PARAPHRASING STRATEGIES IN HIGHER EDUCATION

BY

MARIANI

ANTASARI STATE ISLAMIC UNIVERSITY

BANJARMASIN

2021
i
 PARAPHRASING STRATEGIES IN HIGHER EDUCATION

AN UNDERGRADUATE THESIS

Presented to

Faculty of Tarbiyah and Teacher Training

in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan in English Language Education

by

Mariani

170102030046

ANTASARI STATE ISLAMIC UNIVERSITY

FACULTY OF TARBIYAH AND TEACHER TRAINING

ENGLISH EDUCATION DEPARTMENT

BANJARMASIN

2021

ii
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 VALIDATION

Title: Paraphrasing Strategies in Higher Education, Name: Mariani, SRN:

170102030046, has been examined by the board of thesis examiners of Faculty of
Tarbiyah and Teacher Training UIN Antasari Banjarmasin.

Day : Monday

Date : 07th June 2021

Stated : Passed

Score : 90 (A+)

Dean of Faculty of Tarbiyah and Teacher Training

UIN Antasari Banjarmasin

Prof. Dr. H. Juairiah, M.Pd NIP.

196001061986032004

THE BOARD OF EXAMINERS

Name Signature

1. Puji Sri Rahayu, MA.

(Chairperson)

2. Fajrianor, S. Pd, M. Pd
(Member)

3. Hidayah Nor, S.Pd, M. Pd

(Member)

iv
v
 ABSTRACT

Mariani, 2021, Paraphrasing Strategies in Higher Education. Thesis. English

Education Department, Faculty of Tarbiyah and Teacher Training, Antasari State
Islamic University. Advisors: (I) Puji Sri Rahayu, MA. (II) Hidayah Nor, S. Pd,
M.Pd.

Keywords: Student, Paraphrase Identification, Paraphrasing Strategy

This study was aimed to analyze university students’ paraphrasing seen from
paraphrase identifications and its strategies. This study used descriptive qualitative
approach by doing content analysis. Data were collected from 52 students’ writing
of the sixth semester students majoring in English at Universitas Islam Negeri
(UIN) Antasari Banjarmasin in academic year 2020 who enrolled English for
Academic Purposes subject through documentation of Introduction section in their
brief of thesis proposals. The data were analyzed using Miles and Huberman’s
procedures that consists of three main components: data reduction, data display,
and conclusion drawing and verification. The findings of this study indicated that
the students considered to use minimal revision as the highest frequency with the
percentage 50%, followed by moderate revision with percentage 38%, and the last
were near copy and substantial revision with the same percentage 6%. Meanwhile,
from ten strategies of paraphrasing that proposed by the researcher showed that only
eight strategies in paraphrasing, they are; using synonyms as the highest frequency
87.50%, followed by omitting any unnecessary with 75%, then changing word
order with the percentage 25%, next followed by changing parts of speech with the
percentage at 18.75%, followed by using varied structure and expanding phrase for
clarity with the same percentage at 12.50%. The last followed by separating long
sentences and combining sentences with the same percentage at 6.25%. Meanwhile,
there were no found changing active to passive and changing positive into negative.

vi
 ABSTRAK

Mariani, 2021, Paraphrasing Strategies in Higher Education. Thesis. Jurusan

Tadris Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, UIN Antasari
Banjarmasin. Dosen Pembimbing: (I) Puji Sri Rahayu, MA. (II) Hidayah Nor, S.
Pd, M.Pd.

Kata Kunci: Mahasiswa, Identifikasi Parafrase, Strategi Parafrase

Penelitian ini bertujuan untuk menganalisis parafrase mahasiswa yang dilihati dari
identifikasi parafrase dan strateginya. Penelitian ini menggunakan pendekatan
deskriptif kualitatif dengan melakukan analisis isi. Data di kumpulkan dari 52
tulisan mahasiswa semester 6 jurusan bahasa inggris di Universitas Islam Negeri
Antasari Banjarmasin yang mengambil mata kuliah English for Academic Purposes
tahun ajaran 2020 melalui dokumentasi bagian Pendahuluan dari ringkasan
proposal skripsi mereka. Analisis data ini menggunakan prosedur Miles &
Huberman yang terdiri dari 3 komponen; data reduction, data display, dan
conclusion drawing dan verification. Temuan penelitian ini menunjukan minimal
revision sebagai frekuensi tertinggi dengan persentase 50%, diikuti oleh moderate
revision dengan persentase 38%, dan yang terakhir substantial revision dan near
copy dengan persentase 6%. Sementara itu dari 10 strategi yang di usulkan peneliti
menunjukan bahwa hanya 8 strategi yang digunakan mahasiswa dalam
memparafrase, yaitu; using synonym (penggunaan persamaan arti) sebagai
frekuensi tertinggi 87.50%, diikuti dengan omitting any unnecessary (penghapusan
kata yang tidak perlu) dengan persentase 75%, kemudian changing word order
(perubahan urutan kata) dengan persentase 25%, selanjutnya dilanjutkan changing
parts of speech (perubahan jenis kata) dengan 18.75%, diikuti dengan using varied
structure (penggunan variasi struktur) dan expanding phrase for clarity (ungkapan
perluasan untuk kejelasan) dengan persentase yang sama yaitu 12.50%, dan yang
terakhir dilanjutkan dengan separating long sentences (memisahkan kalimat
panjang) dan combining sentences (penggabungan kalimat) dengan persentase yang
sama yaitu 6.25%. Sementara itu, tidak di temukan changing active to passive
(perubahan aktif menjadi pasif) dan changing positive into negative (perubahan
positif menjadi negatif).

vii
 MOTTO

Thinking Hard, Working Hard, and Praying Hard.

Thinking hard to get the best idea.

Working hard to show the best action.
Praying hard to ask the best result.
Mariani

viii
 DEDICATION

Thanks to Allah SWT who has given me everything so I can finish this thesis.

I dedicate this thesis for:

1. My beloved parents, Ahmad Nabhan and Ruhayah who pray the best for

me, provided me, support me mentally, spiritually, materially during the

time of study and the process of making this thesis.

2. My brother, Muhammad Bukhari, thank you for giving me endless support

in making this thesis.

3. My big family who support me mentally and materially during the time of

study and the process of making this thesis.

4. My classmates in PBI D 2017 of English Education Department, thank you

for all the memories, friendships, happiness, sadness, love, and laughs we

have been through along these years.

5. My closest friends. Thank you for supporting, loving, and making a time for

me to talk and go anywhere to refresh my mind while I am busy.

6. All of my family and friends in Antasari State Islamic University

Banjarmasin, thank you for all the friendships, happiness, and sadness that

made me stronger and better.

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 ACKNOWLEDGEMENT

‫الر ِحيْم‬ َّ ‫بِس ِْم اللَّ ِه‬

َّ ‫الر ْح َم ِن‬
َ َ َّ َ ُ َ َّ َ َ ْ َ َ ْ ِّ َ ُ ْ َ ْ َ ْ َّ َ ْ َّ
‫السال ُم َعلى‬ ‫ والصالة و‬،‫ِلله ر ِب العال ِمين‬ ِ ‫ الحمد‬،‫الله الرحم ِن الر ِحي ِم‬ ِ ‫ِبس ِم‬
ْ
َ َ ْ ‫َأ ْش َرف ْا َأل ْنب َي ِاء َو ْال ُم ْر َسل ْي َن َس ِّيد َنا ُم َح َّم ٍد َو َع َلى َاله َو َا‬
‫ أ َّما َب ْع ُد‬.‫ص َح ِب ِه أ ْج َم ِع ْي َن‬ ِِ ِِ ِ ِ ِ
Praise to Allah the Almighty who has been giving me guidance till the researcher

finished this thesis entitled “Paraphrasing Strategies in Higher Education”. Peace

and salutation always be upon Prophet Muhammad P.B.U.H. and all his friends

who struggle for Allah. The researcher likes to express appreciation and gratitude

to:

1. Prof. Dr. H. Juairiah, M.Pd, as the Dean of Faculty of Tarbiyah and Teacher

Training of Antasari State Islamic University and all her staff for their help

in the Administrative and matters.

2. Nani Hizriani, M.A, as the Head of English Education Department for the

assistance and motivation.

3. My academic advisor, Rusnadi, S.Pd. I, M.Pd, I, MA, for the guidance and

encouragement.

4. My thesis advisor, Puji Sri Rahayu, MA, as the advisor of content and

research methods for the advice, helps, suggestion and correction.

5. Hidayah Nor, S.Pd, M.Pd, as the advisor of language and writing techniques

for the advice, helps, suggestion and correction.

6. All lectures and assistants in Faculty of Tarbiyah and Teacher Training for

the priceless knowledge.

x
7. All of my lectures in English Department, especially Arinal Rahman, S.Pd,

M.Ed, Nur Laila Kadariyah S.Ag, M.Pd, Rahmila Murtiana, Dr. Ridha

Fadillah, S.Pd, M.Ed, as the lectures who support me in helping and sharing

in methodology research and academic writing to complete thesis.

8. All of the English Department students of English Education Department

Antasari State Islamic 2017, who have given the brief or proposal to analyze

for my research as the data source when conducted the research.

xi
 TABLE OF CONTENTS

COVER ...........................................................................................................

LOGO PAGE .................................................................................................. i

TITLE PAGE ................................................................................................. ii

APPROVAL ................................................................................................... iii

VALIDATION ................................................................................................ iv

STATEMENT OF AUTHENTICITY ......................................................... v

ABSTRACT .................................................................................................... vi

ABSTRAK ...................................................................................................... vii

MOTTO .......................................................................................................... viii

DEDICATION ................................................................................................ ix

AKNOWLEDGMENT ................................................................................. x

TABLE OF CONTENTS ............................................................................... xii

LIST OF FIGURES ....................................................................................... xiv

LIST OF TABLES ......................................................................................... xv

LIST OF APPENDICES .............................................................................. xvi

CHAPTER I INTRODUCTION ............................................................. 1

A. Background of Study ...................................................... 1

B. Research Question........................................................... 6
C. Objective of Study .......................................................... 6
D. Significance of Study ...................................................... 6
E. Definition of Key Terms ................................................ 6

CHAPTER II THEORITICAL REVIEW .............................................. 8

A. Academic Writing ........................................................... 8

B. Paraphrasing .................................................................... 9
C. Paraphrase Identifications ............................................... 10
D. Criteria for Appropriate Paraphrase ................................ 15
E. Paraphrasing Strategies ................................................... 18
F. Differences between Quoting, Paraphrasing and
Summarizing ................................................................... 26

xii
 G. Review of Previous Studies ............................................ 28

CHAPTER III RESEARCH METHODS .................................................. 30

A. Research Design ............................................................. 30

B. Research Setting .............................................................. 31
C. Population and Sample.................................................... 31
D. Data ................................................................................. 34
E. Technique of Data Collection.......................................... 34
F. Data Analysis .................................................................. 35

CHAPTER IV FINDINGS AND DISCUSSIONS .................................... 39

A. Findings ........................................................................... 39
1. Students’ Paraphrase Identifications ................... 39
2. Students’ Paraphrasing Strategies ...................... 65
B. Discussions...................................................................... 100
1. Students’ Paraphrase Identifications ................... 100
2. Students’ Paraphrasing Strategies ...................... 103

CHAPTER V CLOSURE ......................................................................... 109

A. Conclusions ..................................................................... 109

B. Suggestions .................................................................... 110

REFERENCES .............................................................................................. 111

APPENDICES ............................................................................................... 120

CURRICULUM VITAE ................................................................................ 160

xiii
 LIST OF FIGURES

Figure 1. Percentage of Paraphrase Identifications .......................................... 45

Figure 2. Paraphrasing Strategies Used by the Students ................................. 63

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 LIST OF TABLES

Table 1. Type of Paraphrase Identifications .................................................... 14

Table 2. The Population and Sample .............................................................. 34

Table 3. Paraphrase Identification and No Paraphrase .................................... 41

xv
 LIST OF APPENDICES

Appendix I. Translation of Qur’an Verse ........................................................ 118

Appendix II. Students’ Writing in the Introduction section of Thesis

Proposals .......................................................................................................... 119

Appendix III. Students’ Result in Analyzing the Data .................................... 149

Appendix IV. Official Letters .......................................................................... 151

Appendix V. Notes .......................................................................................... 155

xvi
 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, research

questions, objective of study, significance of study, and definition of key

terms.

