Students’ Paraphrasing Ability in Introduction of Research Proposal

Abstract

This quantitative content analysis study was conducted to analyze university students’ quality to
paraphrase and to investigate the strategies used by the students, specifically in paraphrasing the
Introduction of research proposal. The population of this study was 152 of the sixth English
Department students, Universitas Islam Negeri Antasari Banjarmasin who took English for
Academic Purposes course. The sample of the research consisted of 52 students which were
taken by using purposive sampling technique, 14 of 40 students from A class, 14 of 40 students
from B class, 12 of 36 students from C class, and 12 of 36 students from D class. The findings of
the study indicated that students used synonyms with the highest frequency. In terms of
paraphrasing quality, it has been clearly seen that students’ paraphrased versions were “Near
copy” with the highest percentage. Therefore, this study showed that the students’ ability still
failed to properly paraphrase. It is suggested that English writing instruction at any university
provide more training on paraphrasing for the students.

INTRODUCTION

Plagiarism is a strictly prohibited activity. This is based on Act of the Republic of

Indonesian Number 20 year 2003 (UU No. 20 Tahun 2003 tentang SISDIKNAS) explained that:
“An academic, professional, technical and vocational degree is given must be revoked, if his/her
thesis/dissertation is plagiarism. (Article 25 verse 2). A graduated whose academic work is to
obtain a degree set forth in Article 25 verse 2 is found as plagiarism, shall be liable imprisonment
of up to two years and/or two a maximum fine of RP. 200.000.000.00,- (two hundred millions
rupiah)- (Article 70). [ CITATION Per19 \l 1033 ]. Thus, plagiarism is dangerous and the under-
graduated students must avoid it”

In the higher education, students are normally required to complete several assignments
including research, report, scientific paper, article, even thesis as requirements to get bachelor.
They certainly have various references. The references spread unlimitedly since the internet
makes searching everything is possible. However, this everything is possible, apparently, creates
many academic misconducts, such as the tendency to download a script of someone else’s
writing and then to admit it as own writing This new-tendency trend lately is known as
plagiarism[ CITATION Khe18 \l 1033 ]. Therefore, to demonstrate good competence and
understanding of particular assignments, academic writing skill is considered as a necessary
factor [CITATION Bai11 \p i \l 1033 ] . One of parts of academic writing is paraphrasing.
Paraphrasing is the most important strategy for students in a real academic context [CITATION
Dun10 \m Irm18 \m Mas17 \l 1033 ] . Moreover, [ CITATION Okt18 \l 1033 ] said that paraphrasing is
the best way to avoid plagiarism, since plagiarism is one of the big problems in writing.
Paraphrase is modify the word of the text until diverge from the original source before, without
having to become different significance[ CITATION Bai11 \l 1033 ]. Therefore as the under-
graduated students have to do paraphrasing in academic writing.

Research proposal is requirement before Thesis is requirement to get bachelor. Therefore,

students have to do that. While, English for Academic Writing is one of course that students
must submit research proposal as final project to make the students understand how the way to
make Thesis. However, it just brief research proposal about 5 pages including introduction,
method, and references. Therefore, the researcher want to conduct the research to find students
paraphrasing ability through analyze the strategies that students used and the quality of students’
paraphrase seen from the four dimensions. Moreover, Thus, this study analyze the introduction
of research proposal, specifically in citation that they read in journal, book or thesis, whether
they paraphrased or copy paste.

Doing paraphrase needs to know the strategies in order to be able to make a good writing
and avoid the plagiarism. Furthermore, the students at semester 6 who took English for
Academic Purposes course at English Education Department at UIN Antasari Banjarmasin have
to submit the brief research proposal as the final project and the students were suggested to do
paraphrasing in creating it. Thus, this study aims to analyze the strategies that students used and
the paraphrase identification to find the students ability in paraphrasing in introduction of thesis
proposal.

Method
 This research was a quantitative content analysis which used document analysis as its
data collection technique. The population for this research includes 152 students who have taken
English for Academic classes Universitas Islam Negeri (UIN) Antasari. By using the random
sampling technique. The reason to choose the simple random sampling because it is the best way
to obtain a representative sample[ CITATION Gay12 \l 1033 ]. This research determined 52 students
as the sample, as mentioned Arikunto (2006), the population is more than 100 is taken as sample
between 10-15% and 20-25% or more than 35% is good. Therefore, the researcher took 35 %
from 158 brief of research proposal.

