Edulingua: Jurnal Linguistics Terapan dan Pendidikan Bahasa Inggris| Vol x. No. y.

Month Year

The Plagiarism Awareness of Students’ Proposal Writing In English

Education Department at Uin Antasari Banjarmasin

Hairunnisa1, Norlinda2, Nur Yulia Latifah3, Melisa Khairaini4, Salwa Ramadhani5

1
UIN Antasari Banjarmasin, Indonesia
niisaarham24@gmail.com
2
UIN Antasari Banjarmasin, Indonesia
norlinda636@gmail.com
3
UIN Antasari Banjarmasin, Indonesia
latifah15072001@gmail.com
4
UIN Antasari Banjarmasin, Indonesia
melisa070401@gmail.com
5
UIN Antasari Banjarmasin, Indonesia
salwaramadhani68@gmail.com

ABSTRACT
This study aims to determine how students' understanding and awareness of plagiarism in
writing proposals by sixth-semester students in the English department at UIN Antasari
Banjarmasin, their reasons are also investigated in this study. A qualitative research method
was used and framed by questionnaires and online interviews were employed as data
collection techniques in this phenomenological research. The respondents were 27 students'
in the sixth semester in English department at UIN Antasari Banjarmasin. The result of the
study shows that students are aware of the act of plagiarism, then the reason they do
plagiarism is driven by several factors, namely laziness, wanting to finish quickly, and being
pressured by circumstances.
Keywords: Plagiarism, Awareness, Proposal, Writing

Submission of a thesis proposal is a universities in Indonesia before proceeding

mandatory step for every student from all to thesis writing. Proposal writing has
 Jurnal Edulingua | Vol 4. No. 2 Juli - Desember 2017

differences in each university, both in Consciousness is generally defined

terms of writing methods, procedures, as an action that a person does
limitations in writing, and systematics. consciously. This is in line with the
Each university also has a different opinion of Idiegbeyan et al, (2016) which
<< | Page proposal writing time, different at every states that awareness is the ability to parse,
level of education and college but the assess, and determine differences in an
process is generally the same (Suwita, event. Thus, plagiarism awareness can be
2020), in certain semesters, in essence, not interpreted as individual awareness
all universities simultaneously write regarding the act of plagiarizing other
proposals at a certain time. people's ideas that should not be done.
Ukpebor et al, (2013) confirmed that in
One of the problems in writing
order to suppress acts of plagiarism,
proposals is that plagiarism is still
awareness needs to be increased starting
common. Plagiarism is when we steal
from elementary schools to universities.
something from someone else, be it ideas
Because most students still misunderstand
or writings. This is in line with the opinion
plagiarism, this problem must be
of Santosa et al (2019) who define that
straightened out by explaining knowledge
plagiarism is not a good thing to do
about plagiarism (Sentleng, 2012).
because it is the same as taking work or
Therefore, awareness is needed in proposal
ideas from other people. Ibegbulam
writing activities to avoid plagiarism.
(2015), equates plagiarism as kidnapping
words, which unfortunately is not an Nkiko & Osinulu (2016) examined
uncommon act, where the impact of awareness and perception of plagiarism of
plagiarism itself makes the writer unable to postgraduate students in selected
continue his research to the thesis level Universities in Ogun State Nigeria. Based
(Vanbaelen, 2013). This means that this on the result, the postgraduate students
act of plagiarism is often carried out by experienced malaise which is depending
students without them realizing it and this on the student's awareness of plagiarism
is a common thing for students because level, level of awareness training, pressure
this plagiarism often occurs. This is one of to fulfill deadlines, insufficient writing
the things that need to be reviewed more skills, and shortage of plagiarism
deeply in order to provide the results of knowledge.
writing a proposal that is in accordance
Jerebic & Trivan & Jereb (2017)
with the rules of academic writing.
determined the reasons that lead students