A. Background of Study

Writing is one of skills that students have to mastery in English

learning. Writing has to express ideas, feelings and experiences to the

reader. In addition, writing can be said as a mean of communication between

writer and reader (Masniyah, 2017, p. 1). Therefore writing is the most

important skill in teaching English. Allah says in Surah Al-Alaq verse 4-5

as follows:

This verse explains that Allah teaches us to write because writing is

important in our life. Hence, in the higher education, students are normally

required to complete several academic assignments in writing including

research, report, essays, papers, articles, proposals even thesis as

requirements to get bachelor. They certainly have to have a lot of reading

material as references. However, this does not make university students

worry because the references are massive on the internet. The availability

of free references, sometimes makes some of students creates many

academic misconducts, such as the tendency to download reading material

1
 2

of someone else’s writing and then to admit it as own writing. This new-

tendency trend lately is known as plagiarism (Kher & Rani, 2018, p. 1).

Bailey (2011, p. 30) states that plagiarism means taking information or ideas

from another writer and using them in your own work, without

acknowledging the source in an accepted manner. Thus, to avoid plagiarism,

the students must have good writing skill, which writing has to express

ideas, feelings and experiences to the reader (Masniyah, 2017, p. 1).

Meanwhile, Anderson, Vanderhoff & Donovick (2013, p. 139) said that this

skill can be one of the measurements that help assess student’s academic

performance. Hence, this skill is able to give students a major problem in

practicing English if the lecturers do not properly teach the students on how

to develop their writing skills throughout their learning (Lucini & Roldan,

2007 as cited in Sarair, Astila, & Nurviani, 2019, p. 151).

In the context of writing, there are a lot of methods invented to ease

the students in producing well written products. The lecturer only need to

find the most appropriate method that suitable to their students Mustafa &

Samad (2015, p. 29), which may include paraphrasing.

The reason why paraphrase is taught because to show students’

abilities in engaging and understanding the ideas (Dung, 2010, p. 6).

Paraphrase is modify the word of the text until diverge from the original

source before, without having to become different significance (Bailey,

2011, p. 50). Meanwhile, Escudero, Fuertes & Lopez (2019, p. 58) agree

that paraphrasing is not merely the changing the words in the sentences, but

also the strategy of changing sentences structure and sentences fracture

 3

without leaving any important information from original text. In addition,

Sarair, Astila, & Nurviani (2019, p. 153) added that another criteria of

effective paraphrasing was citing sources of original.

In short, paraphrasing is a method in writing skill that functions to

show the students’ ability in understanding information by analyzing the

grammatical structure and language features to create new form statements

that still reflect the sources’ original ideas. Furthermore, there are several

paraphrasing strategies proposed by some researchers (Bailey, 2011, pp. 52-

53; Jordan, 2003, pp. 93-94; Davies, Beaumont, & J, 2011, pp. 3-10;

Pratiwi, 2019, p. 22; Injai, 2015, pp. 14-16). Besides, Keck (2014, p. 9)

offers that there are four types in paraphrasing which called as

paraphraseidentification. There are near copy, minimal revision, moderate

revision, and substantial revision. Identifying types of paraphrase is highly

important since it cannot only define what types of students’ paraphrase are

but also assess qualification of certain students’ paraphrase texts.

Paraphrasing is commonly used in writing by university students

which this is the most important method for students in a real academic

context (Dung, 2010, p. 6; Irmadamayanti, 2018, p. 1; Masniyah, 2017, p.

21; Loh, 2013, p. 1). English Education Department is one of majors at

Antasari State Islamic University in Banjarmasin that teaches paraphrase.

Since, paraphrase is correlate to writing skill. Here there are several steps in

writing lesson at this department until there is paraphrasing material. The

first is Basic Writing Course in the second semester which teaches about

basic in writing including noun clause, adjective clause, phrasal verbs, etc.
 4

The book that used for this learning is Let’s Write English by George E.

Wishon and Julia M. Burks. The second is Paragraph Writing in the third

semester which teaches how to write good paragraph including topic

sentence, cohesion, coherence, etc. The third is Essay Writing in the fourth

semester which teaches about cause effect and argumentation that students

must write four paragraphs minimally. The fourth is Academic Writing in

the fifth semester which teaches about how to make proposal including how

to paraphrase however it was taught a little. The last is English for Academic

Purposes which teaches about how to make proposal also, but it is more

detail than in Academic Writing. Here there are several materials that

including in English for Academic Purposes subject, such as citation,

quotation, paraphrasing, summarizing, synthesizing, referencing, etc. Also,

English for Academic Purposed is new course that taught in this department.

Hence, the students are expected to make proposal by implementing

Academic Writing correctly in order to the students are able to paraphrase

the text to prepare in creating thesis proposal.

Furthermore, there were some researchers conducted the study of

students’ paraphrasing. Injai (2015, p. iv) found that the students used

synonyms strategy with the highest frequency (51.23%) and the students’

paraphrase identification’s students were near copy. Similarly, by Na & Mai

(2017, pp. 12-13) found that the students mostly used synonym in

paraphrase. Also, the study from Pertiwi (2019, p. xi) conducted in

qualitative approach with 26 students as the respondents by purposive

sampling and the result mostly used by the students was change the
 5

synonym strategies. However there were different result that showed better

result than before, it can be seen the study from Irmadamayanti (2018, p. 1),

it is found that mostly students use minimal revision. Next, the study of

Sarair, Astila, & Nurvina (2019, p. 151) showed that the students abilities

in paraphrasing English texts is mostly found near copy, however the

strategy mostly that students used was using varied structure.

Based on the previous studies of paraphrasing, the researcher is

interested to conduct the study about paraphrasing in English for Academic

Purposes course that different of the previous study. Those previous studies

mostly used test as the instrument, in this study would use documentation

of brief proposal in one citation of introduction section, using some theories

to examine data analysis, and analyze students’ paraphrase by using citation

and source in the bibliography. The researcher choose UIN Antasari as the

place to conduct the research, because it is one of universities in South

Kalimantan which has English Department. The researcher choose the

document as the data from the sixth semester students Academic Year 2020

because they had learned about paraphrasing and they have created a thesis

proposal where paraphrasing is needed as one of the ways to use experts’

ideas in their writing. Therefore, this study would conduct in analyzing what

is the type of paraphrase qualifications is mostly used in students’

paraphrasing and what is the most strategy that students used in

paraphrasing.
 6

B. Research Questions

1. What type of paraphrase identification is mostly used by the students in

brief of thesis proposals?

2. What strategy is mostly used by the students in paraphrasing?

C. Objective of Study

1. To analyze the type of paraphrase identification is mostly used by the

students in brief of thesis proposals.

2. To find out the strategy is mostly used by the students in paraphrasing.

D. Significance of Study

1. For the students, this research is considering be benefit for the students

as guideline in paraphrasing by combining some strategies. In addition,

this can make contributions for students to be aware about their

paraphrasing in their brief of thesis proposals.

2. For the lecturers, this research can contribute in the contemporary

discourse of plagiarism in second language teaching program,

particularly in investigating the paraphrase identifications. Therefore,

preventive action can be taken after this research.

3. To other researchers, it be reference for further research for the next

researcher who want to conduct a research about paraphrasing.

E. Definition of Key Terms

1. Paraphrasing is rewriting information and ideas from reading in own

word either by changing words or structures without changing the

meaning and citing the source and putting it in the bibliography.

 7

2. Paraphrase identification is type of students’ paraphrasing to assess the

qualification of paraphrasing. The paraphrase identification was adopted

form Keck (2014, p. 9) which are “Near Copy, Minimal Revision,

Moderate Revision and Susbstantial Revision”.

3. Paraphrasing strategies is strategies that used by students in

paraphrasing brief of thesis proposal that they make to fulfill final test

assignment in English for Academic Purposes. The strategies consist of

ten strategies, they are; nine from Jackie Pieterick, as cited in Dung

(2010, p. 12) followed by Injai (2015, pp. 14-16); using synonym, using

active to passive/ passive to active, using positive into negative,

changing varied sentence structure, changing word order, changing parts

of speech, combining sentences, separating long sentences, and

expanding phrase for clarity. Meanwhile one from Pratiwi (2019, p. 22);

omitting any unnecessary.

 CHAPTER II

THEORETICAL REVIEW

This chapter presents about particular elements, there are theoretical

description and review of previous study.

A. Academic Writing

In defining Academic Writing, some experts give it to more clearly.

Firstly, according to Whitaker (2010, p. 2) states academic writing is writing

that have to do in the university courses. The lecture may have not all names

for academic writing assignment. The examples are essays, papers, research

papers, term papers, etc. All of it these assign have the same purpose and

principles. Moreover Irvin (2010, p. 8) defines that academic writing is

appearance of appraising that require to demonstrate knowledge and

proficiency with certain disciplinary skill of thinking, interpreting, and

presenting. Researching is also a process, so need to learn how to focus and

direct a research project and how to keep track source information. Deciding

on the methods to teach it are hard tasks to accomplish. Approach to

teaching of academic writing in course of time. Early approaches involved

controlled writing moving from paragraph to essay.

Furthermore, according to Heilbronn (2014, p. 2) Academic Writing

is the process regularly of the topic that involve student in identifying the

problem content of the task, show the need of subjects of the paper, system

thoughts, and structure content clear, logically, and expressing make

convincing. The tone of the word choose should be formal rather than

conversational in style.

8
 9

In conclusion, based on the experts’ explanation above, Academic

writing is writing activity that almost used in an educational where the

author is studying. Academic writing also demonstrate knowledge and

develop proficiency, with disciplinary skill of thinking, interpreting and

presenting. In academic writing show the need of subjects of paper, thought

system, logically, structure content clear and make convincing.

