shows that the criteria of appropriate paraphrase could be clarified as follow:

1. Attributed to Original Sources

The most important required element in paraphrasing is to include the sources from the original text. Making it completed with sources, writer can use several ways to ensure the text is such a paraphrase. This way is citing the

34_{Doshisha University Academic Repository}_{, http://library.doshisha.ac.jp/ir/en/, accessed 9}

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original author to the text which has been paraphrased. Example:

Humans communicate through language. Because there are so many different languages, however, people around the world have a difficult time understanding one another. Some people have wished for a universal international language that speakers all over the world could understand. Their reasons are straightforward and clear. A universal language world builds cultural and economic bonds. It would also create better feelings among countries (Kispert).

2. Sufficient Use of Synonym for Terminology

Using synonym to take someone ideas is as important as citing the original sources. This criterion means that using synonym needs some criteria to achieve a sufficient one. As Stephen Bailey35 stated that to avoid unconnected words, sufficient synonym should follow the rules as bellow:

a. Synonym must be nearly similar to another word b. Synonym must be used in a context of the text

c. Synonym must be expressed without a change of the overall message

Example: Original Text:

Americans consider someone who looks them in the eye to be honest. A person

35_{Stephen Bailey,}_{Academic Writing: A Handbook for International Students}_{, 2 edition}

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who looks down or looks away, in contrast, is suspected of being dishonest.36

3. Retaining All Key Points of Original Excerpt

Every statement will always have the main topic which is discussed about. This is such a topic that cannot be deleted from the original one when taking someone ideas. Someone paraphrasing can change the words but cannot replace the key points of the text. As Jordan argued this means the topic sentence and controlling idea should always be retained.37

Original Text:

Living abroad a space station in orbit around Earth for months at a time poses problems for astronauts’ bodies as well as for their minds. 38 Appropriate Paraphrase:

An article in Space Science magazine reports that lengthy space station duty may lead to physical and mental problems for astronauts (Clinton 16).

4. Sufficient Syntactical Shift

This means that paraphrasing should be applied in changing the structure of grammar. There are two ways which can be used to change the structure. Those are: 1. Active to passive

Jan 2017.

37_{R. Jordan.}_{Academic Writing Course: Study Skill in English,}₃rd_{edition. (Oxford:}

Pearson Education, 2003). p. 93-98

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2. Positive to negative

3. Long sentence to short sentence Examples:

Original:

“Americans consider someone who looks them in the eye to be honest. A person who looks down or looks away, in contrast, is suspected of being dishonest.”39

Paraphrase:

5. Avoided Summary

Since paraphrasing is not a summary, it should be stated different from a summary. The differences between them are:

a) A summary is an abridged version of the original text b) A paraphrase can be shorter or longer than original text c) A summary eliminates detail, examples, and supporting

points

d) A paraphrase describes the original text in different words. It does not omit detail

6. Word Form Changed

Changing word order is quite similar to changing a structure of grammar. However, it could be separated from

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the previous one because this only focuses on a changing in particular position of each sentence.40

- Original : Terry wanted more books, but he couldn’t afford them.

- Paraphrase : Terry couldn’t afford more books, even though he wanted them.

7. No Writers’ Opinion

As a writer who takes someone ideas, it is very necessary to know that including our opinion in a paraphrase cannot be applied. This means that all the text must contain only an idea from the original sources.

Many studies and experts argued the measurement of appropriateness paraphrase since they have found and measured the criteria by their own perspective. All the criteria provided by some studies are obviously acceptable and no other reasons to claim those theories. From those theories, the researcher aims to use and collect their arguments to become the measurement of the appropriate paraphrase. According to Keck’s study, the appropriate paraphrase rubric has been stated by Shirley and Purdue Online Writing Lab, and they stated that the level of paraphrase can be categorized into four types. Those are appropriate paraphrase, somewhat appropriate, somewhat inappropriate, and inappropriate.41 Keck took the criteria which were adapted from Shirley and OWL who collected some theories to support their arguments. Having a theoretical discussion and adapting some recent information from English for academic, they synthesized these aforementioned guidelines and considered purposing a set of required criteria within a checklist for paraphrase appropriateness.42

C. Techniques of Paraphrase

Some experts have argued that taking other’s words through paraphrase there are some ways to entirely accomplish this

