1
AN ANALYSIS OF ENGLISH STUDENT’S PERCEPTION ABOUT PLAGIARISM
(A Study at The Fourth Year of 2015/2016 Academic Year in English Department of STKIP PGRI Sumatera Barat)
Riri Tasi, S.Pd1) Mayuasti,M.Pd2) Astuti Pratiwi, M.Pd 3)
1 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun – Padang, [email protected] (1st Writer)
2 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun – Padang, [email protected] (2nd Writer)
3 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun – Padang, [email protected] (3rd Writer)
ABSTRACT
This research is aimed to find out what are English students’ perception about plagiarism at the fourth year of 2015/2016 year in English Department of STKIP PGRI Sumatera Barat. The design of this researh is descriptive research with using qualitative approach. To collect the data, the researcher give the questionnaire and doing interview to English student at the fourth year. In this research, there were 17 students of 168 students who were finishing the thesis at the fourth year in STKIP PGRI Padang, Sumatera Barat in Academic Year 2015/2016 which taken 10% became the sample. After the researcher got the data, the researcher did analyze with using theory by Maxwell et al (2006:73). From 17 students, the researcher found that there were 3 parts students’ perception about plagiarism. There were 7 students said that plagiarism may do, 6 students said that plagiarism may not do and 4 students said that undecided or confused plagiarism may do or may not do. Based on that found, the researcher recommended the student should avoid plagiarism with practice the thing that avoid plagiarism such as increase understanding about paraphrasing.
Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif untuk menganalisis apa - apa saja persepsi siswa Bahasa Inggris tentang Plagiarism oleh siswa tahun keempat di STKIP PGRI Padang, Sumatera Barat. Untuk mengumpulkan data, peneliti meminta siswa mengisi angket dan mewawancarai siswa bahasa inggris tahun keempat. Di dalam penelitian ini terdapat 17 siswa dari 168 jumlah siswa keseluruhan pada tahun keempat yang sedang melaksanakan pembuatan tugas akhir/skripsi di STKIP PGRI Padang,Sumatera Barat tahun ajaran 2015/2016 yang diambil 10%. Setelah peneliti mendapatkan data tersebut, peneliti menganalisisnya dengan menggunakan teori yang terdapat pada penelitian ini ( Maxwell et al (2006:73)). Dari 17 siswa tersebut ditemukan ada 3 bagian dari persepsi siswa tentang plagiaat. Persepsi siswa tersebut adalah ada 7 siswa yang mengatakan plagiat itu boleh dilakukan, ada 6 siswa yang ragu ragu memberikan pendapat bahwa plagiat itu boleh dilakukan atau tidak boleh dilakukan dan yang terakhir adalah ada 4 siswa yang mengatakan plagiat itu tidak boleh untuk dilakukan. Berdasarkan temuan tersebut, siswa dianjurkan untuk menghindari plagiat, lebih banyak mempraktekkan hal-hal yang menghindari plagiat seperti meningkatkan kemampuan paraphrasing.
Key words: Students’ Perception, Plagiarism
2 A. INTRODUCTION
Academic writing is an activity of writing that is done by the people who are studying in elementary school, junior high school, senior high school, university, collage, etc. It is done by them to finish the task of their study. The form of academic writing is like, paper, long essay, thesis, etc. Academic writing needs a commitment of honesty.
In era of this globalization, many students have writing projects that must do and need many supporting idea from some sources such as book and journal to finish their writing project. To take some idea from authors, the students must do citation. Citation gives a responsibility about a honesty in academic writing. It is also one of evidences that plagiarism must be avoided. Based on pre observation, there are students do not do it as academic honesty in writing. They take the authors’ idea without doing a citation. It indicates that they do plagiarism. Belter &
Dupre (2009:259) state that plagiarism is one or more passages that was word-for-word the same as another source without appropriate citation and quotation marks. It means that if students take the authors’ idea from some sources must do a citation because it avoids the plagiarism.