B. Paraphrasing

Paraphrasing is the best way to avoid plagiarism, since plagiarism is

one of the big problems in writing (Okta, 2018, p. 1). There are some experts

and researcher give definition it. Paraphrase is modify the word of the text

until diverge from the original source before, without having to become

different significance (Bailey, 2011, p. 50). Dung (2010, p. 6) also defined

paraphrasing is write down the ideas from outside sources with their own

language without changing the meaning of the ideas. Injai (2015, p. 10)

described paraphrasing as a process of rewriting, restating, rewording, or

even rephrasing sentences to convey the meaning as equal as the original

ideas. Meanwhile, Escudero, Fuertes & Lopez (2019, p. 58) agree that

paraphrasing is not merely the changing the words in the sentences, but also

the strategy of changing sentences structure and sentences fracture without

leaving any important information from original text. In addition, Keck

(2014, p. 8) gave the example of paraphrasing, a student selects excerpt from

source text, make at least one word-level linguistic change and attempts to

convey the meaning except. Paraphrasing is evaluated by certain criteria to

evaluate its quality. Oshima & Hogue (2006, p. 127) stated that good
 10

paraphrasing should have almost the same length with the original work, do

not highlight some ideas more than the others, do not insert writer ideas that

might change the ideas of original work, and do not use original sentences

structure”. Similarly, Ramadhani, Setiawan, & Munir, (2019, p. 65) argue

that paraphrasing is not enough only using changing vocabulary (synonym)

because paraphrasing is about gaining information through reading or

listening then jointing out in the written form which transfer the same

meaning but using different structure and word choices. While Duquesne

University Writing Center as cited (Sarair, Astila, & Nurviani, 2019, p. 153)

added that another criteria of effective paraphrasing was citing sources of

original. Furthermore, The Hong Kong Polythechnic University (2020, p.

6) argue that when paraphrase not only report the source information using

your own words. But also need to refer to the sources with bibliographic

information, in order to the readers can find the items.

In conclusion, based on the experts explanation above. Paraphrase

is rewriting the word from author into own word by changing structure and

word, in there so that version of yourself is not identical to original text.

Also, paraphrase must provide citation and reference in the bibliography.

C. Paraphrase Identifications

Paraphrase identification is the way of classifying students’

generated paraphrase texts into certain type of paraphrase. There were four

types of paraphrase proposed by Keck (2014, p. 9) near copy, minimal

revision, moderate revision, and substantial revision. Identifying types of

paraphrase is highly important since it cannot only define what types of

 11

students’ paraphrase are but also assess qualification of certain students’

paraphrased texts. It is because “Near Copy” could imply for unacceptable

paraphrase which can lead to the crisis of plagiarism. On the contrary, a

large number of “Substantial Revision” among students’ papers stand for

sufficient skill and good competence on target language.

Paraphrase coding is considered as an essential tool for operating

paraphrase identification. Each paraphrase was coded for the following

linguistic characteristics: length (in words), reporting phrase (used or not

used), unique links, and general links. If reporting phrases (e.g., “According

to Samuelson”) were used, they were not included in the total paraphrase

word count. Unique links were defined as individual lexical words (i.e.,

nouns, verbs, adjectives, or adverbs), or exactly copied strings of words used

in the paraphrase that also occurred in the original excerpt but occurred in

no other place in the original text (Keck, 2006, pp. 266-268).

The example 1

Original:

Women have less work experience, less seniority, a lower

rate of unionization and so on (Samuelson, paragraph 7).

Paraphrase:

Women have less job experience, less seniority, and a low

rate of unionization.

The paraphrase in Example 1 contains three different unique

links: “women have less” (three words), “experience, less

 12

seniority” (three words) and “rate of unionization” (three words).

Therefore, the total number of words contained within unique links

for this paraphrase is nine. It should be noted that the word “low”

was not included in the unique link “rate of unionization” because

it differed in form from the comparative used in the original

“lower”. Though these types of changes in word form were also

noted during paraphrase coding, they were found to be relatively

infrequent and did not play a major role in the classification of

attempted paraphrases into different Paraphrase Types.

The example 2

Original:

More than men, women balance home and work demands

(Samuelson, paragraph 8).

Paraphrase:

Women also have to take care of the house. However, men do

not do that so often.

In Example 2, the paraphrase contains two words, ‘‘women’’

and “men”, which also occur in the original excerpt. However,

these borrowed words differ slightly from the unique links

identified in Example 1 in that they also occur in other places in the

source text. In “The Myths of Comparable Worth”, the word

“women” occurs 15 times; “men” occurs 7 times. This is not

surprising, considering that the topic of this text, “comparable

worth”, is a proposal aimed at closing the pay gap between men

 13

and women. While unique links are tied only to a specific excerpt

of the source text, general links, which occur in multiple places, are

more likely to be words associated with the important main ideas

of the source text. Thus, it is possible that the use of general links

may be seen as somewhat more acceptable than the use of unique

links, though this has yet to be empirically investigated. By coding

these two different types of borrowed words separately, the study

hoped to at least compare how these different links are used within

different Paraphrase Types. For each attempted paraphrase, the

following information was coded for unique and general links: the

total number of unique and general links, the total number of words

contained within unique and general links, and the percentage of

the paraphrase made up of words contained within unique and

general links. The following example illustrates how these

calculations were made.

The example 3

Original:

Children speak more like adults, dress more like adults and

behave more like adults than they used to. The reverse is also true:

adults have begun to speak, dress, and act more like overgrown

children (Meyrowitz, paragraph 3).

Paraphrase:

In today’s society children are becoming more like adults and

are taking on characteristics usually associated with children.

 14

All together, the paraphrase in Example 3 contains one unique

link (“more like adults”). Because the unique link in Example 3 is

a three-word phrase, the total number of words contained within

unique links is 3. Since the paraphrase contains 19 total words, the

percentage of the paraphrase made up of words within unique links

is 16% (3/19). Example 3 also contains three general links. Because

these general links are one word each, the total number of words

contained within general links is three. Thus, the percentage of the

paraphrase made up of words within general links is also 16%

(3/19). By considering both unique and general links together, we

can say that 32% of the paraphrase contains words that are also

found within the original excerpt.

Table 1. Types of paraphrase Identifications

Paraphrase Linguistic Linguistic Examples:

Identification criteria characteristics
Original Excerpt:
Children speak
more like
adults, dress
more like adults
and behave
more like adults
than they used
to.

Near Copy 50% or more  Copied strings of 5 Nowadays,

words or more words children’s
contained  Simplification behavior more
within unique through synonym like adults than
links substitution and they use to.
deletion.
Minimal 20-49% words  Copied strings of 3– Children are
Revision contained 4 words acting more and
within unique  Multiple synonym more like adults
links substitutions everyday.

Moderate 1-19%words  Borrowing of 1–2 Modern children

Revision contained word phrases seem to be
within unique contained within behaving,
links unique links through dress
 15

 Combination of and speech, like

synonym adults at an
substitution and the alarmingly
revision of clause young age.
structures (e.g.,ing -
>to clause)

Substantial No unique  Borrowing of It seems like the

Revision links 1–2 word things that
phrases children do and
Borrowing of even the clothes
individual that they wear are
words more adult-like
 Revision of than ever before.
clause
structures
 Use of
synonymous
constructions,
often in the
form of
complex noun
phrases

Adopted from Keck’s (2014, p. 9)

D. Criteria for Appropriate Paraphrase

To use paraphrasing, writers need to cover some criteria of good

paraphrasing which can be included as appropriate paraphrase. Some

experts have argued the criteria in taking someone’s ideas through

paraphrasing. Although different arguments revealed by some experts, the

main criteria of paraphrasing are actually still in the same line or argument.

Rinnert & Kobayashi (2005, p. 31) described the criteria of appropriate

paraphrase the text or passage should be firstly included the correct citation

convention. The sentence structure and word choice must be changed, and

last the basic meaning of the text is retained. Meanwhile, Oshima & Hogue

(2006, p. 127) offered that when you paraphrase you have to keep the length

approximately the same as the original, do not stress any single point more

than another, do not change the meaning by adding your own thoughts or
 16

views, and do not use the original sentence structure. Furthermore, Hidayat

(2017, pp. 16-20) synthesized from some theories that, there is seven items

for paraphrase appropriateness; attributed source to original author,

appropriate/sufficient use of synonyms for terminology, all key points of the

original excerpt are retained, sufficient syntactical shift (word order, active

to passive, etc.), it is not a summary , word form changed, participant’s

opinion is not reflected

For examples:

Original Passage:

Language is the main means of communication between

people. But so many different languages have developed that

language has often been a barrier rather than an aid to understanding

among peoples. For many years, people have dreamed of setting up

an international universal language which all people could speak and

understand. The argument in favour of a universal language is

simple and obvious. If all people spoke the same tongue, cultural

and economic ties might be much closer, and good will might

increase between countries (Kispert, 2014).

Appropriate Paraphrase:

Humans communicate through language. Because there are

so many different languages, however, people around the world have

a difficult time understanding one another. Some people have

wished for a universal international language that speakers all over

 17

the world could understand. Their reasons are straightforward and

clear. A universal language world builds cultural and economic

bonds. It would also create better feelings among countries (Kispert,

2014).

Inappropriate Paraphrase

Language is the principal means of communication between

peoples. However, because there are numerous languages, language

itself has frequently been a barrier rather than an aid to

understanding among the world population. For many years, people

have envisioned a common universal language that people in the

world could communicate it. The reasons for having a universal

language are clearly understandable. If the same tongue were spoken

by all countries, they would undoubtedly become closer culturally

and economically. It would probably also create good will among

nations.

The last passage can be declared as inappropriate paraphrase

because the source is not cited. Additionally, it could be plagiarism

work because it is too similar to the original passage. The reasons of

being plagiarism are because first sentence, only one word has been

changed: main replaced by principal and the second sentence, only

a few words have been changed. By only having a little changing

whether in structure or in word order can be one of an inappropriate

works because the text would be a quite similar to original passage.

 18

While, plagiarism means stealing someone else’s ideas and

words without acknowledging them (Hill, 2015, p. 2). It is seen as a

kind of theft, and is considered to be an academic crime. In academic

work, ideas and words are seen as private property belonging to the

person who first thought or wrote them. Therefore it is important for

all students, including international ones, to understand the meaning

of plagiarism and learn how to prevent it in their work (Bailey, 2011,

p. 30). One of to prevent it is by paraphrasing.

E. Paraphrasing Strategies

There are various types of paraphrasing strategies proposed by many

experts, researchers and institutes. At the same time, they mention different

words that refer to “paraphrasing strategies”. For example (Bailey, 2011, p.

52) rises “paraphrasing techniques” while (Higher Score, 2007, p. 2)

presents “paraphrasing methods”. However, all terms apparently imply to

the same idea—paraphrasing strategies which is being mentioned in the

current study. By numerous sources, some of them proposed only few types

of strategies but some others present a full range of appropriate ones.

Bailey (2011) suggests there are three major techniques for effective

paraphrasing.

1. Changing vocabulary by using synonyms:

argues > claims

eighteenth century > 1700s

Note. Do not attempt to paraphrase every word, since some have no true

2. Changing word class:

 19

Explanation (n.) > explain (v.) / mechanical (adj.) > mechanist (v.) /

profitable (adj.) > profitability (n.)