Edulingua: Jurnal Linguistics Terapan dan Pendidikan Bahasa Inggris | Vol x. No. y. Month Year
 Author’s name, Author’s name, Author’s Name [Calibri 11]
to possibly commit plagiarism during their
studies. The results reveal the convenience
of copying and the convenience of material
and modern technologies are the reasons
why plagiarism is accounted for by
information and communication
technology.
Howe & Dlamini (2013)
discovered the awareness and causes of
plagiarism among undergraduate first,
second and third-year students at various
departments at the Institute of
Development Management in Swaziland.
The finding revealed students realize that
plagiarism is quite common on campus.
They also found that among students, there
is a high level of awareness of what
plagiarism is and the various ways in
which it can be involved.
From previous studies, they
examined how students' awareness and
reasons for committing plagiarism in doing
assignments and theses. The reasons here
include both academic and technological
matters. Then, the researcher found a gap
between previous research and the latest
research on the topic and object studied by
FINDINGS & DISCUSSION
The results of this study indicate that
almost all of the participants stated that they
the researcher, namely awareness of
plagiarism in writing thesis proposals by
sixth-semester students at the English
Education Department.
Page | >>
This study aims to determine how
students' understanding and awareness of
plagiarism in writing proposals by sixth-
semester students in the English
department at UIN Antasari Banjarmasin
is determined.
METHODOLOGY
In this study, we used qualitative
methods, interviews and questionnaires to
investigate plagiarism awareness when
writing a proposal at the English Education
Department at UIN Antasari Banjarmasin.
We made a questionnaire containing ten
questions (8 multiple choice, 2 essays)
which had to be answered by participants
in the English department who were
working on their proposals. In addition, to
confirming and convincing the research
results, we also took 2-3 participants who
would be interviewed. We will take this
research from people majoring in English
who are already in their sixth semester at
UIN Antasari Banjarmasin.
were aware of the act of plagiarism. The
action referred refers to writing a thesis
proposal for sixth-semester students in the
Title [Calibri 11 Italic]
 Jurnal Edulingua | Vol 4. No. 2 Juli - Desember 2017
English Education Department of UIN
Antasari Banjarmasin. Other findings also
show several reasons behind the act of
plagiarism by sixth-semester students in
<< | Page writing thesis proposals, most of these
reasons are:
1. Laziness
The main factor that causes sixth-
semester students to plagiarize
because of laziness. This is because they
have entered a phase where there are
many demands, whether from internal or
external factors, such as the many
demands of organizations that make
their academics neglected.
2. Finish quickly
From the questionnaire, it was also
found that some students always wanted
to finish all their business on time by
giving good results. Therefore, more or
less they will definitely use plagiarism.
3. Urged by circumstances
Some lecturers target the completion of
proposals in a limited time. According to
the students based on the questionnaire,
this made most of them feel pressured
by the circumstances that caused them to
commit acts of plagiarism.
Because the researcher wants to get
more accurate and concrete results, the
researcher uses the interview method to
clarify the results of the questionnaire.
According to A, it is important for us
to study and know plagiarism so that we will
Edulingua: Jurnal Linguistics Terapan dan Pendidikan Bahasa Inggris | Vol x. No. y. Month Year
not do anything forbidden. In addition,
according to A, it is important for students to
know about plagiarism and how to deal with
it. If in the future that person still repeats the
same thing, then what we have to do is give
sanctions such as not accepting writings or
scientific works that still have elements of
plagiarism, and even sanctions that can be
is given are to report them to the authorities.
Then B, confirmed that it is very
important for students to know about
plagiarism because on campus there are still
many tasks such as making journals, theses,
proposals, and others. And the thesis must be
free from plagiarism because that is one of
the requirements to make a proposal or
thesis. In addition, B also emphasized that, if
they commit plagiarism, they will
automatically not be able to take part in the
thesis trial.
Then C stated that although he
sometimes did plagiarism, he felt it was
important to know, learn, and not to do these
activities. For example, writing a proposal.
But if you just compile an ordinary paper, it's
different again. Because the thesis or
proposal will be tested for authenticity. C
also said that people who do plagiarism must
get consequences such as proposals are not
accepted and there is a reduction in value. C
will tell his friends or closest people not to
do plagiarism, by teaching them
paraphrasing.
 Author’s name, Author’s name, Author’s Name [Calibri 11]
Finally, D argues that it is very
important to know, learn, and not commit
acts of plagiarism. Because we as sixth-
semester students of the Department of
English Education definitely know what
plagiarism is. Moreover, this semester they
have written a proposal for a thesis. They
must know what the consequences of
plagiarism are and what happens if their
work commits plagiarism. D think the
students already know about it, if they keep
doing it, it's their fault. If plagiarism occurs
in someone's work, their work will be
eliminated and will not get a score.
From several interviewers, it can be
concluded that all agree that plagiarism must
be known, studied, understood, and realized
in order to avoid writing violations,
especially in research in the context of
writing a thesis proposal.
CONCLUSION
From the findings and discussions that
have been described previously, the
researcher draws conclusions as a result of
how students are aware of plagiarism and the
reasons that cause students to do plagiarism.
The results of data collection show that
students are aware of plagiarism that is rife
in the world of lectures, specifically for
sixth-semester students in the English
Education Department at UIN Antasari
Banjarmasin. They are aware, but most of
them continue to do plagiarism for several
reasons, such as being lazy, wanting to finish
quickly, and rushing to meet deadlines.
This study aims to determine
how students' understanding and
awareness of plagiarism in writing Page | >>
proposals by sixth-semester students
in the English department at UIN
Antasari Banjarmasin, their reasons
are also investigated in this study. A
qualitative research method was used
and framed by questionnaires and
online interviews were employed as
data collection techniques in this
phenomenological research. The
respondents were 27 students' in the
sixth semester in English department
at UIN Antasari Banjarmasin. The
result of the study shows that
students are aware of the act of
plagiarism, then the reason they do
plagiarism is driven by several
factors, namely laziness, wanting to
finish quickly, and being pressured
by circumstances.
SUGGESTIONS
After conducting interviews and
analyzing the data, the writer would like to
provide suggestions that are expected to be
useful in the future for researchers who are
interested in this field of study.
1. For future researcher
In order to get deeper into how high the
students' awareness of plagiarism is, future
Title [Calibri 11 Italic]
 Jurnal Edulingua | Vol 4. No. 2 Juli - Desember 2017