Plagiarism is a type of academic dishonesty, and often conceived as deception behavior that diminishes the intellectual property of the original author. Indeed, Petress (2003:4) describes plagiarism as a ‘plague on our profession’ that, arguably, obliterates rewarding the ethic of hard work, eroding the moral value of honesty, whilst devaluing the role of assessment items within our educational establishments. It means that if someone does plagiarize it can be plagued in the profession, and also eroding the moral value of honesty.
Plagiarism almost do all of students’
levels especially the college students. They free to plagiarize without caring about their academic honesty. Based on pre observation, many problems that are faced by students in college like take all or copy paste their writing project from internet without write a references and also the students take the authors’ idea without a citation. Then, if the students do plagiarism so the students can get negative effect. The students who do plagiarism will get punishment from their lecturer such as get low value, and if the students still do plagiarism may be the students will get more punishment such as
Drop Out from University. It can be concluded that plagiarism should be avoided.
Many students understand about the plagiarism and know how to avoid it but some of them still do it because some reasons such deadline project, assignments and difficult to create an idea for their writing project so they force to do plagiarism. However, many students still care to avoid plagiarism because they know the punishment of plagiarism more serious.
In addition, based on explanation plagiarism above, of course the students have opinion about plagiarism because every students have different perception. Students perception is process of human judgment and decision making is distorted by an array of cognitive, perceptual and motivational.
Perception also process of human view about something and make decision about what they see. May be the students perceive plagiarism is seriously or just so-so.
Based on this explanation above, the researcher is interested to know what are the English students’ perception about plagiarism in academic writing at STKIP PGRI Sumatera Barat. After the researcher gets English students’ perception about plagiarism the researcher will analyze and describe using theory Maxwell et all (2006:73).
B. RESEARCH METHODS
The method of this research was qualitative research. The researcher chooses the qualitative research because the researcher wants to analyzed student’s perception about plagiarism. According to Gay and Airasian (2000: 16), qualitative research seeks to probe deeply into the research setting in order to obtain understanding about the way things are, why they are that way, and how the participants in the context perceive them.
The design of this research was descriptive research. The researcher implements descriptive research because the researcher want to described how the students’
perception about plagiarism. According to Fraenkel and Wallen (2009: xxv) descriptive research requires a more detailed analysis of the various aspects of phenomena and their interrelationships. It means that descriptive research focus to analyzed the real situation of the object or participant to show the phenomena.
3 The researcher needs participant to
conducted the study. According to Gay and Airasian (2000:121), participants are group of individual that participates in research project.
To get the data the researcher has to considered the appropriate participants. Gay and Airasian (2000: 281) state that selected participants must be able to provide the desire information and willing to provide it to the researcher. Based on explanation above, the researcher choose students from English department students of STKIP PGRI Padang West Sumatera as participants. They are students who write thesis. They are consist of 168 students.
In this research, the researcher uses random sampling technique. According to Creswell (2012:143), random sampling is to choose individuals to be sampled who will be representative of the population. Thus, based on that definition the researcher want to use simple random sampling. From all the participants above, the researcher takes 10%.
It’s mean that, there are 17 students who be the sample of this research.
The researcher used two kinds of instruments in order to gather the data. The first instrument is the questionnaire and the second instrument is interview.
C. RESEARCH FINDINGS
Based on data analysis above, on questionnaire from17 participants the researcher found there were 6 students said that plagiarism may not do, 7 students said that plagiarism may do and 4 students said that undecided or confused that plagiarism may do or may not do. On interview from 5 participants the researcher found that there were some student who did plagiarism by the reason the student lazy to think the idea, deadline project and lazy to make the assignment or final project. Next, the researcher found the student that was not do plagiarism may be the student afraid about punishment of plagiarism and they think plagiarism was very serious. It supported by Fish&Hura (2013) surveyed at a large urban college that the participant indicated they believe that some type of plagiarism was more serious. It means that Fish&Hura found in their research that the participant believe plagiarism was more serious. Then, the researcher also found that student afraid did plagiarism but he was force because he has some reason. It supported by Rustagi&Dada(2010)said that the result of their research explained the prevalence of
cheating and the reason why student cheat.
