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u a t a t e n r e t n I i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d
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m dar i saya
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H Students ’Problemsi nWriitngParaphrasesi n . s s a l C g n it i r W r e p a P h c r a e s e
R Yogyaka tra :SanataDharmaUniverstiy.
o t n i d e t a r o p r o c n i s i h c i h w e c r u o s y r e v e , m s ir a i g a l p d i o v a o t r e d r o n I o n k c a e b t s u m g n it ir w s ’ e n o e m o
s wledged .Paraphrasei soneoft het echnique so f s ’ r o h t u a e h t w o r r o b o t d e w o ll a s i r e ti r w y r e v e h c i h w n i s e c r u o s g n it a r o p r o c n i n o it a c u d E e g a u g n a L h s il g n E n I . s d r o w n w o r i e h t o t n i m e h t e t a t s e r d n a s a e d i u o c g n it ir w e m o s e r a e r e h t e c n i s , ) P S E L E ( m a r g o r P y d u t
S rse swhich requriet he
o s l a s i e s a r h p a r a p , s g n it ir w c if it n e i c s e ti r w o t s e c r u o s e s u o t s t n e d u t s y d u t s s u o i v e r p e h t , y l e t a n u tr o f n U . n o it a t o u q h ti w g n o l a e s u o t d e d n e m m o c e r , s e s a r h p a r a p r i e h t n I . y lr e p o r p e s a r h p a r a p o t y ti li b a n i ’ s t n e d u t s P S E L E d e r e v o c s i d
ti wa sfound t hatt he studentst ended t o copy t he author’ sword sd rieclty .Ift hi s e s u a c e b s t n e d u t s e h t r o f s u o r e g n a d e b d l u o w t i , d e r o n g i y l s u o u n it n o c s a w m e l b o r p h c i h w y d u t s a , e r o f e r e h T . m s ir a i g a l p t n e tr e v d a n i h ti w d e g r a h c e b d l u o c y e h t s e h t d e t a g it s e v n
i tudents ’problem sin paraphrasing would be wo trhwhlie to .t c u d n o c ) 1 ( : s n o it s e u q h c r a e s e r e e r h t r e w s n a o t d e d n e t n i s a w h c r a e s e r s i h
T Wha t
? s e s a r h p a r a p g n it ir w n i s t n e d u t s P S E L E y b d e r e t n u o c n e e r a s m e l b o r
p (2 )Whydo
P S E L
E student sproduce unacceptable paraphrase sin thei rw iritng? (3 )Wha t n i s m e l b o r p ’ s t n e d u t s P S E L E e z i m i n i m o t s r e h c a e t e h t y b d e t s e g g u s e r a s tr o f f e ? s e s a r h p a r a p g n it ir w t n e m u c o d d e t c u d n o c r e h c r a e s e r e h t , n o it s e u q h c r a e s e r t s ri f e h t r e w s n a o T T . s i s y l a n
a he document s to be analyzed were research papers submitted by P
S E L
E sixthsemeste rstudent swhoweret aking Research Pape rW iritngclassi n 1 1 0 2 / 0 1 0 2 r a e y c i m e d a c a e h
t .The data weret aken from classe sA ,B ,D ,and F f o e v it a t n e s e r p e r e h t s a s t n e d u t
s fou r dfiferen t lecturer s o f Research Pape r g
n it ir
W . Fu trhermore , to invesitgate the students ’ reason s fo r producing , s e s a r h p a r a p e l b a t p e c c a n
u the researche r conducted an interview wtih eigh t o h w s t n e d u t s P S E L
E produced unacceptable paraphrase s in thei r papers . , e li h w n a e
M to answe rthe th rid research quesiton ,the researche rcarired ou tan o h w s r e r u t c e l P S E L E r u o f h ti w w e i v r e t n
i taugh tResearch Pape rW iritngclassi n 1 1 0 2 / 0 1 0 2 r a e y c i m e d a c a e h t . t t a h t d e if it n e d i e b d l u o c t i ,s g n i d n if e h t m o r
F he t ota lproblem sfound i n
’ s t n e d u t s e h
t research papers were 170 problem swhich w ere divided into two s i n o it a c if i s s a l c t s ri f e h T . s n o it a c if i s s a l
c paraphrase piftallsinvolving :forgetitng ( t n e m u c o d o
t 11.18%) ,including t oo much oft heo irginal ( 10%) ,misreading t he l a n i g ir
o (5.3%), leaving ou t impo tran t informaiton (3.53%) , adding opinion (2.9%) , expanding o r narrowing the meaning (1.18%) , and substtiuitng
( s m y n o n y s e t a ir p o r p p a n
i 0.58%) . The second classi ifcaiton i s plagiairsm in d r o w : g n i v l o v n i g n i s a r h p a r a
p - rf -o word plagia irsm (55.3%) and a patchwork h
p a r a
p rase (10%.) A tferwards ,based on the interview wtih the students ,the d n u o f r e h c r a e s e
r nine students ’reason sf or producing unacceptable paraphrases ) 3 ( , e c it c a r p f o k c a l a ) 2 ( , s s e c o r p h c r a e s e r e h t n i s s e n s s e l e r a c ) 1 ( : g n i v l o v n i d e c o r p e h t t u o b a n o i s u f n o
c ure ,(4 )a lack o fvocabulary ,(5 )procrasitnaiton ,
ii i v e t a r u c c a n i ) 8 ( , k c a b d e e f t n e i c if f u s n i ) 7 ( , s r e h c a e t e h t m o r f n o it n e tt a f o k c a l a ) 6 ( w e i v r e t n i e h t n o d e s a b , y lt n e u q e s b u S . s s e n i z a l ) 9 ( d n a , g n i s a r h p a r a p n i e r u d e c o r p c r a e s e r e h t , s r e r u t c e l e h t h ti
w he rfound the suggested effo tr swhich could be o t n i d e z ir o g e t a
c two :(1 )the suggested effo tr swhich were addressed to the , g n i s a r h p a r a p e li h w e g a s s a p l a n i g ir o e h t m o r f y a w a g n i k o o l : g n i d u l c n i s t n e d u t s g n a h c , s m y n o n y s r i e h t h ti w s d r o w s ’ r o h t u a e h t g n i g n a h
c ing the sentence
g n i s a r h p a r a p g n i c it c a r p , m s ir a i g a l p f o r e g n a d e h t f o e r a w a e r o m g n i e b , e r u t c u rt s e r e w h c i h w s tr o f f e d e t s e g g u s e h t ) 2 ( , ti b a h g n i d a e r a g n i p o l e v e d d n a , ll i k s g n i e b , s t n e d u t s e h t r o f k c a b d e e f g n i d i v o r p : g n i d u l c n i s r e r u t c e l e h t o t d e s s e r d d a
st irc t wtih plagiairsm , providing guided pracitce , and teaching the student s . e l b i s s o p s a y lr a e s a g n i s a r h p a r a
p Inaddiiton ,du irngt heproces so fanalyzingt he r e h t o e m o c e b h c i h w s m e l b o r p s u o ir e s r e h t o e m o s d n u o f o s l a r e h c r a e s e r e h t , a t a d s i h t f o s g n i d n