3. Changing word order:

. . . the best explanation for the British location of the industrial

revolution is found by studying demand factors.

> A focus on demand may help explain the UK origin of the industrial

revolution. (pp. 52-53)

Meanwhile, Jordan (2003) offers four paraphrasing techniques in

writing:

1. By changing vocabulary

2. By changing the verb form (e.g. active to passive)

3. By changing the word class (e.g. from verb to noun)

4. By synthesizing (combining two or more viewpoints or pieces of

information from other writers. (pp. 93-94)

Moreover, according to Davies, Beaumont, & J, (2011) there are five

strategies of paraphrasing:

1. Using Synonym. It means that refer to good dictionary but pay attention

to usage. Not all words that are synonyms used in the same way or have

same meaning.

2. Using different paraphrasing parts of speech and different word order

it means that can also explanation ideas consider changing word into

different part speech, changing nouns into verb or adjectives into

adverb.
 20

3. Change the sentences types explanation that sentence can changed by

altering such things as word order, the number of clauses in sentence,

the kind of clauses in a sentence and the kind of clauses in a sentence

and the kind linking used. This is example from change the sentences

types. There are four sentences type:

a. Simple sentence (one independent clause)

Example : Product awareness is strong

b. Compound sentences ( more than one independent clause)

Example : product awareness is strong, but sales are lower than

expected

c. Complex sentences ( a combination of an independent clause and

one or more dependent clauses)

Example : although product awareness is strong, sales are

lower than expected”

d. Combination sentences ( a combination of compound and complex

sentences)

Example : while product awareness is strong, sales are lower

than expected, and investors are worried.

4. Make abstract ideas concrete, it means that the passage long paragraph

the students making the important point in paraphrasing and add more

explanation the important point with used own word, but not change

meaning. This can be done choosing simple and clear vocabulary.

5. Changing active voice to passive voice, it means that change sentence

written in the active voice into those in passive voice. (pp. 3-10).
 21

Furthermore Pratiwi (2019) as the researcher suggested that

paraphrasing techniques has some points:

1. Make abstract ideas concrete, changing synonym; add more

explanation or making the important point paraphrasing that used own

words but same meaning.

2. Divide long sentence or combine short sentence; divide sentences then

combining sentences may involve omitting unnecessary words or

phrases

3. Omit any unnecessary; remove the words of the original texts

4. Use synonym; these are words/ phrases that have the same/similar

meaning to the original. (p. 22)

The next is the guideline version is primarily adopted from Jackie

Pieterick, The University of Wolverhampton as cited in Dung (2010, p.

12) followed by Injai (2015, pp. 14-16). In this model, originally, the

kinds of paraphrase were classified into three main groups: changing

structure and grammar paraphrase (syntactic paraphrase), changing

word paraphrase (semantic paraphrase) and changing structure

(organization) of idea. Thus, to make it more effective, all related

strategies from many sources were categorized into particular group.

1. Syntactic paraphrase is the paraphrase that involves with changing

structure and grammar of the original texts. They can be done by the

followings:

a. Changing Active to Passive is the way of changing an active voice

sentence into its passive form.

 22

Example Original sentence : The trip was cancelled by the

researcher because of the rain.

Paraphrase : The researcher cancelled the

trip because of the rain.

b. Changing Positive to Negative is the way of altering a positive

expression into a negative form, or a negative expression into a

positive form.

Example Original sentence : Shuan was disappointed,

because the movie wasn’t very good.

Paraphrase : Shuan wasn’t satisfied,

because the movie wasn’t very good.

c. Separating long sentence to short sentence is the strategy students

use when break up long sentence into smaller ones or separate

sentences.

Example Original sentence : Ireland is a wonderful

country, which has beautiful scenery and friendly people.

Paraphrase : Ireland is a wonderful

country. It has a beautiful scenery and friendly people.

d. Expanding phrase for clarity is how to clarify some phrases in the

original sentence to be more obvious.

Example Original sentence : A college student usually

has homework to do.

Paraphrase : A person going to college

typically has to study at home.

 23

e. Condensing the original is the way of restating some phrases into

a short form.

Example Original sentence : 65 is the traditional age for

workers to retire in Canada.

Paraphrase : 65 is the traditional

retirement age in Canada.

f. Combining sentences is the strategy that used when students try

to combine short sentences with other short sentences.

Example Original sentence : Elizabeth I was the daughter

of Henry VIII. She is one of England’s most famous queens.

Paraphrase : Elizabeth I, who was the

daughter of Henry VIII, was one of England’s most famous

queens.

g. Using varied sentence structure is how to use varied sentence

patterns or express in a new structure when dealing with

paraphrasing task.

Example Original sentence : Technology can cause a

disaster.

Paraphrase : A technological disaster is

possible.

2. Semantic Paraphrase is the paraphrase that involves with changing

words in the original sentence

a. Changing word order is the way students alter the order of clause

when the original sentence has two or more clauses. In addition,

 24

Shirley as cited in Hidayat (2017, pp. 19-20) added that it is quite

similar to changing a structure of grammar. However, it could be

separated from the previous one because this only focuses on a

changing in particular position of each sentence

Original : The field researchers cancelled their

trip because it was raining.

Paraphrase : Because it was raining, the field

researchers cancelled their trip.

Original : Terry wanted more books, but he

couldn’t afford them.

Paraphrase : Terry couldn’t afford more books,

even though he wanted them.

b. Changing parts of speech is how to change some of the words in

the original sentence into different parts of speech.

Example Original sentence : Fifty-four men signed the

Declaration of Independence.

Paraphrase : Fifty-four men put their

signatures on the Declaration of Independence.

c. Using synonyms is how to replace the exist vocabulary with

another word that has the same meaning.

Example Original sentence : It can be difficult to choose

a suitable place to study English.

Paraphrase : It can be hard to select an

appropriate place to learn English.

 25

d. Changing number and percentage is how to replace a value in

the original sentence with a number or a percentage form by

preserving the equivalent value.

Example Original sentence : More than half of women

who attended the one-day meeting were in business with

their spouses.

Paraphrase : Over 50% of female who

attended the one-day meeting own a business with their

partners.

3. Organization paraphrase is the paraphrase that involves changing

structure of idea inside paragraph.

Original : “Statements that seem complimentary can go in one

context may be inappropriate in another (1). For example, women in

business are usually uncomfortable if male colleagues or superiors

compliment them on their appearance (2): the comments suggest that

the women are being treated as visual decoration rather than as

contributing workers (3)”

Paraphrase : Women may feel uneasy upon receiving

ordinarily positive comments on their appearance from male

coworkers or supervisors (2). To these women, the remarks carry an

implied meaning: instead of being thought of as productive

employees, they are actually being viewed as just a pretty part of the

atmosphere (3). Depending on the situation, words or expressions

which appear favorable may actually be unsuitable in a conversation

 26

(1). In addition to changing both the wording and sentence structure,

this paraphrase includes all points and retains the meaning of the

original passage.

In order to obtain a suitable framework for this study, strategies

mentioned above and all collected strategies have been synthesized. The

researcher would use some strategies according to appropriate in the object

of these studies. The researcher used ten strategies, nine from Jackie

Pieterick, The University of Wolverhampton as cited in Dung (2010, p. 12)

followed by Injai (2015, pp. 14-16); using synonym, using active to passive/

passive to active, using positive into negative, changing varied sentence

structure, changing word order, changing parts of speech, combining

sentences, separating long sentences, and expanding phrase for clarity.

Meanwhile one from Pratiwi (2019, p. 22); omitting any unnecessary.

F. Differences between Quoting, Paraphrasing and Summarizing

Quoting, paraphrasing and summarizing skills are the most essential

strategies for students in a real academic context (Injai, 2015, p. 1).

Quotation is taking the exact words of the author (Whitaker, 2009, p. 10).

Then, Jordan (2003, p. 102) adds it must be accurate, with the same

punctuation and spelling. Actually, using quotation is do not suggest in

academic writing because the idea is to show that the students understand

what the author says and can put in their own words (Charles Darwin

University, p. 23). Next, a paraphrase is rewriting information from an

outside source in own words without changing its meaning (Bailey, 2011,

p. 50). Since, it include in the rewriting of the original passage, a paraphrase

 27

is almost as long. A summary, by contrast, is much shorter than the original

(Wati, 2018, p. 13). A summary includes only the gist of information from

the background reading (Campbell, 1987, p. 14). In summarizing and

paraphrasing, however, it must not change the meaning of the original. In

addition, whenever we use the ideas of others, whether directly quoted or

not, we must write its source. This is same with Jordan (2003, p. 102) writes

that when referring to a book, journal article and the other sources, the

normal procedure is to put the author’s name, the year of publication in

bracket, and the page numbers if necessary (Jordan, 2003, p. 102). If do not,

it may be accused as plagiarism (Duke Divinity School, 2017, p. 7). In

another word, it is exact copy which Keck (2014, p. 8) defined that it was

taking exact word from the original text, without using quotation, and with

no linguistic changed.

G. Review of Previous Studies

There are several previous studies related to paraphrasing strategies.

The first is the study from Injai (2015, p. iv) who conducted at Burapha

University to investigate the use of paraphrasing strategies and to analyze

the types of paraphrase identifications from 60 English major students who

enrolled in the course of Note Taking and Summarizing types using a test

which was divided into sentence and paragraph levels. The participants were

assigned to paraphrase 15 sentences and 5 paragraphs. Then the findings of

the study indicated that the students used synonyms strategy with the highest

frequency (51.23%). In terms of paraphrasing types, it has been clearly seen

that students’ paraphrase identifications were “Near copy” with the highest
 28

percentage (54.32%). Similarly, study of (Na & Mai, 2017, pp. 12-13) that

conducted on English major learners (five males and five females) in their

second year of study at a public university in Vietnam with qualitative

content analysis found the result was students mostly used synonym in

paraphrase. Also, the study from Pertiwi (2019, p. xi) conducted in

qualitative approach with 26 students as the respondents by purposive

sampling and the result that used by the students was mostly change the

synonym strategy. However, the study from Irmadayanti (2018, p. vii) was

seen different result. The researcher conducted on the sixth semester

students of unit 2 who have studied academic writing subject which

consisted of 29 students at Department of English Language Education of

UIN Ar-Raniry of Banda Aceh. The study was conducted by applying a mix

method research which involves writing task and questionnaire. The

findings of the research reveal that most of the participants consider to use

minimal revision as the quality in paraphrasing the text. Furthermore, Next,

the study from (Pratiwi, 2019, p. i) conducted on English students journals

at STKIP PGRI West Sumatra by resulting that students often use make

abstract ideas concrete techniques. Next, the study from Sarair, Astila, &

Nurviani (2019, p. 151) who conducted in Aceh, Indonesia and consisted of

30 students who have taken writing classes from Universitas

Muhammadiyah Aceh and Universitas Islam Negeri (UIN) Ar-Raniry. This

study intended to investigate university students’ abilities to paraphrase

English texts and to investigate the strategies used by students to help them

to paraphrase that using document analysis that form test consisting five
 29

sentences and one paragraph. The result of this study indicated that both

universities abilities in paraphrasing English texts is mostly found near copy

and the strategy mostly that students used varied structure (37 %).

