Undergraduates’ Ability in Writing Paraphrase and Their Perceptions of Plagiarism

Hasanah, Yoshinta Aulia; Fatimah, Sitti

doi:10.2991/assehr.k.200306.019

Cited by 3 publications

(5 citation statements)

References 3 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The proof shows that EFL students who engage in the practice of paraphrasing will not engage in the practice of plagiarism. In contrast, those undergraduates who do not engage in paraphrasing will plagiarize (Hasanah & Fatimah, 2020). Identifying and describing closely copied sections or close paraphrases, as well as passages that are not close paraphrases, will be critical tasks that need establishing consistent, repeatable methodologies.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the ideas, expressions, and constructions that make up a paragraph need to be the product of the author's imagination and originality. Therefore, writing is an ability that higher education students must comprehend, particularly Indonesian EFL students (Hasanah & Fatimah, 2020;Ramadhani, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Unfortunately, it is undeniable that many students in higher education encounter difficulties in writing (Hasanah & Fatimah, 2020;Kalikokha, Strauss, & Smedley, 2009;Na & Mai, 2017). For instance, inadequate background knowledge and vocabulary, which can also affect the learning process, limit students' writing abilities (Lutai & Besarab, 2020;Muslih, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Paraphrasing on Efl Students' Writing at Indonesian Higher Education

et al. 2023

View full text Add to dashboard Cite

The paper intends to enquire about the effectiveness of paraphrasing in evolving the EFL students' writing ability for Indonesian Higher Education. The study was quasi-experimental research, and it was conducted in the 4th semester of the English students at Universitas Sulawesi Barat. The research instrument was a writing test, and the student’s scores were gathered through paraphrasing rubric scores. Statistical inferential analysis was performed on the data. It is possible to conclude that The Ha (Alternative) Hypothesis was established hence the paired samples test result carried out with SPSS performed that the sig. rating on the value obtained from the T-test was lower than Sig. value, so theory Y assumptions (Ha) were approved, and both the pilot testing and post-intervention results of the study demonstrated Sig. (2-tailed = 0.000) has been less than 0.05. In other words, this indicates that there is a consequence. The research finishes with pedagogical recommendations for trying to better the paraphrasing skills of novice student writers, and paraphrasing has a medium effect on the EFL students’ writing ability in Indonesian higher education.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Paraphrasing on Efl Students' Writing at Indonesian Higher Education

et al. 2023

View full text Add to dashboard Cite

show abstract

“…However, here study of paraphrasing is defined as part of writing skills by rewriting written text sources using the author's language systematically and semantically while maintaining the substance of the main idea (Pratama et al, 2022). If a word changes lexically and syntactically, but is still intact or semantically consistent, then it is referred to as a paraphrasing process (Hasanah & Fatimah, 2020), or a process of rewriting text but still maintaining the original meaning (Vrbanec & Meštrović, 2020). It is also called borrowing text from primary sources in academic writing, a process of conveying ideas from sources using one's language (Akbar, 2020).…”

Section: Paraphrasing Techniquesmentioning

confidence: 99%

Analyzing the Paraphrasing Techniques in Academic Writing Skills and the Paraphrasing Challenges Across Gender

Aprianto,

Sutarman,

Ofara

2024

JOLLT

View full text Add to dashboard Cite

Gender differences is assummed as the general individual’s differences that exists and catches an attention of many aspects in ELT. Writing techniques could have examined and yielded the potential facts in gender differences on the development of writing proficiency in English language learning. The study aims at identifying paraphrase techniques in gender differences and to explore the challenges the students encountered. A Mixed method research design was carried out. The participants of this study were 33 male students and 34 female students for writing test and 5 male students and 5 female students for interview. Data collection invloved the distribution of writing tests to the participants and doing interview. The findings showed that the frequency pertentages for male students NC 14%, Mi.R 27%, Mo.R 28%, SR 31% & for female students NC 31%, Mi.R 21%, Mo.R 29%, SR 37%. The most frequent paraphrase technique employed by male and female students is moderate revision (SR). Then, male students (57,73%) are more dominant than female students (41.32%) in using syntactical paraphrase, male students (37,65%) more frequent than female students (32,62%) in using semantic paraphrase, female students (26.06%) are more frequent than male students (4.62%) in using organizational paraphrase. The paraphrase challenges found on how to organize the ideas, problems of source text comprehension, problems of stylistic styles of writing, grammar or rules of sentences and vocabulary knowledge (Language Proficiency-Based Problems).

show abstract

“…In general, a text is acknowledged as a paraphrased version when it is distinct lexically and syntactically, but remains consistent semantically (Hasanah & Fatimah, 2020), or in other words, it is simply as the rewriting text process to modify its form and expression while preserving the original meaning (Vrbanec & Mestrovic, 2020). Despite the fact that most of the students are familiar with paraphrasing, they have problems applying it to paraphrasing.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students’ Writing Skills in Paraphrasing: A Case Study of the 5th-Semester Diploma Students of English Language and Culture Department of Darma Persada University

Pratama

Prawesti²,

Fridolini³

2022

geej

View full text Add to dashboard Cite

It is significant for students to have competence in writing research papers that requires writing skills. Using formal language and avoiding plagiarism are mandatory for academic paper writers. Paraphrasing is one of the writing skills, which can be interpreted as rewriting a source text using the writers’ own words by changing it syntactically or semantically while maintaining the main idea. Other than investigating the barriers to paraphrasing and how to overcome them, this research aims to analyze the paraphrasing strategy generally applied by the 5th-semester Diploma students of the English Language and Culture Department of Darma Persada University. By approaching mixed-research methods, this study uses a questionnaire and a writing task as the instruments. Likert Scale is used as a data collection technique in the quantitative research method, which is further processed using SPSS. Meanwhile, the qualitative research method approaches Keck’s Taxonomy of Paraphrasing Types and the paraphrasing strategies by Jackie Pieterick. The analysis results find that the majority of the students have difficulties in paraphrasing. A lack of vocabulary and using their own words become their barriers to paraphrasing. In that case, comprehensive learning about paraphrasing skills and strategies taught by lecturers or educators are expected to overcome the obstacles. Furthermore, using synonyms becomes the paraphrasing strategy generally applied by the students. The paraphrased version of the writing task also indicates that the students try not to copy similar words or sentences from the source and therefore the most of the paraphrasing results are included in the Minimal Revision.

show abstract

Undergraduates’ Ability in Writing Paraphrase and Their Perceptions of Plagiarism

Cited by 3 publications

References 3 publications

The Effect of Paraphrasing on Efl Students' Writing at Indonesian Higher Education

The Effect of Paraphrasing on Efl Students' Writing at Indonesian Higher Education

Analyzing the Paraphrasing Techniques in Academic Writing Skills and the Paraphrasing Challenges Across Gender

An Analysis of Students’ Writing Skills in Paraphrasing: A Case Study of the 5th-Semester Diploma Students of English Language and Culture Department of Darma Persada University

Contact Info

Product

Resources

About