Result

Paraphrasing Strategies

a. Student 1

1) Original:
A lesson plan is a schedule that tells the teachers what to do in a specific time to
specific group of learners about specific lesson. It is also defined as "the road map or
framework used to plan and conduct every class from first meeting to final exam. In
addition, lesson plans ensure you have created a logical, systematic learning process
essential to making sure your students achieve the most learning in the least time.''
(Faculty Training and Development, 2006: 3).

Paraphrased:

Lesson plan is defined as "The road map or structure used to prepare and execute
each class from the first meeting to the final exam. However, the lesson plans ensure
that you have developed a rational, structured learning process which is necessary to
ensuring that your students accomplish the most learning in the shortest possible
period." (Faculty Training and Development, 2006 (as cited in Bin-Hady, 2018).

Analysis:

A lesson plan is a schedule that tells the teachers what to do in a specific time to
specific group of learners about specific lesson. (O.a.n) Lesson plan (Sy) is defined
as "The road map or structure (Sy) used to prepare (Sy) and execute (Sy) each (Sy)
 class from the first meeting to the final exam. However (Sy), the lesson plans ensure
that you have developed a rational (Sy), structured (Sy) learning process which is
necessary (Sy) to ensuring (Sy) that your students accomplish (Sy) the most learning
in the shortest possible period (Sy)." (Faculty Training and Development, 2006 (as
cited in Bin-Hady, 2018).

Sources:

Bin-Hady, W. R. A. (2018). How Can I Prepare an Ideal Lesson-Plan?. 7(4), 275-

279. https://doi.org/10.2139/ssrn.3434031

2) Original:
LS is also defined by Lewis (2002) as a teacher-led instructional improvement
cycle through which teachers work collectively to fulfill a series of steps.
Paraphrased:
Lesson plan is also defined by Lewis (2002) as a teacher-led instructional progress
process where teachers work together to achieve a set of steps.
Analysis:
Lesson plan is also defined by Lewis (2002) as a teacher-led instructional progress
(Sy) process (Sy) where(Sy) teachers work together to achieve a set (Sy) of steps.
Source:
Coşkun, A. (2017). The Application of Lesson Study in Teaching English as a
Foreign Language. Inonu University Journal of the Faculty of Education, 18(1), 151-
162. https://doi.org/10.17679/inuefd.297845
The student 1 paraphrased these citations by using two paraphrasing strategies.
The first citation, the student 1 used omit any necessary and changing synonym while
the second citation the students 1 used synonym. In short the student 1 paraphrased
these citations mostly used by the changing synonym strategy.
b. Student 2
1) Original:
Feedback has long been regarded as essential for the development of
second language (L2) writing skills, both for its potential for learning and for
student motivation.
 Paraphrased:

Hyland & Hyland (2006) states that feedback has long been considered
important for the development of EFL writing skills, for students' motivation and
potential for learning.

Analysis Paraphrased:

Hyland & Hyland (2006) states that feedback has long been considered (Sy)
important (Sy) for the development of EFL writing skills (Sy), for students'
motivation and potential for learning.

Source:

Hyland, K., & Hyland, F. (2006). Feedback on second language students'

writing. 39(2), . 83-101.