if research , ilkecopying and pasitng from severali nterne tsources , n i d n a , s e c r u o s p u g n i k a
m correc tciitngi nd riects ources. n o d e s a
B theresearch ifndings ,frislty, t heresearche rencouraged ELESP p p a o t s t n e d u t
s ly the suggested effo tr sproposed by Research Pape rW iritng s r e r u t c e
l presented i n t hi sresearch .In addiiton ,to avoid i nadve tren tplagiairsm , s s e c o r p h c r a e s e r e h t g n ir u d g n i k a t e t o n a e s u o t s t n e d u t s e h t d e g r u r e h c r a e s e r e h t d e z i s a h p m e o s l a r e h c r a e s e r e h T . s e c r u o s r i e h t f o s d r o c e r e s i c e r p n i a g o
t the
e c r u o s t e n r e t n i g n i g d e l w o n k c a f o e c n a tr o p m
i s a snecessary a sp irnted source .s d e d n e m m o c e r r e h c r a e s e r e h t , y l d n o c e
S ELESP lecturer sto apply the suggested . h c r a e s e r s i h t n i d e t n e s e r p s r e r u t c e l g n it ir W r e p a P h c r a e s e R y b d e s o p o r p s tr o f f e e l P S E L E , s e d i s e
B cturer swere oa ls recommended to in rtoduce the students the h t m o r f m s ir a i g a l p f o s k s
ir e beginning w iritng courses ,mode lhow to wrtie a s a r h p a r a
p e and provide exercise s in which the student s can pracitce thei r p m s ir a i g a l p h ti w g n il a e D . ll i k s g n i s a r h p a r a
p racitce , the lecturer s were
s e c r u o s t i d e r c o t w o h n o s e n il e d i u g e d i v o r p o t d e g a r u o c n
e propelry. I mpo tranlty ,
c e l e h
t turer swere also recommended to use search engines t o be able to detec t m s ir a i g a l
p and be stirc t wtih plagiairsm . Laslty , fo r future researchers , the e l b a t p e c c a n u d n a e l b a t p e c c a h t o b e z y l a n a o t m e h t d e d n e m m o c e r r e h c r a e s e r s e s a r h p a r a
p more deeply by invesitgaitng the students ’ mastery in w iritng .s e s a r h p a r a p p a r a p , s m e l b o r p : s d r o w y e
K hrases ,ResearchPape rWriitng
x i
K A R T S B A
g n i n u y a
H rum ,Herdiansar.i( 2012) .Students ’Problemsi nWriitngParaphrasesi n s
s a l C g n it i r W r e p a P h c r a e s e
R .Yogyaka tra :Universtia sSanataDharma. s
ir a i g a l p i r a d n i h g n e m k u t n
U me ,seitap sumbe ryang dimasukkan dalam i
u k a i d h a l s u r a h g n a r o e s e s n a s il u
t . Parafrase adalah salah satu teknik untuk l
a d e k r e b m u s n a k k u s a m e
m amt uilsandimanaseitap penuil sdiperbolehkanuntuk e
d i n a k a n u g g n e
m -ide dar ipengarang asa ldinyatakan dengan kata-kata mereka d
e s a r f a r a p , ) I B P ( s ir g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r P i D . ir i d n e
s igunakan
n a p it u k n a g n e d a m a s r e
b d ibeberapakela smenuil syangmensyaratkanmahasiswa r
e b m u s n a k a n u g g n e m k u t n
u -sumbe rdalam penuilsan karya limiah .Sayangnya , p
a k g n u r e t a y n m u l e b e s n a it il e n e p i r a
d keitdakmampuan mahasiswa PB Iuntuk n
e b n a g n e d r e b m u s e s a r f a r a p m e
m ar .Dalam parafrase mereka ,d tiemukan bahwa a
t a k n il a y n e m k u t n u g n u r e d n e c a w s i s a h a
m -katapengarang secaral angsung .Jika a
j a s u t n e t , n a k r a i b i d s u r e t i n i h a l a s a
m akan membahayakan mahasiswa karena e
m s ir a i g a l p n a k u k a l e m h u d u ti d a s i b a k e r e
m yang t ak disengaja .Oleh karena tiu , n
a it il e n e
p yang menyeildik imasalah-masalah mahasiswa dalam memparafrase t
a a f n a m r e b h a lt a g n a s n a k
a untukdliakukan. n
a it il e n e
P ii n driancang untuk menjawab itga petranyaan peneilitan :(1 ) h
a l a s a m a j a s a p
A -masalahyangdialam imahasiswaPB Idalammenu il sparafrase? )
2
( Mengapa mahasiswa PB Imenuils parafrase yang itdak dapa tdtieirma? (3 ) a
h a s
U -usaha apa saja yang disarankan oleh para dosen untuk mengurang i h
a l a s a
m -masalahmahasiswaPB Idalammenuilsparafrase? n
a a y n a tr e p b a w a j n e m k u t n
U petrama , penelti i melakukan anailsa P
a w s i s a h a m h e l o s il u t a y r a k h a l a d a a s il a n a i d g n a y n e m u k o D . n e m u k o
d B Iyang
s a l e k l i b m a g n e m g n a d e
s Research Pape rWriitng dit ahun akademik 2010/2011 . t
a p m e i r a d n a li k a w r e p i a g a b e s F n a d , D , B , A s a l e k i r a d l i b m a i d a t a
D dosenyang
r a j a g n e
m Research Pape rWriitng .Selanjutnya ,untuk menyeildik ialasan-alasan m
a l a d a w s i s a h a
m menghaslikan parafrase yang itdak dapa td tieirma ,penelti i i u h a t e k i d g n a y I B P a w s i s a h a m n a p a l e d p a d a h r e t a r a c n a w a w n a k u k a l e
m telah
s il u n e
m parafraseyang itdak dapa td tieirmadalamkaryat uil smereka .Sementara n
a a y n a tr e p b a w a j n e m k u t n u , u
ti yang keitga , penelti imelakukan wawancara s
a l e k r a j a g n e m g n a y I B P n e s o d t a p m e n a g n e
d Research Pape rWriitng di t ahun .
1 1 0 2 / 0 1 0 2 k i m e d a k
a
ti d , n a it il e n e p l i s a h i r a
D emukan bahwat erdapa t170masalah yang terbagi m
a l a
d dua jeni s pengelompokan . Pengelompokan petrama berupa kesultian -n
a ti l u s e
k dalam memparafrase yang meilpuit :lupa untuk mendokumentasikan r
e b m u
s ( 11 .18%) , menggunakan telralu banyak sumbe r asil , baik dair kata n
u p u a
m susunan kailmat (10%,) salah dalam memaham ibacaan (5.3%), itdak i
p u k a c n e
m informas ipenitng (3.53%) ,menambahkan pendapa tsendi ir (2.9%) , a
n k a m t i p m e s r e p m e m u a t a s a u lr e p m e
m (1.18% ,) dan menggant isinonim yang t
a p e t k a d
it (0.58%) . Pengelompokan kedua adalah plagiairsme dalam e
s a r f a r a p m e
m yang meilpu it :plagia irsme kata- rp -e kata (55.3%) dan tambalan e
s a r f a r a
p akibat dar imencup ilk beberapa bagian yang sama dar isumbe rasil .)