40_{Shirley, “}_{The Art of Paraphrase. Instructional Note}_”._{p. 186}

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technique. According to McGinley, techniques in paraphrasing are divided into three groups: changing structure and grammar paraphrase (syntactic paraphrase), changing word paraphrase (semantic paraphrase) and changing structure (organization) of ideas.43 Bailey also declares that the way to paraphrase other’s words can be done through three different ways, such as changing word order, changing word category, and changing structure of idea.44 There no different argument between those two experts involved the way to paraphrase. On the other hand, Jordan has a view of this topic with three different techniques to paraphrase. Those are changing the vocabulary, changing the verb form, and changing the word class.45

From all those information and arguments from some experts, it can be concluded there are three main techniques in paraphrasing, as explained bellow:

1) Changing Structure and Grammar

As Jordan said that a paraphrase can be firstly used by changing the word order of the sentence or the passage by starting at a different place: in the middle or from the end of the original.46 This technique aims to make the text different from the original in line with the position of each word. Jordan specified this way into two different types, those are: changing an active into passive, and changing a negative one into a positive one. Besides, it might be also broken up long sentences, combined short ones, expanded phrases for clarity, or shorten them for conciseness.47

a) Active versus Passive

First way which can be used to paraphrase is changing an active form into a passive one. This can be

43_{McGinley. The Role of Reading and Writing while Composing from Sources.}_Reading

Research Quarterly, vol. 27, (1992)p. 233.

44_{Stephen Bailey,}_{Academic Writing: A Handbook for International Students,}₂nd_edition.

(New York: Routledge, 2006), p. 30

45_{R. Jordan.}_{Academic Writing Course: Study Skill in English,}₃rd_{edition. (Oxford: Pearson}

Education, 2003). p. 93-98

46_{R. Jordan.}_{Academic Writing Course, p. 94}

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done by put the subject of the original words to the object in paraphrase sentence.

Examples: - Original:

People who really need to drink have a high level of intake but a lower level of satisfaction than people who can take it or leave it.48

- Paraphrase:

A person who is addicted to alcohol consumes more but gets less pleasure than a person who drinks just to be sociable.

b) Positive versus Negative

This technique means that the prolog is changed into a negative in relation with lexical meaning. Not only does it change from the form of negative but also it can be done by putting the negative meaning and on the contrary. While if only it is changed in a form the text will be brought in different meaning. Therefore, changing a form and lexical meaning is undeniably necessary.

- Original:

Americans consider someone who looks them in the eye to be honest. A person who looks down or looks away, in contrast, is suspected of being dishonest.49

- Paraphrase:

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c) Long Sentence to Short Sentences

The third technique means that making a long sentence to a short sentence by reducing some words which are not included as key points of the text. As Keck said on his study, shortening the text may be needed but retaining the meaning is completely more essential.50

- Original:

Although our human ability to communicate is genetically determined and hence is a part of our biological nature, speech development importantly affected by the environment.

- Paraphrase:

1) The ability for human

communication is biologically based. 2) The ability for human

communication is transmitted through genes.

3) Environment also influences how human communication level. d) Expand Phrases for Clarity

Expanding the phrase is aimed to make the clarification of the phrase itself. Sometimes writer only delivers an idea using implied meaning, so that another writer who takes the original word can use this technique to clarify the text. This is also used to strengthen a fact to the reader.51

Example: - Original:

A college student usually has homework to do.52 - Paraphrase:

A person going to college typically has to study at home.

50_Keck,_{“The Use of Paraphrase in Summary Writing”} 51_{Stephen Bailey,}_{Academic Writing,}_{p. 30}

52_{Adam, W. B., Lark & Eric Williamson,}_{Building Skills for the TOEFL iBT}_:_Beginning_;

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The word “typically” is the synonym of “usually” but it is more convenience. Writer also included the word “has to” which aims to strengthen the writer opinion.

e) Shorten Phrases for Conciseness

Previous technique elaborates the text which is expanded from the original, but this technique, on the contrary, makes the text shorter than original one. This aims to make unclear data and information clarified by only state the short text using the key detail information. Shirley believes that readers would be more confused to see more words in the text, in addition to make them trapped by some unimportant words. Therefore, he suggests to paraphrase other’s word by shortening the meaning and retaining the key points.53