2) Original
Shute (2008) adds that feedback is “information communicated to the
learner that is intended to modify his or her thinking or behavior for the purpose
of improving learning” (p. 154).
Paraphrased:
Shute (2008) adds that feedback is "information that is communicated to
students intended to modify their thinking or behavior for the purpose of
enhancing learning" (p. 154).
Analysis:
Shute (2008) adds that feedback is "information that is communicated to
students (Sy) intended to modify their thinking or behavior for the purpose of
enhancing (Sy) learning" (p. 154).
Source:
Edeiken-Cooperman, N., & Berenato, C. L. (2014). Students’ Perceptions
of Electronic Feedback as an Alternative to Handwritten Feedback: One
University’s Inquiry. Journal of Education and Learning, 3(1), 79-85.
 The student 2 paraphrased these citations by changing synonym strategy.
However in creating the second citation, the student 2 did a little bit wrong,
because he used citation in citation but without mention the first source.
c. Student 3
1) Original :
Academic writing is always a form of evaluation that asks you to
demonstrate knowledge and show proficiency with certain disciplinary skills of
thinking, interpreting, and presenting.
Paraphrased :
Academic writing is always a form of evaluation that asks you to
demonstrate knowledge and show proficiency with certain disciplinary skills of
thinking, interpreting, and presenting (L. Lennie, 2010)
Source:
Irvin, L. Lennie. 2010. “What Is “Academic” Writing?”, Library of
Congress Cataloging-in-Publication Data Writing Spaces: reading and writing,
Vol. 1, 8.
2) Original:
Most academic courses assess students through written assignments.
These include coursework, which may take weeks to write, and exam answers,
which often have to be written in an hour or less.
Paraphrased:
Mostly Academic courses assess students through written assignment
included coursework and exam answer
Analysis:
Mostly (C.p.s) Academic courses assess students through written
assignment included coursework and exam answer. (Comb)
Source:
Bailey, S. (2011). Academic Writing: A Handbook for International
Students. London & New York: Routledge.
 The student 3 paraphrased these citations by changing part of speech and
combine two sentence strategies. However in creating the first citation, the
student 3 did paraphrased it although he mention the source.
d. Student 4
1) Original:
Reflective teaching influences students, as well. It is argued in the literature that
teacher involvement in the reflective teaching has a mutual effect on students’
knowledge of reflectivity
Paraphrased:
Reflective teaching influences students, as well. It is argued in the literature that
teacher involvement in reflective teaching has a mutual effect on students' knowledge
of reflectivity (Yost, Sentner, & Frolenza-Baily as cited in Akbari, 2007).
Source:
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective
practices in L2 teacher education. System, 35(2), 192-207.
http://dx.doi.org/10.1016/j.system.2006.12.008
2) Original:
Reflective practice has been defined from multiple perspectives. To exemplify, it
is considered to be a tool to deepen the understanding of the teaching-learning
process, expand teachers’ repertoire of techniques, monitor the impact of the
utilization of these techniques and evaluate teaching (Bailey, 2012; Murphy, 2014;
Richards & Lockhart, 1996).
Paraphrased:
Reflective practice has been defined from multiple perspectives. To exemplify, it
is considered to be a tool to deepen the understanding of the teaching-learning
process, expand teachers' repertoire of techniques, monitor the impact of the
utilization of these techniques, and evaluate teaching (Bailey, 2012; Murphy, 2014;
Richards & Lockhart, 1996).
Source:
 Gungor, M. N. (2016). Turkish Pre-service Teachers’ Reflective Practices in
Teaching Turkish Pre-service Teachers’ Reflective Practices in Teaching English to
Young Learners . Australian Journal of Teacher Education , 41(2), 137-151.

That is tough, The student 4 did paraphrased these citations. Moreover, in the
first citation, the student 4 did correct citation by mention the source however the
second citation, he did a little bit wrong in mentioning the name of source.
e. Student 5
1) Original:
As Rivers (1981: 188) says “we learn to speak by speaking.” Actually we do not
teach learners how to speak; they themselves learn to speak by taking every
opportunity to practice.
Paraphrased:
As Rivers (1981:188) says “we learn to speak by speaking.” Literally we do not
teach learners how to speak; they themselves learn to speak by taking every
opportunity.
Analysis:
As Rivers (1981:188) says “we learn to speak by speaking.” Literally (Sy) we do
not teach learners how to speak; they themselves learn to speak by taking every
opportunity.
Source:
Yamani, I. (2014). Efl Students’ Attitudes Towards The Development Of
Speaking Skills Via Project-Based Learning: An Omnipresent Learning Perspective .
Doctoral Dissertation, Gazi University , Graduate School Of Educational Sciences
Department Of Foreign Languages Education English Language Teaching Program .
2) Original:
By evaluating the project not as a target but as an infrastructure, project-based
learning expresses the process dimension rather than the product dimension of the
learning and makes the learning as individual as is desired (Demirel, 2013, p. 18)
Paraphrased:
 By evaluating the project not as a target but as an infrastructure, project-based
learning expresses the process dimension rather than the product dimension of the
learning and makes the learning as individual as is desired (Ozgur: 2017).
Source:
Ozgor AVSAR. 2017. An Investigation on the Implementation of Project Based
Learning in ELT. Thesis, Department of English Language Education.
In short, the student 5 did paraphrased only change one vocabulary to become
synonym. Thus, the students 5 paraphrased used used by the changing synonym
strategy

Grade A: Quality of Paraphrase

Level of paraphrasing Number of Words Percentage

ability Students
Exact Copy 7 329 50,46
Near Copy 5 194 29,75
Minimal Revision 1 67 10,28
Moderate Revision 1 62 9,51
Substantial Revision - - -
Total 12 652