Based on the previous studies of paraphrasing, the researcher is

interested to conduct the study on the students’ writing of the sixth semester

students who took English for Academic Purposes course of UIN Antasari

Banjarmasin Academic Year 2020 that different of the previous study.

Those previous studies mostly used test as the instrument, only Pratiwi

(2019, p. 21) used journal documents. In this study would use

documentation of brief proposal in one citation of introduction section to

find mostly strategy of paraphrasing and the paraphrased identification.

Also, in this study the researcher used some theories of paraphrasing

strategies according to Jackie Pieterick as cited in Dung (2010, p. 12) and

Pratiwi (2019, p. 22) and with the same theories from previous study to find

paraphrase identifications by Keck (2014, p. 9). Besides, the different from

previous study, if previously using paraphrase whether mention source or

not, here in this study the researcher would use only the document that

paraphrased by putting the citation and mentioning the source in the

bibliography. Because if the students did not use citation and source in the

bibliography, the researcher could not analyze it. Hence, the researcher

would compare the documents with the original text first.

 CHAPTER III

RESEARCH METHOD

In this chapter, the researcher discussed about the methodology of the

study. Some materials are included as the methodology of the study. Those

discussed materials are stated as the following: research design, research

setting, population and sample, data, technique of data collection and data

analysis.

A. Research Design

Research design is utilized in research to know how to precede the

data. It means that it is a plan for collecting and analyzing the data in order

to answer the research question (Bogdan & Biklen, 1992, p. 58). This

research mainly employed descriptive qualitative approach by doing content

analysis. Content analysis means as method analyzing documents (Ary,

Jacobs, Sorensen, & Razavieh, 2010, p. 29). The researcher used this

method to analyze and classify the result to find the mostly paraphrase

identification and the strategy in paraphrasing through documents in brief

of thesis proposals. The data that has been collected in the form of number

would calculated in the form of percentage, then interpreted in the form of

sentences. This technique is often called as a descriptive qualitative

technique with a percentage. In other words, Nassaji (2015, p. 130) stated

that if the study uses descriptive approach sometimes focuses on describing

what happened and analyzing the data quantitatively.

30
 31

B. Research Setting

The researcher took the place in English Department of Tarbiyah

and Teachers’ Training Faculty at UIN Antasari Banjarmasin. This college

is located on Jl. A.Yani km 4, 5. This university is one of universities in

South Kalimantan which has English Department. At this department there

is writing lesson that started by Basic Writing, Paragraph Writing, Essay

Writing, Academic Writing, and the last is English for Academic Purposes.

The lesson about paraphrasing actually is taught in Academic Writing,

however it only introduction while in English for Academic Purpose course

there is lesson in the concept and paraphrasing strategy. Also, English for

Academic Purposes is a new course in this department. Thus, this is the

opportunity for the researcher to conduct the research about paraphrasing

especially the paraphrase identification and the paraphrasing strategy.

Because, the paraphrasing strategy that students used will affect to

paraphrase identification in order to the researcher know it after learning the

paraphrase material in English for Academic Purposes course. Moreover,

this research need three moths started from 30th of June– 30th of July 2020

in collecting the data, then from 22nd of November – 22nd December 2020

in analyzing it and from 6th of March – 6th of April 2021 in interpreting it.

C. Population and Sample

A population is defined as all members of any well-defined class of

people, events, or objects. While sample is a portion of a population (Ary,

Jacobs, Sorensen, & Razavieh, 2010, p. 148). The population of this

research were the students writing of the sixth semester students of English
 32

Department Academic Year 2020 who took English Academic Purposes.

The reason to choose their brief of thesis proposals, because they had done

all of writing courses, such as Basic Writing, Paragraph Writing, Essay

Writing, and Academic Writing and English for Academic Purposes. It also,

they have learned about paraphrasing in Academic Writing and English for

Academic Purposes. Furthermore, they would create the real thesis

proposals, where paraphrasing is needed as one of the ways to use experts’

ideas in their writing. Therefore, the researcher assumed they could imply

paraphrase in their brief of thesis proposals as final project in English for

Academic Purposes course. Hence, the researcher analyzed paraphrase

identifications and the paraphrasing strategies. There are four classes of the

sixth semester students consist of 148 students. The researcher choose some

brief of thesis proposals from 148 students English Department. Next, the

researcher used random sampling in taking sample to be choose. The reason

to choose the simple random sampling because it is the best way to obtain a

representative sample (Gay, Miles, & Airasian, 2012, p. 131). According to

Arikunto (2006, p. 112) if the population is more than 100 is taken as sample

between 10 - 15% and 20 - 25% or more than 35% - 50% is good. Therefore,

the researcher took 35% from 148 brief of thesis proposals from the student

English Department in become 52 documents. The total number of

population and sample can be seen in the following table:

 33

Table 2. The Population and Sample

No Class Total Sample

1 A 40 14

2 B 40 14

3 C 34 12

4 D 34 12

Total 148 52

D. Data

There are two categorizes of the data. They are primary data and

secondary data. The primary data of this research was the Introduction

section of research proposals. The secondary data was the original source

that the students took as reference in their brief proposals. The data collected

one citation in the Introduction section of brief proposals. The reason to

choose only one citation because there were some students only used one

source in the Introduction section of brief of thesis proposals in order to

make the researcher easier to analyze because has same total of sentence.

E. Technique of Data Collection

To get answer of the research questions in this study, the researcher

needs to collect the data. The data were collected through documentation. A

document is one of type of data collection tools used in qualitative research

(Lodico, Spaulding, & Voegtle, 2010, p. 130). Also, they give example of

documents, such as textbook, students’ work, issue of a school newspaper

(p. 134). Here, the researcher used document from brief of thesis proposals,

it is same with students’ work. In this process, the researcher asked the
 34

students to give brief of thesis proposals to analyze whether the document

is paraphrase or not. After that, the researcher selected the data according to

the criteria that researcher wants. If the criteria is not reached, it would not

be analyze. Meanwhile, if the criteria is reached, the researcher would

analyze it into paraphrase identifications and paraphrasing strategy. Then,

the data would be counted into percentage with descriptively.

F. Data Analysis

In analyzing the data, as the researcher uses descriptive qualitative

research with a percentage, it leads the researcher to collect the data, based

on the theory framework of Miles & Huberman (1994, p. 10) that consist of

three components; data reduction, data display, and conclusion drawing and

verification.

1. Data Reduction

According to Miles and Huberman (1994, p. 10), data reduction

refers to the process of selecting, focusing, simplifying, abstracting, and

transforming the data that appear in writing up field notes or

transcriptions. In data reduction step, the researcher only choose one

sentence that used citation in part of introduction section in brief of

thesis proposals. In addition, the sentence is selected meticulously due

to avoid the ambiguous data. At this case, the documents would be

analyzed to check the citation and the source in the bibliography. If the

citation or source doesn’t put in the brief of thesis proposals, it would

not categorize to paraphrase despite there is word or structure changed.

Then, the possible paraphrase was compared to the original text. The
 35

criteria of the paraphrase was used to ensure that the selected sentence

is classified as correct paraphrasing. After that, the researcher identify

the data was conducted once the primary data were identified. The

displayed data was compared with the secondary data or the original

passage from the reference. At this step, the theory from Keck (2014, p.

9) of paraphrasing was used to examine students’ paraphrase

identification. Furthermore, total strategies of paraphrasing students

applied was classified based on the paraphrasing strategy that choose by

the researcher in chapter II.

2. Data Display

Miles and Huberman (1994, p. 11) state that the most frequent from

of display data for qualitative research data in the past has been

narrative. Also they add that the displays include many types of

matrices, graphs, charts, and networks (Sugiyono, 2015, p. 249). In

displaying the data, the researcher displays it in the form of charts and

table with percentage. To find the types of students’ paraphrase

identification, Keck’s (2014, p. 9) offers four types; Near copy,

Minimal Revision, Moderate Revision and Substantial Revision was

used in the analysis. All documents that paraphrase will be collected in

order to identify the frequency of copying unique links found in each

text. The unique link was defined as a word copying and strings of

words copying from the original. As for determining the percentage by

using the formula:

 36

P = X x 100

P = percentage

X = unique links

n = total of paraphrase words

To analyze paraphrasing strategies, the researcher used the frequency

of occurrences of strategy according to Dung (2010, p. 12) that followed

by Injai (2015, pp. 14-16), and Pratiwi (2019, p. 22). As for determining

the percentage by using the formula:

P = X x 100

P = percentage

X = frequency

n = number of students’ paraphrase

3. Conclusion Drawing and Verification

Miles and Huberman (1994, p. 12) describe the third type of data

analysis activity as drawing and verifying conclusions. The researchers

wrote the findings of analysis in the students’ paraphrase identifications

and paraphrasing strategies.

 37

After the process of data display, the researcher would sum up

the analyzed data. The first step is that the researcher would draw

conclusions for each finding from the data for the first question which

are obtained from brief of thesis proposals. Second, the researcher draws

a conclusion that represents all the findings for answering the first and

the second research question of this research but the conclusion

appearing is still temporary. To verify the conclusion the researcher

need to verify by comparing the theory from Keck (2014, p. 9) for

answering the first research question and compilations’ theory from

some researchers (Dung (2010, p. 12) that followed by Injai (2015, pp.

14-16), and Pratiwi (2019, p. 22) for answering the second research

question.
 CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the research findings and discussions dealing

with the data that have been collected during the research. The data would

take from brief of thesis proposals in English for Academic Purposes course

whose the sixth semester students in Academic Year of 2020 at English

Department students of UIN Antasari Banjarmasin. In findings, the

researcher examined paraphrase identifications according to Keck (2014, p.

9). Furthermore, the researcher classified the paraphrasing strategies those

were ten strategies as mentioned in Chapter II.

A. Finding

In this part, the researcher presents the data related to the research

question; (1) What type of paraphrase identification is mostly used in

students’ brief of thesis proposals? (2) What the strategy is mostly used by

the students in paraphrasing?. Related to those research questions, the

researcher aims to examine the students’ paraphrase identifications and

classify paraphrasing strategies in order to get the frequency. There are 16

from 52 became the sample of this study. The paraphrase would be analyzed

from one citation in the introduction section of brief proposal. The reason

to choose one citation because there was student who used one citation.

1. Students’ Paraphrase Identifications

As explained in the previous chapter, the document of the students’

paraphrases were analyzed manually at the sentence level. This activity

allows for an analysis of the paraphrasing attempts done by the students.

38
 39

In addition, the researcher would analyze the document of students’

paraphrasing quality by using paraphrase identification as it offers a

reliable method for classifying attempted paraphrases which developed

by (Keck, 2014, p. 9). However, before analyzing to determine whether

the document is categorized as paraphrase or not. The first, the

researcher would analyze by checking whether the student used

citation, put reference in the bibliography, and changed the word or

structure. This is like The Hong Kong Polythechnic University (2015,

p. 6) offers that when paraphrase, not only report the source information

using your own words, but also need to refer to the sources with

bibliographic information, in order to the readers can find the item.