Their research almost same with this research, but in this research the researcher focused to explained the perceptions’ of plagiarism and the reason why student did plagiarism.
The last, the researcher found that there were three perception about plagiarism. There were has perception was may not do, there were said undecided or confused about plagiarism and the last the student said that plagiarism it was not good or may not do. It also supported by Zafarghandi,Koshro Barkat (2013) their research explained the understanding, perceived seriousness, and prevalence rates of different forms of plagiarism among Iranian English as Foreign Language (EFL) Masters student at Universities in Iran where their courses were taught in English. The result indicated that plagiarism was pervasive among the student, and they had an inadequate understanding of different forms of plagiarism. Second, prevalence rates of plagiarism were negatively correlated with both perceived seriousness and understanding of plagiarism at significant levels. Third, perceived seriousness of plagiarism was a predictor of prevalence.
D. CONCLUSION
In this part, the researcher will give the In this part, the reseacher wants to conclude her research. The researcher Based on the research question “What are English students’ perceptions about plagiarism in academic writing at fourth year of academic year 2015/2016 at STKIP PGRI Sumatera Barat?” the researcher found students’ perception about plagiarism. Based on findings Discussed on chapter IV, In fact, the student was still doing plagiarism, but there was student did not plagiarism and there were several perceptions that found by the researcher, there were may to do, undecided and may not to do. The students who said that plagiarism may do , because their said that plagiarism not to very serious. Next, the student said that plagiarism that was confused, because according to them, actually plagiarism may not to do , but when they have some deadline project, do not have same idea, and lazy to make the project, so they force to do the plagiarism. Last, the student have perception that plagiarism was may not to do. Because they think plagiarism was
4 very dangerous. If someone who do
plagiarize, he will get punishment from the lecturer maybe, and if he still do plagiarism so, they will get punishment from institution like DO (Drop Out) from campus.
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin.
Firstly, the researcher would like to express her deepest gratitude to Allah SWT who has given the researcher mercy, chance and health to finish this thesis. In addition, thanks to Prophet Muhammad SAW as his inspiration to keep fighting to finish this thesis that entitles“An Analysis of English Students’ Perception About Plagiarism”. This thesis was aimed to fulfill one of the requirement for S1 Degree of English Department at STKIP PGRI Sumatera Barat.
Furthermore, the researcher also states the big appreciation and gratitude toward researchcer`s parents (Maiyuzir,S.E and Titin Nengsih, S.Pd) and advisors (Mayuasti, M.Pd and Astuti Pratiwi, M.Pd) who have given very great mentally and materially supports, love, prays, and motivation in finishing this thesis; who have given their precious time, support, affection, attention, technically and mentally guidance, motivation, and knowledge in the entire processes of writing and revising this thesis.In short, the researcher hoped that the next researcher conduct a research in wider scope and more complete research findings.
REFERENCES
Ary, Donald. Lucy Cheser Jacob. Chris Sorensesn & Asghar Razavieh. 2011.
Introduction to Research in Education 8th edition. Canada: Nelson Education, Ltd.
Bernhardt, Victoria L. 2016. Assessing Perceptions Using Education for the Future Questionnaires. Education for the
Future,chico, CA.
(http://eff.csuchico.edu).
Carroll, J., & Appleton, J. 2001. Plagiarism: A good practice guide. Learning and Teaching Briefing Papers Series. United Kingdom: Oxford Brookes University.
Carorol, J. 2005. A Handbook for Deterring Plagiarism in Higher Education. Oxford University Press: Centre for Staff and Learning Development).
Clegg, S., & Flint, A. 2006. More heat than light:Plagiarism in its appearing. British Journal of Sociology of Education, 27(3), 373-387.
Creswell, John., W. 2012. Educational research (4th ed). Boston, MA : Pearson.
Creswell, John., W. 2002. Educational research (1th ed). Boston, MA : Pearson.