% 0 1
( Kemudian , berdasarkan hasi l wawancara dengan mahasiswa , penelti i
x s il u n e m a w s i s a h a m a p a g n e m n a s a l a n a li b m e s n a k u m e n e
m parafrase yang itdak
) 2 ( , n a it il e n e p s e s o r p m a l a d n a h o b o r e c e k ) 1 ( : it u p il e m g n a y a m ir e ti d a s i b a s i b ) 4 ( , e s a r f a r a p m e m r u d e s o r p i a n e g n e m n a g n u g n i b e k ) 3 ( , n a h it a l a y n g n a r u k p a k i s r e b ) 5 ( , a t a k a s o k a y n g n a r u
k menunda-nunda ,(6 )kurangnya perhaitan dar i ) 7 ( , n e s o
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l wa tentang parafrase dar isedin i h a l a s a m n a k u m e n e m a g u j it il e n e p , a t a d a s il a n a s e s o r p m a l a d , u ti n i a l e S . n i k g n u m i tr e p e s , s u ir e s g n a y n i a l h a l a s a
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s -sumbe ryang dicetak . lH -a hal i n i . a j a g n e s i d k a d it g n a y e m s ir a i g a l p i r a d n i h g n e m k u t n u n a k u k a li d g n it n e
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m -laithan
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m arankan untuk member ipengarahan a g u j n e s o d u l a L . k i a b n a g n e d r e b m u s n a k t u b e y n e m a r a c a n a m i a g a b g n a t n e t n a k a n u g g n e m a g u j n a d e m s ir a i g a l p p a d a h r e t s a g e t p a k i s r e b k u t n u n a k n a r a s i d . e m s ir a i g a l p i s k e t e d n e m u p m a m k u t n u t e n r e t n i i d i r a c n e p n i s e
m Yang terakhri ,
kepada penelti iselanjutnya ,penelti imenyarankan mereka untuk menganailsa u ti a y , k a d it n u p u a m a m ir e ti d a s i b g n a y k i a b e s a r f a r a p g n a t n e t i g a l m a l a d h i b e l . e s a r f a r a p m e m m a l a d a w s i s n a u p m a m e k i k i d il e y n e m a r a c n a g n e d i c n u k a t a
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d a m o h w , T W S h a ll A o t e d u ti t a r
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g my sponsor ,Made Frida Yuila ,S.Pd. ,M.Pd. ,whose feedback , h s i n if o t e m d e l b a n e l e v e l l a n if e h t o t l a it i n i e h t m o r f tr o p p u s d n a , t n e m e g a r u o c n e
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t Yuseva Iswandari , S.Pd. , M.Ed., Nugraha S
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A Pd. ,M.Hum. ,whowerewliilng t o bei nterviewed ast he s i h t t c u d n o c o t n o i s s i m r e p r i e h t r o f m e h t k n a h t o s l a I . h c r a e s e r s i h t f o s t n e d n o p s e r
o t s e o g e d u ti t a r g e r e c n i s y M . s s a l c r i e h t n o h c r a e s e
r Patricia Angeilna ,S.Pd. rfo
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h Maria Sep ityani ,S.Pd .
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o t y ll a i c e p s e , g n i h t y r e v e e m t h g u a t e v a h o h w 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
. A . M , n a w a n u G . B . Y . s r
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t Mba’Dhanniek and Mba’Tarifort hei rhelp du irngmy study;t he ilbrary e r e w o h w s t n e d u t s r e t s e m e s h t x i s e h t f o l l a d n a ; p l e h d n a y ti l a ti p s o h r i e h t r o f f f a t s
h c r a e s e R g n i k a
t Pape rW iritng class i n t heacademicyea r2010/2011 ,especially
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. a t a d e h t s a s r e p a p h c r a e s e r ri e h t e s u e m g n it t e l y b h c r a e s e r s i h t n i s t n a p i c it r a p
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M to my mother ,Sumaryan it ,fo rhe r (
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t Calvin, Denny ,Gaby, Hedwig, andmyotherf irendsi n ELESP2007 whom I ,
e n o y b e n o n o it n e m t o n n a
c fo raccompanying me to conque rthe hard itme x
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f ret ogether . Iwould also ilke t o expres smy specia l o
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t Eilp ,Dekky ,and Eilas, f ort eachingmehowt o ilve‘ al fie;’t o bapak -k
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H ,Pak Heru ,Pak Ari ,Pak Arimoyo ,Pak Martono ,Pak Budiana ,Pak i
r a w u
J ,Pak Supriyono ,Pak Maryanto ,Pak St .Yuilanto ,Pak Danang ,Pak t
a g n a p u
S ,Pak Tr iHarjono ,and Pak Sriyono ,fo rthei rfirendly smlie sand .
t e m e w e m it y r e v e ’ o ll e h
‘ MayAllahbles sal loft hepeoplewhohavesuppo tred t
g n ir u d e
m hecompleitonoft hist hesis .Amen.
m u r g n i n u y a H i r a s n a i d r e H
ii i x
S T N E T N O C F O E L B A T
e g a P G
A P E L T I
T E ... i E
G A P L A V O R P P
A S ... 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
A Y R A K 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 R A B M E L
T N E P E K K U T N U H A I M L
I INGANAKADEMIS ... i.... v T
C A R T S B
A ... iiv
K A R T S B
A ... xi S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... i.... x ii S
E L B A T F O T S I
L ... xx S
E R U G I F F O T S I
L ... x ix S
E C I D N E P P A F O T S I
L ... x xii
I R E T P A H
C .INTRODUCTION
A .ResearchBackground ... 1 B .ResearchProblems... 5 C .ProblemLimtiaiton ... 5 D .ResearchObjecitves... 6 E .ResearchBeneftis... 6 ..
v i x
F .Deifniitono fTerms ... 7
. I I R E T P A H
C REVIEWOFRELATEDLITERATURE
A .Theoreitca lDescirpiton ... 01 1 .TheI mpo tranceo fParaphrase ... 01
h e r p m o C g n i d a e R e c n a h n E o T .
a ension... 11 l
a i c e p S ” e p a T h c t o c S “ d i o v A o T .
b ... 1.. 1 m
s ir a i g a l P f o s e g r a h C d i o v A o T .
c ... 2.. 1 .2 TheGuideilnesf o rProducingAcceptable
s e s a r h p a r a
P ... 31 .
a LookingAwayf romt heO irginalt henW iritng... 31 s
e t o N g n i k a T .
b ... 41 ,
e c r u o S e h t t a g n i k o o L e li h W .
c Fris tChangingt he s
d r o W e h t n e h t , e r u t c u rt
S ... 51 )1 Changingt heSrtuctureoft heSentence... 51 2 )Changingt heWords ... 61
g n i s a r h p a r a P h ti w s m e l b o r P e h T .
3 ... 61 s
ll a ft i P e s a r h p a r a P t h g i E .
a ... 61 1 )Misreadingt heO irginal ... 71 2)I ncludingTooMuchoft heO irginal... 71 3 )LeavingOutI mpo trantI nformaiton... 71 4 )AddingOpinion ... 81 5 )SummairzingRathert hanParaphrasing... 81
v x
6 )SubsttiuitngI napprop irateSynonyms... 91 7 )Expandingo rNarrowingt heMeaning... 02 8 )Forgetitngt oDocument ... 02
g n i s a r h p a r a P n i m s ir a i g a l P .
b ... 12 1 )Word- rf -o wordPlagiairsm ... 22 2 )APatchworkParaphrase ... 42
s m e l b o r P e h t f o s e s u a C e h T .