Thus, when the student ignore it, it will be categorized as no paraphrase,

either quotation or exact copy. If the researcher found the quotation or

exact copy, the researcher would remove it. Then, analyzed the

documents that categorized to paraphrase. Based on the research

question, firstly the researcher would analyze paraphrase identification

to find the highest total of them. Paraphrase identifications divided into

four types; near copy, minimal revision, moderate revision and

substantial revision. Then, to determine the frequency of the paraphrase

identification used by the students, the researcher uses the formula of

percentage. The following table would present the paraphrase

identification students’ and no paraphrase.

 40

Table 3. Paraphrase identifications and No Paraphrase

Student Frequen Percenta Paraphrase Identifications No

cy ge Paraphr
Substantial Moderate Minimal Near ase
Revision Revision Revision Copy

Student 1 10/18 55.55% ✔

Student 2 15/15 100% ✔

Student 3 4/19 21.05% ✔

Student 4 7/25 28% ✔

Student 5 1/18 6% ✔

Student 6 24/24 100% ✔

Student 7 32/32 100% ✔

Student 8 46/46 100% ✔

Student 9 3/39 7.69% ✔

Student 10 3/25 12% ✔

Student 11 29/29 100% ✔

Student 12 29/29 100% ✔

Student 13 38/38 100% ✔

Student 14 31/31 100% ✔

Student 15 23/23 100% ✔

Student 16 25/25 100% ✔

Student 17 37/37 100% ✔

Student 18 2/27 7.40% ✔

Student 19 17/17 100% ✔

Student 20 23/23 100% ✔

Student 21 29/29 100% ✔

Student 22 24/24 100% ✔

Student 23 33/33 100% ✔

 41

Student 24 19/19 100% ✔

Student 25 22/22 100% ✔

Student 26 11/11 100% ✔

Student 27 25/25 100% ✔

Student 28 23/23 100% ✔

Student 29 8/25 32% ✔

Student 30 4/23 17.39% ✔

Student 31 26/26 100% ✔

Student 32 27/27 100% ✔

Student 33 24/24 100% ✔

Student 34 5/21 23.80% ✔

Student 35 4/17 23% ✔

Student 36 36/36 100% ✔

Student 37 6/37 16.21% ✔

Student 38 11/11 100% ✔

Student 39 18/18 100% ✔

Student 40 4/29 13.79 % ✔

Student 41 8/25 32% ✔

Student 42 25/25 100% ✔

Student 43 20/20 100% ✔

Student 44 2/9 22.22 % ✔

Student 45 10/10 100% ✔

Student 46 21/21 100% ✔

Student 47 36/36 100% ✔

Student 48 9/22 40.90% ✔

Student 49 36/36 100% ✔

Student 50 15/15 100% ✔

Student 51 0/31 0% ✔
 42

Student 52 17/17 100% ✔

Frequency 1 6 8 1 36

Based on the analyzing and checking the documents above, it

can be seen from the table, the students who paraphrased only 16 of 52

students. Because 36 students didn’t put the references in bibliography,

the main source, changed structure and words. Thus, the researcher

would analyze paraphrase identification from 16 students also for

paraphrasing strategies later.

The table above that all of the percentage students were 100%

which called as no paraphrase. For more detail, the researcher assumed

according to the criteria in taking the sample, the researcher would

analyze by mentioning the source in the bibliography, putting the

citation, and changing word and structure. In addition, the researcher

added if the students only using reference verb or phrase it will be not

categorize as paraphrase, because it will categorized as quotation. Then,

if the students do not mention the source in the bibliography it will be

categorized as plagiarism like Jordan said (2003, p. 102) that when

referring to a book, journal article and the other sources, the normal

procedure is to put the author’s name, the year of publication in bracket,

and the page numbers if necessary (Jordan, 2003, p. 102). If you do not,

you may be accused as plagiarism (Duke Divinity School, 2017, p. 7). In

another word, it is exact copy which Keck (2014, p. 8) defined that it was

taking exact word from the original text, without using quotation, and
 43

with no linguistic changed. For more detail, the researcher would explain

as follows:

a. Using quotation (reference phrase and source in the bibliography)

Based on the finding of this study, the researcher found that

the student used reference verb or phrase and source in

bibliography in their brief of thesis proposals were 4 students with

the number of student 36, 38, 39, and 49. See in Appendix II. Here

the researcher only gives an example:

Student 49

Original:

This field experience is key to professional learning because

student teachers have the opportunity to experience authentic

classroom situations as well as to become familiar with a wide

variety of learning and teaching strategies and techniques (Chien,

2014).

Paraphrase:

According to Chien, (2014) as cited in Agudo, (2016) stated

that this field experience is key to professional learning because

student have the opportunity to experience authentic classroom

situations as well as to become familiar with a wide variety of

learning and teaching strategies and techniques.

Source:

Agudo, J. d. (2016). What type of feedback do student

teachers expect from their school mentors during practicum

 44

experience? the case of Spanish EFL student teacher. Australian

journal of teacher education. 41(5), 36-51.

b. Using quotation (citation and the source in the bibliography)

Based on the finding of this study, the researcher found that

the student mentioned the source in their proposal were 8 students

with the number of student 2, 17, 31, 32, 42, 43, 45 and 52.

Student 2

Original:

Often, teachers answered their own questions instead of

allowing students to find the answers themselves.

Paraphrase:

Often, teachers answered their own questions instead of

allowing students to find the answers themselves (Aysegul

Bayraktara, 2012).

Source:

Bayraktar, A. (2012). Teaching Writing Through Teacher-

Student Writing Conferences. Procedia, Social and Behavioral

Sciences, 51(2012): 709-713.

c. Plagiarism (using citation without putting the source in the

bibliography)

Based on the finding of this study, the researcher found that

the student didn’t mention the source in the bibliography however

there is citation. Therefore this is categorized to plagiarism. This

categorized were 24 students with the number of student 6, 7, 8,

 45

11, 12, 13, 14, 15, 16, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 33, 46,

and 47.

Student 6

Original:

Furthermore, Zeichner and Liston (1996) suggest that

teacher should think and question about their goals and values in

teaching and examine his/her teaching assumption

Paraphrase:

Furthermore, Zeichner and Liston (1996), suggest that

teacher should think and question about their goals and values in

teaching and examine his/her teaching assumption

Source:

Silvia, R. (2014). Teachers' Understanding and Practice

(A Case Study of Four English Teachers of High Schools in

Bandung). Thesis, School of Postgraduate Studies-Indonesia

University of Education , English Education Department.

From the example above, the researcher assumed the

student took the source from journal article without mentioing the

main source, because the researcher check it by analyzing the

citation and references. Although, the citation put there, it didn’t

find the references, then the researcher write as same as the

sentences with the student did on google. It detected the students

put the sentence from Silvia (2014) not Zeichner and Liston

(1996).
 46

In short, from 52 students above it find 16 students who

paraphrased. Then, the researcher examined paraphrase

identification by using Keck (2014, p. 9) as the theory in this

study. This paraphrase identification classified according to the

number of unique links found in the paraphrase that also occurred

in the original excerpt, but it did not occur at any other point in

the source text. The results would present in figure below:

Substantial Near Copy

Revision 6%
6%

Moderate
Revision
38%

Minimal Revision
50%

Figure 1. Percentage of Paraphrase Identifications

a. Near Copy

The first paraphrase identification type is near copy. Near

Copy is defined as an attempted paraphrase in which 50% or more

of the paraphrase was made up of words contained within unique

links. Near Copy can be characterized as paraphrases which are

composed primarily of long copied strings taken from the original

 47

excerpt (Keck, 2014, p. 9). Based on the finding of the study, there

was only one student who categorized as near copy for more detail

as follows:

Student 1

Original:

Brainstorming is usually a small group activity which

encourages students to focus on the free flow of ideas (Bailey,

2006, as cited in Soraya 2010).

Paraphrase:

Brainstorming is usually a small group activity which urges

students to focus on the free stream of ideas (Bailey, 2006, as cited

in Norseha, 2016).

Source:

Unina, N. & Polin, B., 2016, Brainstorming as a Way to

Approach Student-Centered Learning in the ESL Classroom,

Malaysia. Procedia - Social and Behavioral Sciences 224 605 –

612. doi: 10.1016/j.sbspro.2016.05.450.

The student 1 seems like has ten unique links, they are

“usually, a, which, to, focus, on, the, free, of, idea”. For the word

“brainstorming”, “ideas” and “small group” occur in the original

text, they occurred on several times. For the word “brainstorming”

occurs seventy three times, “ideas” occurs nineteen times, and

“small group” occurs eight times, they were called as general links.

Then, for the phrase “cited in” was no counted, because it phrase
 48

for making citation. Since, the paraphrase contained eighteen total

words, the percentage of the paraphrase made up of words within

unique links is 10/18 (55.55%).

b. Minimal Revision

The second Paraphrase type is minimal revision, captured

paraphrases in which 20–49% of the paraphrase was made up of

words within unique links. As the table above shows that the mean

percentage of words contained within unique links for Minimal

Revisions was 50% or a half of sample, it is 8 of 16 students. (Keck,

2014, p. 9). For the finding of this study would be analyzed below:

Student 3

Original:

Cruickshank and Applegate (Kathleen M. Bailey, Andy

Curtis & David Nunan, 2004) defined reflective teaching as “the

teacher’s thinking about what happens in classroom lessons and

thinking about alternative means of achieving goals or aims”. It is

a means for teachers to think, analyze and objectively judge their

classroom action.

Paraphrase:

According to Bailey, et al (in Liu & Zhang, 2014) when the

teacher wants to achieve goals and objectives, the thing to do is

think, analyze and assess objectively.

Source:
 49

Liu, L. & Zhang. Y. (2014). Enhancing Teacher's

Professional Development through Reflective Teaching. Theory

and Practice in Language Studies, 2396-2401.

Students’ paraphrase above is categorized to moderate

revision. Because of the finding showed that the student’s

paraphrase contains three unique links words, “goals, think,

analyze, objectively,’’ which also occurred in the original excerpt.

For “according to”, it is not counted, because it word for show

citation. Thus, the total number of words contained within unique

links for this paraphrase is three. Since the paraphrase contains

nineteen total words, the percentage of the paraphrase made up of

words within unique links is 21.05% (4/19) which categorized as

minimal revision.

Student 4

Original:

Zoom.us can run easily and quickly administrative tasks

in the public cloud while meeting traffic, including video, voice

and content sharing, goes through the private cloud using the on-

premise Meeting Connector

Paraphrase:

Zoom can run administrative tasks as public cloud, meeting

traffic including video, voice and content sharing goes to the

private cloud using On-premise Meeting Connector (Maria K.

2015 p.10).
 50

Source:

Koutroumpousi, M., & Tsinakos, A. (2015). Zoom. Us in the

Distance Education Environment of Michigan State University

(MSU).