- Original:

In 1610, Galileo published a small book describing astronomical observations that he had made of the skies above Padua. His homemade telescopes had less magnifying and resolving power than most beginners’ telescopes sold today (1) yet with them he made astonishing discoveries (2) that the moon has mountains and other topographical features; that Jupiter is orbited by satellites, which he called planets; and that the Milky Way is made up of individual stars (3).54 - Paraphrase:

Galileo was able to make some amazing discoveries with his telescope (2). He made discoveries about the moon, about Jupiter, and about the Milky Way (3). He was able to do this with a telescope that was less

53_{Shirley, “The Art of Paraphrase. Instructional Note”.}_{p. 187}

54_{Shi, L. Textual borrowing in second-language writing.}_{Written Communication, 21}_(2),

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powerful than even today's most basic telescopes (1).

In paraphrasing text, the writer brings the original text to a shorter text. It contains more simply but still retaining original meaning. The writer, additionally, puts another technique in this text, changing a structure of the text. By seeing a paraphrasing text, the readers would feel easier to catch the points.

2) Changing Word

The second main technique of paraphrase is changing the word. The technique can be used in two different ways such as changing word order and changing the word class or part of speech. In line with this statement, Hedgcock describes two ways of changing word are both in word order and word class.55 Additionally, using synonym is an important way to paraphrase through this technique. Writer would be easier to use such this technique because they would not loss the key points of the text.56

a) Changing Word Order

Bailey stated that one way to change a sentence for paraphrasing is to change the word order.57Some experts also argued that changing word order is quite similar to changing a structure of grammar. However, it could be separated from the previous one because this only focuses on a changing in particular position of each sentence.58 Original : Because I slept too late, I missed my first class

Paraphrase : I missed my first class because I slept too late.

55_{Hedgcock, J. S.}_{Teaching readers of English: Students, texts, and contexts.}_{(New York:}

Routledge. 2009) p. 112

56_McGinley._{The Role of Reading and Writing while Composing from Sources}_{. p. 233.}

57_Bailey,_{Academic Writing}_{, p. 29.}

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It is sometimes necessary to change the wording of the parts of the sentences.

Original : Terry wanted more books, but he couldn’t afford them.

Paraphrase : Terry couldn’t afford more books, even though he wanted them.

b) Changing Parts of Speech

This way is to change the word class become another word class. If the sentence uses a noun, it can be rewritten to use the verb or adjective form of the word, for example.

Original : “Fifty-four men signed the Declaration of Independence.”59

Paraphrase : Fifty-four men put their signatures on the Declaration of Independence.

Also, to paraphrase we can change some of the words to their definitions, to synonyms or to antonyms. Using definitions, synonyms and antonyms help avoid unnecessary repetition of the same words.

1) Paraphrase using synonyms

Original : “The U.S. government has an enormous debt.”60

Paraphrase: The federal government has an extremely large debt.

2) Paraphrase using definitions

Original : “A college student usually has homework to do.”61

Paraphrase: People taking college courses usually have assignments to do.

3) Paraphrasing using antonyms

Original : “Shaun was disappointed, because the movie wasn’t very good.”62

60_Bailey,_{Academic Writing}_{, p. 29}

62_{Adam, W. B., Lark & Eric Williamson,}_{Building Skills for the TOEFL iBT}_:_Beginning_.

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Paraphrase: Shaun wasn’t satisfied, because the movie wasn’t very good.

3) Changing Structure of Ideas

Changing the structure of an idea means writer could elaborate the text by rewriting the statement in context of the position.

Original:

Statements that seem complimentary can go in one context may be inappropriate in another (1). For example, women in business are usually uncomfortable if male colleagues or superiors compliment them on their appearance (2): the comments suggest that the women are being treated as visual decoration rather than as contributing workers (3).63

Paraphrase:

Women may feel uneasy upon receiving ordinarily positive comments on their appearance from male coworkers or supervisors (2). To these women, the remarks carry an implied meaning: instead of being thought of as productive employees, they are actually being viewed as just a pretty part of the atmosphere (3). Depending on the situation, words or expressions which appear favorable may actually be unsuitable in a conversation (1).