4 ... 52 n
o i s n e h e r p m o C g n i d a e R w o L A .
a ... 5.. 2 e
g a u g n a L d n o c e S a n i g n i k r o W .
b ... .... 2 6 g
a l P h ti w g n il a e D .
c iairsmPracitce ... 6.. 2 1 )Carelessnessi nt heResearchProcess... 72 2 )Sloppines swh lieW iritngt hePaper... 82 )3 Ignoranceoft he
“Giving-credti-where-credti- si -due”Rule... 82 )4 The“Passive-sponge”Approacht oResearch... 92 .
5 TheStudents ’Aciton sDeali ngwtiht heProblems ... 03 g
n i k a T e t o N t c e r r o C g n i s U d n a g n i d n a t s r e d n U . a
Method... 3 1 s
e t o N e l b i g e L d n a e t a r u c c A g n i k a T .
b ... 3 1 t
n e m u c o D o t t a h W g n i w o n K .
c ... 3 2 e
t o N y r e v E r o f d r a C c i h p a r g o il b i B a g n i k a M . d
Source... 3 3
i v x lr
a l u c it r a P g n i e B .
e yCarefu labou tTex tandanyOthe r
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e c r u o S g n i g d e l w o n k c A .
f ... 3 4 s
r e h c a e T e h T .
6 ’Aciton sDeali ngwtiht heProblems... 3 5 s
l o o T t e n r e t n I e v it c e f f E s a s e n i g n E h c r a e S g n i s U .
a ... 3 5
p a P f o s tr a P s u o i c i p s u S o t tr e l A g n i e B .
b e r... 3 7 m
s ir a i g a l P n o d n a t S m ri F a g n i k a T .
c ... 3 8 e
v i G o t s y a W r e p o r P e h t s t n e d u t S e h t g n i h c a e T . d
Acknowledgement ... 3 9 k
c a b d e e F e t a ir p o r p p A g n i d i v o r P .
e ... .. 4 0 B .Theoreitca lFramework ... 14
H C R A E S E R . I I I R E T P A H
C METHODOLOGY
d o h t e M h c r a e s e R .
A ... .. 6 4 g
n it t e S h c r a e s e R .
B ... .. 4 7 h
c r a e s e R .
C Paritcipants ... 4 8 d
n a s t n e m u rt s n I .
D DataGatheirngTechniques ... 4 9 1 .HumanI nsrtument... 4 9
s t n e m u c o D .
2 ... 05 e
d i u G w e i v r e t n I .
3 ... 15 e
u q i n h c e T s i s y l a n A a t a D .
E ... 45 e
r u d e c o r P h c r a e s e R .
F ... 75
ii v x .
V I R E T P A H
C RESEARCHRESULTSANDFINDINGS .
A TheStudents ’Problemsi nW iritngParaphrases... 95 d
r o W .
1 - rf -o wordplagiairsm... 26 d
r o W .
a - rf -o wordPlagiairsmwtihI n-tex tCtiaiton ... 26 d
r o W .
b - rf -o wordPlagiairsmwtihoutI n-tex t
Ctiaiton ... 6 6 t
n e m u c o D o t g n it t e g r o F .
2 ... 96 e
s a r h p a r a P k r o w h c t a P A .
3 ... 37 l
a n i g ir O e h t f o h c u M o o T g n i d u l c n I .
4 ... 67 l
a n i g ir O e h t g n i d a e r s i M .
5 ... 77 n
o it a m r o f n I t n a tr o p m I t u O g n i v a e L .
6 ... 9.. 7 n
o i n i p O g n i d d A .
7 ... 08 g
n i n a e M e h t g n i w o r r a N r o g n i d n a p x E .
8 ... 28 .9 SubsttiuitngI napprop irateSynonyms ... 38 B .TheStudents ’Reasonsf o rProducingUnacceptable
Paraphrases... 48 s
s e c o r P h c r a e s e R e h t n i s s e n s s e l e r a C .
1 ... 68 e
c it c a r P f o k c a L A .
2 ... 98 e
r u d e c o r P e h t t u o b a n o i s u f n o C .
3 ... 19 y
r a l u b a c o V f o k c a L A .
4 ... 29 5 .Procrasitnaiton ... 3.. 9
s r e h c a e T e h t m o r f n o it n e tt A f o k c a L A .
6 ... 59 k
c a b d e e F t n e i c if f u s n I .
7 ... 99
ii i v x
g n i s a r h p a r a P n i e r u d e c o r P e t a r u c c a n I .
8 ... 21 0 s
s e n i z a L .
9 ... 31 0 C .TheEffo tr sSuggestedbyt heTeachersi nordert o
Minimizet heStudents ’Problemsi nWiritngParaphrases .... 3.. 1 0 s
t n e d u t S e h t r o f s tr o f f E d e t s e g g u S e h T .
1 ... 71 0 e
li h w e g a s s a P l a n i g ir O e h t m o r f y a w A g n i k o o L . a
Paraphrasing ... 81 0 r
i e h t h ti w s d r o W s ’ r o h t u A e h t g n i g n a h C . b
Synonyms ... 9.... 1 0 e
r u t c u rt S e c n e t n e S e h t g n i g n a h C .
c ... 0.. 1 1 i
e B .
d ngMoreAwareoft heDange ro fPlagiairsm ... 11 1 ll
i k S g n i s a r h p a r a P g n i c it a r P .
e ... 31 1 ti
b a H g n i d a e R a g n i p o l e v e D .
f ... 31 1 s
r e h c a e T e h t r o f s tr o f f E d e t s e g g u S e h T .
2 ... 51 1
a .ProvidingFeedbackf ort heStudents ... 51 1 ir
a i g a l P h ti w t c ir t S g n i e B .
b s m ... 61 1 e
c it c a r P d e d i u G g n i d i v o r P .
c ... 91 1 s
a y lr a E s a g n i s a r h p a r a P s t n e d u t S e h t g n i h c a e T . d
Possible ... 01 2 D .Othe rFindings ... 11 2
s e c r u o S t e n r e t n I l a r e v e S m o r f g n it s a P d n a g n i y p o C .
1 ... 21 2
s e c r u o S p U g n i k a M .
2 ... 51 2 t
c e ri d n I g n it i C t c e r r o c n I .
3 Sources... 81 2
x i x E
T P A H
C RV .CONCLUSIONSANDRECOMMENDATIONS s
n o i s u l c n o C .
A ... 21 3 s
e s a r h p a r a P g n it ir W n i s m e l b o r P ’ s t n e d u t S e h T .
1 ... 31 3
e l b a t p e c c a n U g n i c u d o r P r o f s n o s a e R ’ s t n e d u t S e h T . 2
Paraphrases ... 31 3 i
n i M o t s r e h c a e T e h t y b d e t s e g g u S s tr o f f E e h T .