It is likely, the student 4 has seven unique links, they were

“can, run, task, including, goes, the, using”. However, there also

many words were same but they are called as general links, because

they are repeatedly in the original text, for the word “video” occurs

twenty times, “meeting” occurs fifteen times, “cloud” occurs nine

times, “administrative” and “content sharing” occurs twice.

Whereas, for the phrase “On-premise Meeting Connector”, it can

not be changed. However, there was a few mistake that student

wrote the name of writer is incorrect as APA method. Since, the

paraphrase contains nineteen words, the percentage of the

paraphrase made up of words within unique links is 28% (7/25).

Student 29

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. (Faculty

Training and Development, 2006: 3).

Paraphrase:
 51

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. (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

Based on the finding, it is likely the student’s paraphrase

contained eight unique links: “is, defined, as, the, road map, used,

to, from”. It should be noted that the words “lesson plan”, “first

meeting”, and “class” were not included as in the unique link

because these words occur in the original text. Since the paraphrase

contained twenty total words, the percentage of the paraphrase

made up of words within unique links is 32% (8/25).

Student 34

Original:

Brainstorming can be viewed as a technique in which an

individual or a group engages in critical thinking to generate wide-

ranging ideas and creative solution toward solving a problem.

Paraphrase:

Brainstorming can be engaged by individuals or a group in

critical thinking to get solution in attempt to solve problem

together. ( Hidayanti, Rochintaniawati & Agustin, 2018)

Source:
 52

Hidayanti., I., W. Rochintaniawati., D. & Rika Rafikah

Agustin( 2018). The effect of Brainstorming on Students’ Creative

Thinking Skill in Learning Nutrition. Journal of Science Learning,

12, 44-48.

Based on the finding of this study, student’s paraphrase has

five unique links, “can, be, a, to, problem”. For word

“brainstorming” occurs in Hidayanti, Rochintaniawati & Agustin

(2018) found that the word “individual” occurs three times, and

“solution” occurs five times. Since the paraphrase contains twenty

one of total words, the percentage of the paraphrase made up of

words within unique links is 23.80% (5/21)

Student 35

Original:

This framework builds on Lee Shulman’s construct of

pedagogical content knowledge (PCK) to include technology

knowledge.

Paraphrase:

TPACK framework is development of Lee Shulman’s idea

of pedagogical content knowladge (PCK) to include teachnology

knowladge. (Mishra and Koehler, 2009).

Source:

Koehler, M. J., & Mishra, P. (2009). What is technological

pedagogical content knowledge?Contemporary Issues in

Technology and Teacher Education, 9(1), 60-70.

 53

Based on the finding, it can be seen the total of unique links

were four, they were “of”, of, to, include”. However there were

some words but they happened in the source original repeatedly

such as “framework” occurs twenty five times, “pedagogical

content knowledge” occurs ten times, and “technology” occurs one

hundred and eight times. Since the total words were seventeen.

Therefore the percentage of unique link is 23% (4/17)

Student 41

Original:

Kasper (1997) pragmatic competence can be defined as

knowledge of communicative action as well as the way to perform

it, and the ability to use a language appropriately according to the

context.

Paraphrase:

Kasper in Wichien and Aksornjarung (2012) defined

pragmatic as the knowledge of communicative action and the way

to carry it out, and the ability to use language appropriately

according to the context.

Source:

Wichien, S. (2012). Pragmatic features in English course

materials used at a Thai university (Doctoral dissertation, Prince

of Songkla University).
 54

Based on finding, the researcher found that the student’s

paraphrase consist eight unique links, those were “defined, way, to,

ability, use, appropriately, according to, context”. While for the

general links were “context” occurs thirty times, “knowledge”

occurs twenty four times, and “communicative action” occurs

twice. Thus it can be count the percentage is 32% (8/25)

Student 44

Original:

Given the central role of teacher quality in determining

student achievement

Paraphrase:

The teacher is a quality in determining student

achievement. (L. Feng & T.R Sass. 2017).

Source:

Feng, L., & Sass, T. R. (2017). Teacher quality and teacher

mobility. Education Finance and Policy, 12(3), 396-418.

Based on the finding, the researcher found that the student’s

paraphrase has two words “in, determining”. For the word

“quality” repeated one hundred one hundred and ninety three times,

“achievement” repeated twenty times. Therefore it can be counted

the percentage of paraphrase identification is 22.22 % (2/9).

Student 48

Original:
 55

Another reason for the popularity of teaching English to

young learners is because it is a lingua franca today, which means

a common language used for communication between two people

whose languages are different Harmer (2007).

Paraphrase:

Harmer (2007), cited in Sad (2010), said that teaching

English to young learners is popular because English is common

language used for communication between two people whose

languages are different.

Source:

Sad, S. 2010. Theory-practice dichotomy: Prospective

teachers` evaluations about teaching English to young learners.

Journal of Language of Instruction1. No. 05, Vol. 1. Pp. 69-86.

The student 48 was likely has nine unique links, those were

“because, used, for, between, two, people, communication, whose,

different”. For the word “teaching” according to source text occurs

sixty seven times, “teaching English” occurs thirty times, “young

learner” occurs sixty nine times, and “communication” occurs four

times. Besides that for word “cited in” is not counted because this

word used for creating citation. While for the word “said that” as

the reference verb. Since the total words are twenty two. Therefore,

the percentage of the paraphrase made up of words within unique

links is 40.90% (9/22).

c. Moderate Revision
 56

The third paraphrase type is Moderate Revision that defined

as an attempted paraphrase which used less than 20% of the total

paraphrase words were contained within unique links. As a group,

Moderate Revision paraphrases had a mean of 10% unique link

words and a mean of 11% general link words (Keck, 2006, p. 270).

Based on the analyzing above, the researcher found that the

students who paraphrased that categorized to moderate revision is

6 of 16 students or 38%. They are student 5, 9, 10, 30, 40, and 37.

Student 5

Original:

Teachers’ conceptions of creativity in EFL were categorised

into creative products, cognitive development, creative teaching

approaches and freedom in choice and expression.

Paraphrase:

The concept of creativity is categorised in creative products,

cognitive development, creative teaching approaches, and freedom

of expression (Lijuan Wang and Kokotsaki, 2018. pp. 115-130).

Source:

Wang, Lijuan and Kokotsaki. 2018, Primary School

Teachers’ Conceptions of Creativity in Teaching English as a

Foreign Language (EFL) in China. Thinking Skills and Creativity,

29. pp. 115-130.

Students’ paraphrase above is categorized to moderate

revision. Because, the finding showed that the student has the
 57

unique link is only one word “categorized”. While, the word

“creativity” occurs three hundred three times, “freedom” occurs

thirty times, “expression” occurs ten times, “cognitive

development” occurs five times, “creative teaching approaches”

occurs three times, and “creative product” occurs four times in the

original text. Therefore, it can be counted the percentage of the

paraphrase made up of words within unique links is 6 % (1/18).

Student 9

Original:

Technology is being used by children and adults on a daily

basis by way of web surfing, texting, social networking, interactive

games, and in more ways.

Paraphrase:

Nowadays, not only adults but also children can be able to

access it easily by doing web surfing, texting with other people

around the world and doing social networking, playing interactive

games, and other activity that technology have provided (Costley,

2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology

on Teaching and Student Learning. Associate Professor of

Curriculum & Instruction, 2.

Students’ paraphrase above is categorized to moderate

revision. Because, the finding of this study showed that the

 58

student’s paraphrasing contained three unique links of words

“adults”, “children”, and “texting”. For the words “adults” and

“children” it will be changed to people. While the word “texting”,

it can be changed to messaging. In Costley, K. C. (2014). the word

“technology” occurs 94 times. This is unsurprising, considering

that the topic of this text. For “web surfing” occurs twice, and

“interactive game” occurs 3 times”. These words are general

unquie, because they occur in other places of the source text. Thus,

the total number of words contain within unique links for this

paraphrase is three. Since the paraphrase contains 39 total words,

the percentage of the paraphrase made up of words within unique

links is 7. 6% (3/39).

Student 10

Original:

In an EFL writing class, it is a natural extension to provide

students with opportunities for authentic foreign language

interaction through technology (Daniels & Leslie, 2013)

Paraphrase:

In this matter, in EFL writing class, it is a natural attachment

to give student the opportunities to experience authentic foreign

language interaction with technology (Daniels & Leslie, 2013, as

cited in Ghufron, M. A., & Rosyida, F. (2018).

Source:
 59

Ghufron, M. A., & Rosyida, F. (2018). The role of

Grammarly in assessing English as a Foreign Language (EFL)

writing. Lingua Cultura, 12(4), 395-403.

Students’ paraphrase above is categorized to moderate

revision. Because, the finding showed that it seems like the student

has three unique links, they are “natural”, “opportunities” and

“authentic”. For the number general link it can be seen from the

main source in Ghufron, M. A., & Rosyida, F. (2018) that “foreign

language” occurs five times and “interaction” occurs twice.

Therefore the percentage for paraphrase identification is 12%

(3/25).

Student 30

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.

Paraphrase:

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.

Source:

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

language students' writing. 39(2), . 83-101.

 60

Based on the finding of this studu, it is likely there were

four uniqu links “for, the, development, for”. While for the general

links, it found the word “feedback” occurs two hundred and eighty

seven (287) times, “development” occurs fourty two times,

“learning” occurs fourty two times, “writing skills” occurs five

times, “motivation” occurs twice, and “potential” occurs nine times

because if seen the original source in Hyland & Hyland (2006).

Therefore it can be said the paraprased identification of student 30

is moderate revision by percentage 17.39% (4/23).

Student 37

Original:

The writing of abstract is in fact one of the most important

things for students since they have to summarize and highlight the

most important thoughts/ideas of their text.

Paraphrase:

A scientific thesis writer is required to make an abstract in

a short time, and for students, this is important since they have to

highlight the main ideas of the research for their own text or

content. (Klimova, 2015).

Source:

Klimova, B. F. (2015). Teaching English abstract writing

effectively. Procedia-Social and Behavioral Sciences, 186, 908-

912.
 61

Based on the finding of this study, the researcher found that

the student seems like the paraphrase contains six unique links,

they are “for, since, have to, highlight, idea, text”. While for the

word “abstract” occurs 30 times in the original text. This is not

surprising because the theme of journal is about “Abstract”. Since

the paraphrase contains 37 total words, the percentage of the

paraphrase made up of words within unique links is 16.21% (6/37).

Student 40

Original:

Candidate work is then rated by trained and calibrated raters

(teacher educators and teachers in the same teaching field) on a set

of subject-specific rubrics that evaluate: Planning, Instruction,

Assessment, Reflection, and Academic Language.

Paraphrase:

During the teaching process, EFL PSTs are assessed

according to ratings of professional trainers on a set of subject-

specific rubrics that evaluate: planning, instruction, assessment,

reflection, and academic language (Darling-Hammond, Newton, &

Wei, 2013).

Source:

Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013).