D. Differences of Paraphrasing, Quoting, and Summarizing

As opposed to quotations, which should be used sparingly, paraphrases and summaries will be used frequently in your academic writing to support your ideas. A paraphrase is a writing skill in which you “rephrase” (rewrite) information from an outside source in your own words without changing its meaning.

63_{Locker, K. O.}_{Business and administrative communication}_{(6thed.). (St. Louis, MO:}

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Because you include in your rewriting all, or nearly all, of the content of the original passage, a paraphrase is almost as long. A summary, by contrast, is much shorter than the original. A

summary includes only the main ideas of someone else’s writing,

restated in your own words. In summarizing and paraphrasing, however, you must not change the meaning of the original.64 Original:

“Language is the main means of communication between peoples. But so many different languages have developed that language has often been a barrier rather than an aid to understanding among peoples. For many years, people have dreamed of setting up an international, universal language which all people could speak and understand. The arguments in favour of a universal language are simple and obvious. If all peoples spoke the same tongue, cultural and economic ties might be much closer, and good will might increase between countries.”

Quotation:

“Language is the main means of communication between peoples. But so many different languages have developed that language has often been a barrier rather than an aid to understanding among peoples. For many years, people have dreamed of setting up an international, universal language which all people could speak and understand. The arguments in favour of a universal language are simple and obvious. If all peoples spoke the same tongue, cultural and economic ties might be much closer, and good will might increase between countries”65

64_{Alice, O. & Ann Hogue,}_{Writing Academic English}_{, p. 129}

65

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Paraphrase:

Humans communicate through language. However, because there are so many languages in the world, language is an obstacle rather than an aid to communication. For a long time, people have wished for an international language that speakers all over the world could understand. A universal language would certainly build cultural and economic bonds. It would also create better feelings among countries.66

In this paraphrase passage, synonyms are used to replace original words (underlined) and sentence structures have been changed:

 “Language is the main means of communication between

peoples”

→ Humans communicate through language.

 “But so many different languages have developed that

language has often been a barrier rather than an aid to understanding among peoples”.

→ However, because there are so many languages in the world, language is an obstacle rather than an aid to communication.

 “For many years, people have dreamed of setting up an international, universal language which all people could speak and understand”.

→ For a long time, people have wished for an international language that speakers all over the world could understand.

 “If all peoples spoke the same tongue, cultural and

economic ties might be much closer, and good will might increase between countries”

→ A universal language would certainly build cultural and economic bonds. It would also create better feelings among countries.

Summary:

66

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People communicate mainly through language; however, having so many different languages creates communication barriers. Some think that one universal language could bring countries together culturally and economically and also increase good feelings among them.

Compare the summary with the paraphrase, we can see that some details are omitted from the summary that are included in the paraphrase: that people have dreamed of setting up an international, universal language, the arguments are simple and obvious. However, the meaning of the original has not been changed.

E. Previous Studies

Studies related to students’ paraphrases in proposal writing had been conducted by other researchers. The followings are views of some researchers which were related to this research.

A research related to paraphrase had been conducted by Tra Thi My Dung entitled “An Investigation in Paraphrasing Experienced by Vietnamese Students of English in Academic Writing”. The research can be the basic information for this study. The main purpose of the research was to investigate paraphrases on graduation papers from undergraduate students of Da Nang University. Specifically, this research investigated some important features of paraphrasing; students’ preference and difficulties of paraphrasing; students’ awareness and avoidance of plagiarism. It also identified the most common mistakes appearing in the students’ paraphrasing. Towards the end of the research, 77,5 % of fourth years students at the college of Foreign Language – University of Da Nang made mistakes in paraphrasing, where 40% made mistake in changing structure and grammar, 22,5 % in changing word and 15% fall into plagiarism. 67

Quite different from the first previous study, a research conducted by Lara McInnis is entitled Analyzing English L1 and

67 _{Tra Thi My Dung, MA Thesis: “}_{An Investigation in Paraphrasing Experienced by}