3 m ize
theStudents ’Problemsi nWiritngParaphrases... 51 3 s
n o it a d n e m m o c e R .
B ... 71 3 s
t n e d u t S P S E L E r o F .
1 ... 71 3
2 .Fo rELESPLecturers ... 91 3
3 .Fo rFutureResearchers ... 31 4
S E C N E R E F E
R ... 41 4
x x
S E L B A T F O T S I L
e l b a
T Page
y r a m m u S d n a e s a r h p a r a P f o n o s ir a p m o C e h T 1 .
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A Page
9 4 1 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s r e tt e L n o i s s i m r e P A
f o a t a D
B Students ’UnacceptableParaphrase .s... 154 1 1 2 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s e s a r h p a r a P ’ s t n e d u t S n i s m e l b o r P d e if it n e d I f o a t a D C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. e d i u G w e i v r e t n I f o s t n ir p e u l B e h T
D ... . 219
3 2 2 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . e d i u G w e i v r e t n I e h T E
6 2 2 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s tl u s e R w e i v r e t n I e h t m o r f n o it a c if i s s a l C a t a D F
e l p m a S
G sofI nterviewTranscirpt .s... . 248
1
I R E T P A H C
N O I T C U D O R T N I
, d n u o r g k c a b h c r a e s e r e r a y e h T . s n o it c e s r o j a m x i s f o s t s i s n o c r e t p a h c s i h T
m e l b o r p h c r a e s e
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d n u o r g k c a B h c r a e s e R . A
a c u d E e g a u g n a L h s il g n E n
I itonStudyProgram(ELESP) ,student shavet o d n a , g n i d a e r , g n i n e t s il , g n i k a e p s y l e m a n , c i s a b e h t m o r f s ll i k s e g a u g n a l r u o f n r a e l
h c i h w n i r e h c a e t a e b o t d e r a p e r p e r a y e h t e c n i s m e h t r o f y ti s s e c e n a s i tI . g n it ir w
A . s ll i k s e g a u g n a l ll a r e t s a m o t e v a h y e h
t mongt hes tudents ,w iritngi swel lknown e c n i s s u o i v b o s i tI . s ll i k s e g a u g n a l r e h t o e e r h t e h t o t d e r a p m o c y ti x e l p m o c s ti r o f
g n it ir w f o s t c e p s a r e h t o d n a s e l u r e g a u g n a l e h t s a r a m m a r g h ti w l a e d o t e v a h y e h t
. e l y t s d n a , n o i s e h o c , n o it a z i n a g r o s a h c u s
c c
A ording to Panduan Akademik Program Stud i Pendidikan Bahasa a
w s i s a h a M n a d n e s o D k u t n u s i r g g n
I (2007),t o preparet hestudent swtih enough ,
g n it ir w n i y ll a i c e p s e , y r e t s a m e g a u g n a
l ELESPstudent saregivensevera lw iritng s
e s s a l
c tt ha mus tbet akenbeforet heyw irt Te hesiso rFina lPaper .TheyareBasic , I I g n it ir W y a s s E t r o h S , I g n it ir W y a s s E t r o h S , g n it ir W h p a r g a r a P , ll i k S g n it ir W
, g n it ir W r e p a P h c r a e s e R , g n it ir W y a s s E c i m e d a c
A andThesi sW iritng.I nt hef ris t r
u o
f classes , thestudentsl earnt owrtieshor tsto iresandpopula ressays .However , from AcademicEssay Wiritng class, they have t o makescienitifc wiritng which
1
2
y l s u o i v b
o dfifer s from persona l w iritng , fo r instance academic essay s and s
r e p a p h c r a e s e
r .
t w o h s o t d e e n s t n e d u t s e h t , g n it ir w c if it n e i c s n
I hei runderstanding o f
c i p o t n i a tr e
c s and srtengthen thei rargument sby giving the evidence in thei r .s tr e p x e e h t m o r f s e ir o e h t r o a t a d h g u o r h t e c n e d i v e e h t t n e s e r p n a c y e h T . s g n it ir w
o t e v a h y e h t , m e h t o t g n o l e b t o n s e o d h c i h w n o it a m r o f n i y n a e s u y e h t n e h W
i e r e h w n o it n e
m tcome sfrom in orde rto avoid plagia irsm .In academic ifeld , n
o h s i d s ti r o f e u s s i t a e r g a e m o c e b s a h m s ir a i g a l
p esty .Gibaldi( 2003)i nsist stha t f
o m r o f a s i m s ir a i g a l
p “intellectua lthetf” and “fraud” (p .66 .) Gibaldi (2003) a
l p x e r e h tr u
f in stha tthe student swho are detected a splagiairsts face se irous y
e h t e l p m a x e r o f ,s e c n e u q e s n o
c canbef aliedint heassignment ,int hecourse ,and ll
e p x e e b n a c y e h t n e v
e edf romt heschool ( .p 76 .) o
M s tplagiairsm i sactually done accidentally because o fthe students ’ y
ti li b a n
i to use and acknowledge source spropelry (Hubbuch ,1992 ,p .161) . o t w o h w o n k o t d e ri u q e r e r a s t n e d u t s e h t , m s ir a i g a l p d i o v a o t r e d r o n i , e r o f e r e h T
. y lt c e r r o c d n a y l e t a r u c c a s e c r u o s e t a r g e t n i d n a e s
u Every itmet heyi ncorporatet he s
e c r u o s e d i s t u o m o r f n e k a t a t a d e h t r o s e ir o e h
t intot hei rownw iritng,t heyhavet o y
l b i s n o p s e
r acknowledget hem. Therearet wobasicway so fincorporaitngsources .
g n it ir w n
i Theyarequotaitonandparaphrase(Spatt ,1999 ;TrzeciakandMackay , 8
9 9 1 .)
u
Q otaiton sarecommonly used by the studentst o presen tauthors’ words g
n it ir w r i e h t n
i .Here ,thestudent sareallowed t ocopyt heexac tword sand i dea s n
i s r o h t u a e h t f
o to thei r wiritng s by giving quotaiton marks . However , i f
3
n o it a t o u
q sareusedt oomuch ,theywli ldisrtactt he lfowoft hestudents ’w iritngs . n
a c t i , r e v o e r o
M be assumed tha tthe students have nothing to say since thei r e
r a s g n it ir
w merelycopyingothers ’words .Accordingt oRoth ( 1986) ,quotaitons, d
l e if e h t n i s tr e p x e f o s d r o w e h t “ s
a ,” raei mpo trantt o beu d se in wiritngapape r t
n e d u t s e h t t u
b smus tbecarefuli nusingt hemsincethey mayloset heo irginaltiy s
k r o w n w o r i e h t f
o fi t hei rpaper sareonly aseire so fquotaitons (p .6) .On t he s
t n e d u t s e h t , g n i s a r h p a r a p n i , y r a rt n o
c borrow only the idea so fthe autho rand .
s d r o w n w o r i e h t o t n i m e h t e ti r w e
r Atlhough tit ake smore itmes ,paraphrasingcan y
e h t r e h t e h w e t a rt s n o m e
d really understand the authors’ argumen t o r no.t , fl e s ti ) P S E L E ( 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 , r e v o e r o M
s A . m s ir a i g a l p d i o v a o t l li k s t n a tr o p m i y r e v a s a d e d r a g e r o s l a s i g n i s a r h p a r a p
n i d e t a t
s Sarjana Pendidikan The is sand Fina lPape rGuideilne s o fELESP l
a it n e s s e s i l li k s g n i s a r h p a r a p d o o g g n i v a h “ , ) 1 1 0 2
( to avoid commtiitng
m s ir a i g a l
p ,” especially in theoreitcal framework a sa par to fReview o fRelated .