Dordoy, A. 2002. Cheating and plagiarism:
Staff and student perceptions at Northumbria. Proceedings of the Northumbria Conferenc, Educating for the future.
Fish, Reva and Gerri Hura. 2013. Students’
Perception of Plagiarism.pp.33-45.
Fraenkel and Wallen. 2009. How to Design and Evaluate Research in Education: Seventh Edition. New York:McGraw-Hill
Gay, I.,R., Mills, Geoffrey, E., Airasian, Peter, W. 2012. Educational Research:
Competencies for Analysis and Applications. New Jersey: Pearson Education, Inc.
Gay, L. R and Airasian, Peter. 2000.
Educational Research Competencies for Analysis and Application. New Jersey:
Pearson Education Inc.
Information Resource Center. 2002. Citing sources. Retrieved March 20, 2016,fromhttp://www.iu_bremen.de/imperia /md/content/groups/irc/library/citing_source s/pdf.
Kondalkar. 2007. Organizational Behaviour.
New Delhi: New Age International.
Leo, S. 2007. English for academic purpose:
Essay writing. Yogyakarta: ANDI.
Mahmood, Zaigham. 2009. Plagiarism:
Students’ Perception. School of Computing, University of Derby.
MahmudJafar, 2004. Introduction to Psychology. New Delhio: A.P.H.
Publishing Corporation
Mammen, K & Meyiwa, T. 2013. Perceptions and Concerns on Plagiarism and its
5 Implications for Teacher Education: A
Case Study of a South African University.
International Journal Education Science, 5(2): 99-108 (2013).
Marriam-Webster Online Dictionary. Retrieved on May, 2nd 2016 http://www.turnitin.com.
Modern Language Association. 2009. Cite right:
A quick guide to citation styles – MLA, APA, Chicago, the sciences, professions, and more. Chicago: The University of Chicago Press.
Maxwell, A. J., Curtis, G. J., & Vardanega, L.
2006. Plagiarism among local and Asian students in Australia. Guidance &
Counselling, 21(4), 210–215.
Mirsha,Kumar Braj.2008.Psychology:The Study of Human Behaviour.New Delhi:Glorious Printer.
McCabe, D. L., Trevino, L. K., & Butterfield, K. D.
2001. Cheating in academic institutions: A decade of research. Ethics & Behavior, 11(3), 219-233.
Neville, Colin. 2010. The Complete Guide Top Referencing and Avoiding Plagiarism.
Open University Press New York.
Narendra, O., Rustagi and Dada, R.2010. Students Perceptions of Cheating and Plagiarism in Higher Institutions. Vol 7 No 11.
Park, Chris. October 2003. In Other(People’s) Word: Plagiarism by university students- Literature and lesson. Vol 28 No 5.
Roberts, Tim.S. 2008. Student Plagiarism in an Online World: Problems and Solutions.
Central Queensland University, Australia.
Robbins, P.S & Judge,T., A.2013. Organizational Behavior. America:San Diego State University and University of Notre Dame.
Smith, Wendy Sutherland. 2008. Plagiarism, The Internet and Student Learning. Improving Academic Integrity. New York and London.
University of Bradford. 2016. Plagiarism.
Retrieved April 10,2016 on http://www.bradfor.edu/plagiarism.
University of Malbournien Robert. 2008. Source of Plagiarism. Retrieved April 10, 2016 on http:// www.malbournien.edu.au/writin.
University of Turnitin. 2013. Type of Plagiarism.
Retrieved on May, 15th 2016 http://www.turnitin.com.
Wood,Julia T.2009. Communication in Our Lives.
Boston: Wadsworth Cengange Learning.
Yulianti, 2013. A descriptive Analysis of Students’
Perception Towards Teachers’ Talk in English Classroom.
Zafarghandi, Amir Mahdavi. Fatemeh Khosro and Behzad Barkat. 2013. An Investigation of Iranian EFL Masters Students’ Perception of Plagiarism. University of Gulian. Vol 8 No 2.