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L2 Paraphrasing Strategies through Concurrent Verbal Report and Stimulated Recall Protocols. This research can also be the basic information of this study since it analyzed the appropriateness of paraphrases. The research was to examine and analyzed 35 paraphrases written by 4 English-Canadian students and 5 Japanese international students at an English-medium community college in Ontario. The researcher evaluated paraphrase quality through analytic method and analyzed paraphrase appropriateness through a set of criteria he had developed. Then, he also analyzed 6 concurrent and post-task reports of 3 L1 and 3 L2 students, who used a variety of paraphrasing strategies. As the conclusion of this research, all participants wrote relatively inappropriate paraphrases which did not always correspond with perceived appropriateness. L1 students tended to copy directly from the original text excerpts more often than the L2 students did. Implications for teaching and further research are discussed. 68

Yoke Len Loh conducted a research entitled “Errors in Paraphrasing and Strategies in Overcoming Them”. The main purpose of the research was to identify the errors related to paraphrased content. To reduce these errors, the researcher used the preventive measures such as effective pedagogic strategies and learning activities. The subjects were 50 undergraduates taking an English academic reading and writing course at a Malaysian public university. The data comprised 95 answers to two questions on paraphrasing in the final examination paper for this course. The results revealed errors at three levels, namely linguistics (grammar, syntax, and lexis), conventions (writing and paraphrasing), and semantics (content of message). In addition, there was evidence of plagiarism in the subjects’ answers.69

Another research related to paraphrases was conducted by Wahyuni Khairunnisa, Y.Gatot Sutapa.Y, and Surmiyati. The research was entitled “Students’ Problem in Paraphrasing”. This

68_{Lara McInnis, Thesis: “}_{Analyzing English L1 and L2 Paraphrasing Strategies through}

Concurrent Verbal Report and Stimulated Recall Protocols” (University of Toronto, 2009)

69 _{Yoke Len Loh, “}_{Errors in Paraphrasing and Strategies in Overcoming Them”,}

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research was cantered on the identification of students’ ability in paraphrasing and the problems faced. The researcher used a case study in investigating the paraphrases from seventh semester students in Seminar on ELT class academic year. It was also conducted with aims to find out the causes of the problems in paraphrasing. In collecting the data, the research instruments needed were paraphrasing test, questionnaire and interview. The finding of the data analysis showed 76.92% of the students‟ ability in paraphrasing qualified in unsatisfactory level. From the test, it was found that 76.92% of the students made mistake in changing the order of ideas, while 76.92% respondents of the questionnaire and 80% of interviewees mentioned changing word as their problem in paraphrasing. The different result of the instruments was caused by the students‟ lack of understanding toward the criteria of a good paraphrasing. Furthermore, lack of vocabulary and understanding about paraphrasing discovered as the causes of the students‟ problems in paraphrasing.70

In link to plagiarism study, paraphrase plagiarism had been found in students’ proposal writing which was conducted by Nur Habibah in her thesis; An Analysis of Plagiarism in Seminar Proposal by The Eight Semester Students of PBI UIN Sunan Ampel Surabaya. This study described the plagiarism forms within students’ proposal. Analysing the data by qualitative approach, the researcher found that plagiarism really occurred in students’ seminar proposal. One of the plagiarism form appeared in their proposals is paraphrase plagiarism. It means that the writers had successfully rewritten the ideas that they cited but they did not credit any sources. Another paraphrase plagiarism form is too perfect paraphrase. This means that the writers copies word-for-word of an author’s argument and cites the sources properly but does not give quotation marks within the argument that has been copied word-for-word.71

Furthermore, a study related to paraphrase plagiarism had been conducted by Rastri Dewi Savitri in her thesis entitled

70_{Wahyuni Khairunnisa, “}_{Students’ Problems in Paraphrasing}_{” (Pontianak, U}_{niversity of}

Tanjungpura, 2013)

71_{Nur Habibah Thesis,}_{An Analysis of Plagiarism in Seminar Proposal}_{at UIN Sunan}

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“Plagiarism in Proposal Writing Course at UIN Sunan Ampel

English Education Department Surabaya”. This study had found

one of the plagiarism types which correlated to paraphrase. To find plagiarism work of students’ proposal, the researcher used qualitative and quantitative method. As one of the results on her finding, an inadequate paraphrase (67.57%) commonly appeared in students’ proposal writing.72

From all previous studies mentioned above, there are variety of differences between those researches and this research. Most of the researches tended to focus on the mistakes in paraphrasing and error of paraphrasing. Determining common problems when paraphrasing was likely more remarkable