) 1 1 . p ( e l b a r a e b n u y l s u o i v b o s i s n o it a ti c f o e s u e h t h c i h w n i e r u t a r e ti L
l a r e v e
S researches which invesitgated both plagiairsm and ctiaiton have w
t m o r F . d e t c u d n o c y ll u f s s e c c u s n e e
b o previou s researches oc nducted by d
n a ) 7 9 9 1 ( i r a d n a b a r
P P irmaningtya s(2010) ,i ti s found tha tplagiairsm stli l y
lt n e u q e r
f occurred among ELESP students .These researches focu s on the t
u b , s e c r u o s g n it i c n i s m e l b o r p ’ s t n e d u t
s there is no deepe r discussion on .
t e y g n i s a r h p a r a
p I rn h e research ,P irmaningtya s(2010 )focuses only on the r
e t n u o c n e s t n e d u t s e h t t a h t s m e l b o r
p e dinciitngonilnes ources .Meanwhlie,i nt he h
c r a e s e
r conducted by Prabandar i(1997) ,there i sa discussion on paraphrasing
4
t u
b unfo trunately t he data a re no trelevan tanymore wtih the presen tcondiiton e
c n i
s i twasdonet hi treen year sago i n whicht heuseofi nterne ta sonilnesource s .
e r a r y r e v l li t s s a
w Prabandar i(1997) ifnd sthatt hes tudents ,whethert heyr eailzed p
d e s u y lt n e u q e r f , t o n r o t
i araphrase in thei rpaper s(p. 72) .Howeve rfrom he r n
a alysis ,whatt hes tudent sdidwas tno reallyparaphrasingbu tmerelycopyingt he u
o h ti w s d r o w e m a
s tincludingt hequotaitonmarks .
t a h t r a e l c l a t s y r c s i ti , y l s u o i v e r p d e t a t s s a n o it i d n o c e h t g n ir e d i s n o c r e tf A
a resear ch on students ’problem sin w iritng paraphrase si scrucially needed to .
t c u d n o
c Inablitiy to paraphrase propelry would become a crucia lproblem fo r P
S E L
E student ssince i tcan lead them to the charge o fplagiairsm . A steache r ,
s e t a d i d n a
c theymus tbeconcernedabou tplagiairsms ince tii sas eirou sacademic e
h tr u F . e s n e f f
o rmore ,when t hey becomea t eacher, t hey would bea role model .
s t n e d u t s r i e h t r o
f I fthey could no tuse source spropelry in orde r to avoid y
e h t , m s ir a i g a l
p would no tbeablet o guidet hei rstudentst o uset heprope rone .s ,
n o it a r e d i s n o c s i h t n o d e s a
B i ti salso signiifcan tto analyze wha tthe students ’ s
n o s a e
r f orproducingunacceptableparaphrasessot hatt her esearche rcanpropose l
u f e s u d n a e l b a ti u
s recommendaiton sdeailng wtih the problems .Besides ,the e
h t e z y l a n a o t s t p m e tt a o s l a r e h c r a e s e
r effo tr ssuggested by t het eacher sin orde r o
t minimize the problem .s The researcher i s interested in selecitng ELESP e
r a o h w s t n e d u t
s taking Research Pape rW iritng clas sas t he paritcipant sof t his h
c r a e s e
r .Research Pape rW iritng i schosen wtih consideraiton tha tthe student s s
s a l c s i h t e k a t o h
w have arleady dh a adequate expeirence i n using sources since c
if it n e i c s n i s s a l c t s ri f ri e h t s a g n it ir W y a s s E c i m e d a c A n e k a t e v a h y e h
t w iritng.
5
B .ResearchProblems s
i h t n
I research,t heproblemi sf ormulatedintot hreequesiton .s .
1 Wha tproblemsareencounteredbyELESPstudentsi nw iritngparaphrases? .
2 WhydoELESPstudent sproduceunacceptableparaphrasesint hei rw iritng? .
3 Wha teffo tr sare suggested by the teacher sto minimize ELESP students ’ h
p a r a p g n it ir w n i s m e l b o r
p r s? ase
C .ProblemLimtia iton
g n it ir w e h t o t n i s e c r u o s g n it a r o p r o c n i f o s e u q i n h c e t l a r e v e s e r a e r e h
T ,
y l e m a
n quotaiton ,paraphrase ,and summary (Troyka ,1987 ,p .510) .However , s
i h
t research only descirbes the students ’ problem s in w iritng paraphrases. s
u o i v e r p e h t m o r f e s u a c e b n e s o h c s i e s a r h p a r a
P researchconductedbyPrabandar i s
a d e d r a g e r s i e s a r h p a r a p , ) 7 9 9 1
( a problemaitc technique fo rELESP students e
r e w s e s a r h p a r a p r i e h t e c n i
s merely quotaiton (copying word- rf -o word) ,bu t .
s k r a m n o it a t o u q g n i s u t u o h ti w
e h
T research i sconducted t o t hesixth semeste rELESP studentswho are g
n i k a
t ResearchPape rWiritngclassint heacademicyea r2010/2011.I nt hi sclass , ri
u q e r e r a s t n e d u t s e h
t edt oproduceresearchpapersi n whichtheymus tprovidea d n a t r o p p u s o t e c n e d i v e e h t s a s e c r u o s e d i s t u o t n e s e r p o t w e i v e r e r u t a r e ti l
n e h t g n e rt
s thei rw iritngs .Therefore ,i ti sassumed tha tthey no tonly have an g
n it ir w n i e c n e t e p m o c e t a u q e d
a , bu t also have an expeirence in using and g
n it n e m u c o
d source .sInaddiitont o ifndingproblem sencounteredbyt hestudent s ,
g n i s a r h p a r a p n
i thi sresearch also attempt sto invesitgate the reason swhy the
6
e c u d o r p s t n e d u t
s unacceptable paraphrase and the effo trs suggested by the s
r e h c a e
t tominimizet hes tudents ’problemsi nw iritngparaphrases.
D. ResearchObjec itve s s i h t f o e s o p r u p e h
T research ist o answert heresearch quesiton sa sstated e
h T . n o it a l u m r o f m e l b o r p e h t n
i searethethreeobjecitve soft hi sresearch. .
1 to identfiy the problem s encountered by ELESP student s in w iritng e
s a r h p a r a
p s.
.
2 t oidentfiyther eason swhyELESPstudent sproduceunacceptableparaphrase .s .
3 t o identfiy theeffo trssuggested by t het eacher sto minimizeELESPstudents ’ r
a p g n it ir w n i s m e l b o r
p aphrases.