researchers should consider and decide to which is very detrimental to themselves and
include more in-depth and detailed questions others whose ideas are plagiarized.
and interviews with more samples to collect
data. 3. For students

In order to avoid plagiarism, students have to

<< | Page 2. For lectures
In order to get a deeper understanding of
plagiarism, lecturers should help explain and
provide guidance to students so that they
avoid writing violations, namely plagiarism
understand what plagiarism is. The students
also have to be able to set their time for the
most important activities, especially those
related to the writing task so as not to rush
and end up doing plagiarism.

REFERENCES
Ibegbulam, I. J., & Eze, J. U. (2015). Knowledge, perception and attitude of Nigerian
students to plagiarism: A case study. IFLA journal, 41(2), 120-128.

Idiegbeyan-Ose, J., Nkiko, C., & Osinulu, I. (2016). Awareness and Perception of Plagiarism
of Postgraduate Students in Selected Universities in Ogun State, Nigeria. Library
Philosophy and Practice.

Jereb, E., Urh, M., Jerebic, J., & Šprajc, P. (2017). Gender differences and the awareness of
plagiarism in higher education. Social Psychology of Education, 21(2), 409–
426. doi:10.1007/s11218-017-9421-y

Santosa, M. H., Paramartha, A. G. Y., & Absari, R. M. (2019). Indonesian English University
Students’ Perception on Plagiarism in an Online World. Journal of ELT Research: The
Academic Journal of Studies in English Language Teaching and Learning, 100-114.

Suwita, F. S. (2020). Pengembangan Sistem Informasi Tugas Akhir dan Skripsi (SIMITA) di
Universitas Komputer Indonesia (UNIKOM). Jurnal Teknologi dan Informasi, 10(1),
71-82.

Ukpebor, C. O., & Ogbebor, A. (2013). Internet and plagiarism: Awareness, attitude and
perception of students of secondary schools. International Research: Journal of
Library and Information Science, 3(2).

Vanbaelen, R., & Harrison, J. (2013, July). Plagiarism awareness. In IEEE International
Professonal Communication 2013 Conference (pp. 1-8). IEEE.

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Title [Calibri 11 Italic]