E .ResearchBenefti s s i h t f o t l u s e r e h
T research i shopefully bene ifcia lf or ELESP students, ,
s r e r u t c e l P S E L
E and t her eader soft hist hesisi ngeneral .WhenELESPstudent s e
k a
t Academic Essay class ,Research Pape rWiritng class ,and Thesi sWriitng class ,they have to wrtie scienit ifc w iritngs , ilke academic essays and research
s r e p a
p ,a sthei rassignments .In doing thei rassignments ,they have to provide h
c i h w w e i v e r e r u t a r e ti
l requ rie sthem to use outside sources .Thi sresearch si t
n a c if i n g i
s fo rELESP student sbecause i twould give a bette runderstanding on o
t w o
h incorporatesourcesaccurately ,especially i n paraphrasing. So , tii shoped t
a h
t theycanperformi tbette rwhentheywrtiet hei rThesiso rFina lpaper.
7
r e v o e r o
M , thi s research would also b irng students ’ awarenes s o f .
g n i s a r h p a r a p n i m s ir a i g a l
p The student s would be aware o f unacceptable e
s a r h p a r a
p s tha tcanl eadt hemt oplagiairsm .Thi sresearchno tonlyhelps themt o o
s l a t u b e s a r h p a r a p h ti w g n i k r o w o t d e m o t s u c c a e
b togrowi tng hei rsensiitvtiyby .s
k r o w ’ s r e h t o g n it a i c e r p p
a They can also apply recommended effo tr swhich are s
i h t n i d e t n e s e r
p research to minimize theri problems in paraphrasing. t
n a c if i n g i s s i h c r a e s e r s i h t , e r o m r e h tr u
F fo rELESP lecturers ,especially w iritng u
t c e
l rers ,because thi sresearch can give an insigh tabou tparaphrasing which i s m s ir a i g a l p f o e r a w a e r o m e b n a c y e h t , s e d i s e B . s t n e d u t s r i e h t r o f c it a m e l b o r p
s e c it c a r
p in thei r students’ wiritng assignments . They can also apply s
tr o f f e d e d n e m m o c e
r which are presented in thi sresearch to minimize thei r .
g n i s a r h p a r a p n i s m e l b o r p ’ s t n e d u t
s Fort her eadersi n general , tii sexpected t ha t g
n i s a r h p a r a p f o e c n a tr o p m i e h t e z il a e r n a c y e h
t a tfert hey r eadt hi sresearch . tIi s d
e p o h o s l
a tha tticanarouset herii nterestst ouseparaphrase.
n o it i n if e D .
F o fTerms
Thi sseciton present sthe deifniiton o fterm sto avoid misconcepiton and .
n o i s u f n o c
.
1 Students ’Problems i r a d n a b a r
P (1997)deifne sstudents ’problem sa s“a sanyd fiifculitesf aced e
h t g n i n r e c n o c s t n e d u t s e h t y
b useo fquotaitonsi n t hei rw iritngassignments”( p . .
)
6 In t hi sresearch ,students ’problem saredeifned asdfiifculite sencountered by P
S E L E f o s t n e d u t s r e t s e m e s h t x i s e h
t in w iritng paraphrases in thei rresearch
8
s r e p a
p . Thei rdfiifculite scan be identfii ed from unacceptable paraphrase stha t e
d a m y e h
t .
.
2 Paraphrase
k e e r G e h t m o r f s e m o c “ h c i h w e s a r h p a r a p d r o w e h t s n i a l p x e ) 7 8 9 1 ( a k y o r T s d r o
w phrase and the preifx para- .The word phrase mean stel land the pre ifx a
r a
p - i sthe equivalen to falongside” (p .513.) Paraphrase a sde ifned by Spat t )
9 9 9 1
( i s“thepoint- yb -pointr ecaptiulaitono fanothe rperson’si deas ,expressedi n u
o
y rownwords” (p .100 .)Paraphrasei n t hi sresearch i soneo fthetechnique so f n
e d u t s e h t h c i h w n i s e c r u o s g n it a r o p r o c n
i t sborrowthei dea so fauthor sand t hey .
s d r o w n w o r i e h t o t n i s a e d i d e w o r r o b e h t e ti r w e
r Atlhough t hestudent suset hei r t
o n s e o d t i ,s d r o w n w
o meant hatt hei dea sbelongt ot hem .Theystli lhavet ogive e
h t o t t n e m e g d e l w o n k c
a author swhose idea sare borrowed by giving a prope r .
n o it a ti c
.
3 ResearchPaperWriitngClass r
e p a P h c r a e s e
R W iritng class i sa very impo tran tsubjec ttha tmus tbe . r e p a P l a n i F r o s i s e h T d n a g n it ir W s i s e h T e k a t s t n e d u t s P S E L E e r o f e b n e k a t
o t g n i d r o c c
A Panduan Akademik Program Stud iPendidikan Bahasa Inggri s a
w si s a h a M n a d n e s o D k u t n
u (2007 ,)i nordert ocompleteResearchPape rW iritng s
s a l
c ,ELESP student shave to be able “to conduc tmino rresearch and wrtie .
) 8 6 . p ( ” h c r a e s e r e h t f o s tr o p e
r Theuseofr eferencei saverysigni ifcan tpointi n s
i h
t class. A sstated in Research Pape rW iritng Rub irc fo ELESP ,n.d. ,being t n e t n o c n i d e d u l c n i e r a s e c r u o s g n i z i n g o c e r d n a t c e j b u s e h t f o e l b a e g d e l w o n k
t n e c r e p y t x i s h tr o w s i h c i h
w from t het ota lscore .Fort hisr eason ,ResearchPape r
9
g n it ir
W classisr eallyapprop iratef ort hi sresearch . .
4 Plagiarism
o h w s tr e p x e e m o s e r a e r e h
T explain the o irgin o fthe word plagiairsm . “
d r o w n it a L a m o r f d e v ir e d s i m s ir a i g a l
P plagiarius” meaning “kidnapper” s
a y e d n i L ; 7 9 . p , 0 9 9 1 , e l y o C
( ctiedinGibaldi ,2003 ,p .66 ;Glimore ,2008 ,p .2) . p
p a n d i
K i ng i ssuch an i llega lacitvtiy since tii san ac tof t aking somebody away s i m s ir a i g a l p , fl e s ti d l e if c i m e d a c a n I . m o s n a r a s a y ll u f e c r o f g n i h t e m o s r o f k s a o t
. t s e n o h s i d y ll a u t c e ll e t n i d n a y ll a r o
m According to Coyle (1990) ,plagiairsm i s u
o ir e s t s o m e h t
“ sfautl t ha tcan damage a paper” (p .97 .) Wherea sDee s(2003 ) t
a h t s e t a t
s plagiairsm consttiutes“including i n apape ranothe rperson’slanguage i
r
o dea sa s fit hey wereyou rown” (p .164 .) Int hi sresearch ,plagiairsmi sanac t f
o usingauthors ’idea so rword swtihou tgivingprope racknowledgemen tdoneby r
e t s e m e s h t x i s e h
t studentso fELESPint herir esearch papers .Sincet hi sresearch s
i h t n i m s ir a i g a l p f o s m r o f , e s a r h p a r a p n o s e s u c o
f research includet hef aliure t o n
k c a e t a ir p o r p p a e v i
g owledgemen t i n paraphrases and othe r form s o f p
e c c a n
u tableparaphrases , ilkeparaphrase swhicharetoo closet oo irgina lwords . f
i , r e v e w o
H there are othe rsevere form so fplagiairsm found by the researche r s
i s y l a n a e h t g n ir u
d ,for i nstance verbaitm copying f mr o book so ronilne aritcles r
e p o r p t u o h ti
w acknowledgementandmakingups ources ,theyarealsoi ntolerable s
i h t n
i research.
0 1
I I 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 O W E I V E R
s e ir o e h t s e s s u c s i d r e t p a h c s i h
T which are related to thi sresearch .I ti s .
s n o it c e s o w t o t n i d e d i v i
d Frist ,the researche rprovides relevan ttheo ire s a s s
i h t t r o p p u s o t s e c n e r e f e
r research in theoreitca l desc irp ito .n Second , the r
e h c r a e s e
r summairze sand synthesizesal lrelevant t heo ire sused i n t hi sresearch .
k r o w e m a r f l a c it e r o e h t n i
.
A Theoreitca lDescrip iton
I st i necessaryt o f ullydiscus sparaphraset ha tbecomest hemajorf ocu so f s
i h
t research .Therefore ,the researche rhighilghts theo ire son t he impo trance o f ,
e s a r h p a r a
p theguideilnesf o rproducingacceptableparaphrase ,theproblem sw tih s
a r h p a r a
p i ,ng and the cause so fthe problems .Fu trhermore ,in thi spatr ,the s
l a e v e r o s l a r e h c r a e s e
r some theo ire son the students ’and the teachers ’aciton s l
a e
d i ngwtiht heproblem sa sothers igniifcan tconcerns oft hi sresearch . I
e h T .
1 mportanceo fParaphrase g n i s a r h p a r a p , g n it ir w c i m e d a c a n
I i sknown a sa usefu lskill t ha tcan be o
n i s e c r u o s e d i s t u o e t a r o p r o c n i o t d e s
u rdert o suppo trt hewiritng .According t o 0
9 9 1 ( r e t s e
L ) ,“Paraphrasingi sat echniquef orr estaitngonyou rownt het hought , n
i n a e
m g ,and atttiude o fsomeone else” (p .99 .) In othe rwords ,to be able to e
h t e ti r w e r t s u m s r e ti r w e h t , y ll u f s s e c c u s e s a r h p a r a
p author’si deasi nto t hei rown e
v e s m o r F . g n i n a e m l a n i g ir o e h t g n i g n a h c t u o h ti w s d r o
w ral t heo ire sand studies ,
10
1 1
s i t
i found that paraphrasing skli li simmensely usefu lfo renhancing reading s e g r a h c g n i d i o v a d n a , ” l a i c e p S e p a T h c t o c S “ g n i d i o v a , n o i s n e h e r p m o
c fo
. m s ir a i g a l p
n o i s n e h e r p m o C g n i d a e R e c n a h n E o T . a
Since paraphrasing requrie sthe student sto read closely ,thi sproces si s l
a ir e t a m e h t d n e h e r p m o c o t m e h t p l e h o t d e t c e p x
e more easliy .A sexplained by
8 9 1 ( a k y o r
T 7 ,) “the proces so fw iritng a paraphrase help syou t[he wrtiers ] d
n a e g a s s a p t l u c if fi d e l g n a t n
u gain dominaiton ove ra thought” p( p .513-514 .) p l e h o s l a l li w t i , d n a t s r e d n u o t s r e ti r w e h t p l e h n a c e s a r h p a r a p g n it ir w f i , d e e d n I
s A . d n a t s r e d n u o t s r e d a e r e h
t suppo tred by McNamara (2007) ,“Paraphrasing i s e
z il a n r e t x e t i e s u a c e b e v it c e f f e o s l
a s ther eader’ sunderstandingoft hei nformaiton m
o c r o ti n o m r e d a e r e h t s p l e h n r u t n i h c i h w , t x e t e h t n
i prehension moreclosely”
.) 8 7 4 . p (
” l a i c e p S e p a T h c t o c S “ d i o v A o T . b
a h t t r e s s a ) 6 8 9 1 ( n l o c n i L d n a n a n r e f f a
H tthe majo rtask o fw iritng a
t n e r e h o c a o t n i s e c r u o s r u o y g n i v a e w f o s s e c o r p a “ y l n i a m s i r e p a p h c r a e s e r
s n o it a l e r e h t e e s o t e l b a e b d l u o h s s r e d a e r e h t t a h t n i a l p x e r e h tr u f y e h T ” . e l o h w
e c r u o s d e ir a v e h t g n o m
a susedi nar esearchpaperwhent heyr eadi .tHence,t here . ) 7 2 5 . p ( r e h t e g o t t u p e r a s e c r u o s e h t n e h w d n a y h w n o s a e r t n a c if i n g i s a e b d l u o h s
p e h t , ) 2 9 9 1 ( h c u b b u H y b d e n i a l p x e s a , r e v e w o
H roblem wtih mos t o f the
t n e d u t
s s ’research paper si sthat t he use o fa large numbe ro fdriec tquotaitons , a
i c e p s
e llyl ongdriec tquotaitons( p .165.) Troyka( 1987 )de ifnest hiscondiitona s ”
l a i c e p S e p a T h c t o c S “
a in whicht hestudents’wiritngbecome sno tcoheren tand
2 1
s n o it a t o u q h ti w d e d a o lr e v o e r a s r e p a p e h t e s u a c e b d a e r o t tl u c if fi
d ( p . 4p 5 -2 525 .)
n e d u t s e h t n e h
W t s frequen lty use quoted passages , especially long quoted s r e p a p e h t g n il li f f o y ti li b i s n o p s e r e h t d i o v a o t m e h t s p l e h y l b a b o r p t i ,s e g a s s a p
e c n e r e h o c e h t t c e f f a y l e s r e v d a l li w t i ,t c a f n I .s d r o w d n a s t h g u o h t n w o r i e h t h ti w
. g n it ir w r i e h t f o
r e t n i d i o v a o
T rupitng a pape rwtih too many quotaiton so reven long o t e v it a n r e tl a s a e s u o t s tr e p x e e m o s y b d e d n e m m o c e r s i e s a r h p a r a p , s n o it a t o u q
, g n ir e m e M ; 6 8 9 1 , n l o c n i L & n a n r e f f a H ( s e c r u o s e t a r o p r o c n i d n a e g d e l w o n k c a
9
1 89 ;Spatt ,1999 ;Troyka ,1987 .)Asr emarkedbyHaffernanandLincoln( 1986) , f o d r o w y r e v e g n it o u q t u o h ti w s t x e t s s u c s i d o t u o y s e l b a n e “ e s a r h p a r a p g n it ir w
g n it p u r r e t n i d i o v a o t s u h t d n a m e h
t you ressaywtihl ongquotaitons” (p .213 .) c .ToAvoidCharge so fPlagiarism
o
T avoid plagiairsm,t hestudentshavet o r esponsibly useand i ncorporate e
h
t ri source setihe rthrough quotaiton o rparaphrase .However ,they need to be . d a e r o t d r a h g n it ir w r i e h t e k a m n a c t a h t s n o it a t o u q y n a m o s g n i s u f o d e n r a w