Developing and assessing beginning teacher effectiveness: the

potential of performance assessments. Educational Assessment,

 62

Evaluation and Accountability, 25(3), 179-204.

http://dx.doi.org/10.1007/s11092-013-9163-0-0

For unique links seem like has four, they are “set, that,

rubric, evaluate”. There were some general links, such as

“planning” occurs twenty four times, “instruction” occurs thirty

seven times, “reflection” occurs twenty one times, “assessment”

occurs one hundred and thirty five times, “academic language”

occurs seventeen times. Therefore for paraphrase identification, it

can be said that as moderate revision by percentage 13.79 % (4/29).

d. Substantial Revision

Paraphrase which used no unique links, are classified into the

final paraphrase identifications, it Substantial Revision (Keck,

2006, p. 270). Based on the analyzing the researcher found only

one student who paraphrase that categorized to it or with the

percentage at 6%.

Student 51

Original:

Fostering students’ communicative competence by creating

their willingness to communicate is considered as one of the most

principal goals of L2 education.

Paraphrase:

Encouraging students to grasp communicative competence

is one of the goals in English classes particularly in EFL contexts.

 63

To obtain communicative competence, the students must also

create their willingness to communicate (Suci et.al, 2019).

Source:

Amalia, Suci Nugrah, Abdul Asib, Sri Marmanto. 2019.

Pre-Service English teachers’ attitude towards students’

willingness to communicate. 3rd English Language and Literature

International Conference (ELLiC), Vol.3

Based on the finding of this study, the researcher found that

for paraphrasing identification there is no one unique link.

Moreover, according the source text Suci et.al (2019) there are; the

word “student” occur 73 times, “willingness” occurs 16 times and

“communicative competence” occur 3 times. Since the paraphrase

contains 37 total words, the percentage of the paraphrase made up

of words within unique links is 0 % (0/31).

As data displays above, it can be inferred that the highest

percentage (50%) showed that students’ paraphrase identifications

were in minimal revision, followed by moderate revision with 38%,

then followed by near copy and substantial revision with 6%. In

other words, from 16 students as sample, the students used minimal

revision were 8 students, 6 for moderate revision, and only one

student used near copy and moderate revision.

2. Students’ Paraphrasing Strategies

The finding of the second research question was displayed in

relation to ten strategies; nine from Jackie Pieterick, The University

 64

of Wolverhampton as cited in Dung (2010, p. 12) followed by Injai

(2015, pp. 14-16); using synonym, using active to passive/ passive

to active, using positive into negative, changing varied sentence

structure, changing word order, changing parts of speech,

combining sentences, separating long sentences, and expanding

phrase for clarity. Meanwhile one from Pratiwi (2019, p. 22);

omitting any unnecessary. The resulting data of 16 students’

writing were displayed in the form of chart below as follows:

14
12
10
8
6
4
2
0
Frequency Percentage
Using Synonym 14 87,50%
Omitting any Unnecessary 12 75%
Changing Word Order 4 25%
Changing Parts of Speech 3 18,75%
Using Varied Structure 2 12,50%
Expanding Phrase for Clarity 2 12,50%
Separating Long Sentence 1 6,25%
Combining Sentences 1 6,25%
Changing Active to Passive 0
Changing Positive into Negative 0

Figure 2. Paraphrasing Strategies Used by the Students

The figure above showed that the result of paraphrasing

strategies used by the students. The strategies sequence is provided

below:

a. Using Synonym

In data analysis, the researcher found some strategies in

paraphrasing in brief proposal. Based on the finding of this

 65

strategy, most students used strategy using synonym. The students

used synonym strategy as many as 14 from 16 students or with the

percentage 87 and 50%. Those are student 1, 3, 4, 5, 9, 10, 29, 30,

34, 35, 37, 40, 41, and 51. It means only two students that never

used it to maintain the strategy in paraphrase. The following are the

data of students who used synonym as strategy in paraphrasing.

The underlined words of original and paraphrase are as the

synonym that chosen by the students.

Student 1

Original:

Brainstorming is usually a small group activity which

encourages students to focus on the free flow of ideas (Bailey,

2006, as cited in Soraya 2010).

Paraphrase:

Brainstorming is usually a small group activity which urges

students to focus on the free stream of ideas (Bailey, 2006, as cited

in Norseha, 2016).

Source:

Unina, N. & Polin, B., 2016, Brainstorming as a Way to

Approach Student-Centered Learning in the ESL Classroom,

Malaysia. Procedia - Social and Behavioral Sciences 224 605 –

612. doi: 10.1016/j.sbspro.2016.05.450.

The student 1 seems like used synonym as strategy in

paraphrasing. It can be seen from the word “encourages” replaced

 66

by “urges” and “flow” replaced by “stream”. Thus, it can be said

that the student 1 used using synonym as strategy in paraphrasing.

Student 3

Original:

Cruickshank and Applegate (Kathleen M. Bailey, Andy

Curtis & David Nunan, 2004) defined reflective teaching as “the

teacher’s thinking about what happens in classroom lessons and

thinking about alternative means of achieving goals or aims”. It is

a means for teachers to think, analyze and objectively judge their

classroom action.

Paraphrase:

According to Bailey, et al (in Liu & Zhang, 2014) when the

teacher wants to achieve goals and objectives, the thing to do is

think, analyze and assess objectively.

Source:

Liu, L. & Zhang. Y. (2014). Enhancing Teacher's

Professional Development through Reflective Teaching. Theory

and Practice in Language Studies, 2396-2401.

It seems like, the students 3 used synonym as paraphrasing

strategy. It can be seen that student changed the word from “aims”

became “objectives” and “judge” became “assess”.

Student 4

Original:
 67

Zoom.us can run easily and quickly administrative tasks in

the public cloud while meeting traffic, including video, voice and

content sharing, goes through the private cloud using the on-

premise Meeting Connector

Paraphrase:

Zoom can run administrative tasks as public cloud, meeting

traffic including video, voice and content sharing goes to the

private cloud using On-premise Meeting Connector (Maria K.

2015 p.10).

Source:

Koutroumpousi, M., & Tsinakos, A. (2015). Zoom. Us in the

Distance Education Environment of Michigan State University

(MSU).

It is likely, the student 4 used using synonym of paraphrasing

strategy The researcher could be seen that the student 4 used

synonym the word from “through” into the word “to”. This

synonym can be seen from the dictionary online on

https://www.thesaurus.com/browse/through.

Student 5

Original:

Teachers’ conceptions of creativity in EFL were categorised

into creative products, cognitive development, creative teaching

approaches and freedom in choice and expression.

Paraphrase:
 68

The concept of creativity is categorised in creative products,

cognitive development, creative teaching approaches, and freedom

of expression (Lijuan Wang and Kokotsaki, 2018. pp. 115-130).

Source:

Wang, Lijuan and Kokotsaki. 2018, Primary School

Teachers’ Conceptions of Creativity in Teaching English as a

Foreign Language (EFL) in China. Thinking Skills and Creativity,

29. pp. 115-130.

It is likely, the student 5 did paraphrase by using synonym.

It can be seen the student replaced some words “conception” to “the

concept”, “into” to “in”, “in” to “of”. Also, the student changed to

be “were” into “is” that in meaning is same. However, the student

shouldn’t change into “is” because it showed plural that explain

several conceptions.

Student 9

Original:

Technology is being used by children and adults on a daily

basis by way of web surfing, texting, social networking, interactive

games, and in more ways.

Paraphrase:

Nowadays, not only adults but also children can be able to

access it easily by doing web surfing, texting with other people

around the world and doing social networking, playing interactive

 69

games, and other activity that technology have provided (Costley,

2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology on

Teaching and Student Learning. Associate Professor of Curriculum

& Instruction, 2.

It seems like the student 9 was paraphrased by using

synonym. It can be seen that the researcher found the students used

synonym like the words from “by way” into “by doing”.

Student 10

Original:

In an EFL writing class, it is a natural extension to provide

students with opportunities for authentic foreign language

interaction through technology (Daniels & Leslie, 2013)

Paraphrase:

In this matter, in EFL writing class, it is a natural attachment

to give student the opportunities to experience authentic foreign

language interaction with technology (Daniels & Leslie, 2013, as

cited in Ghufron, M. A., & Rosyida, F. (2018).

Source:

Ghufron, M. A., & Rosyida, F. (2018). The role of

Grammarly in assessing English as a Foreign Language (EFL)

writing. Lingua Cultura, 12(4), 395-403.

 70

It seems like the student 10 did paraphrase by using

synonym as the strategy in paraphrasing. Here, the researcher

found that the student changed vocabulary from the word

“extension” into “attachment”, “provide” into “give”, “for” into

“to” and “through” into “with”.

Student 29

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. (Faculty

Training and Development, 2006: 3).

Paraphrase:

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. (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.

It is likely the student 29 used using synonym in

implementation the strategy of paraphrase. It can be seen that

student changed the words from “plan” into “prepare”, “conduct”

 71

into “execute”. Thus, it can be said that the student used using

synonym.

Student 30

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

Paraphrase:

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.

Source:

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

language students’ writing. 39(2), . 83-101.

The student 30 seems like used paraphrase by using

synomim. It can be seen from the word “regarded” became

“considered” and “essential” became “important”.

Student 34

Original:

Brainstorming can be viewed as a technique in which an

individual or a group engages in critical thinking to generate wide-

ranging ideas and creative solution toward solving a problem.

Paraphrase:
 72

Brainstorming can be engaged by individuals or a group in

critical thinking to get solution in attempt to solve problem

together. (Hidayanti, Rochintaniawati & Agustin, 2018)

Source:

Hidayanti., I., W. Rochintaniawati., D. & Rika Rafikah

Agustin( 2018). The effect of Brainstorming on Students’ Creative

Thinking Skill in Learning Nutrition. Journal of Science Learning,

12, 44-48.

It is likely, the paraphrasing strategies that student 34 used

by using synonym. It can be seen the student changed the word

from “viewed” into “engaged” as using synonym strategy.

Student 35

Original:

This framework builds on Lee Shulman’s construct of

pedagogical content knowledge (PCK) to include technology

knowledge.

Paraphrase:

TPACK framework is development of Lee Shulman’s idea

of pedagogical content knowladge (PCK) to include teachnology

knowladge. (Mishra and Koehler, 2009).

Source:

Koehler, M. J., & Mishra, P. (2009). What is technological

pedagogical content knowledge?. Contemporary Issues in

Technology and Teacher Education, 9(1), 60-70.

 73

The student 35 is likely using paraphrasing strategy by using

synonym. It can be seen that the student changed the word from

“builds” into “is development” and “construct” into “idea”.

However, for the word “builds” to “is development”, there is a

mistake that must develop not development.

Student 37

Original:

Both rhetorical moves and their linguistics realizations are

important factors when writing RA abstracts.

Paraphrase:

Amnuai (2019) stated that both rhetorical moves and

linguistics realizations are essential factors in the abstract writing

process.

Source:

Amnuai, W. (2019). Analyses of rhetorical moves and

linguistic realizations in accounting research article abstracts

published in international and Thai-based journals. Sage Open,

9(1), 2158244018822384

It is likely, the student 37 used using synonym as

paraphrasing strategy. It can be seen that the student changed the

words from “important” into “essential” and “when” into “in” by

adding word “process” that showed it has same meaning.

Student 40
 74

Original:

Candidate work is then rated by trained and calibrated raters

(teacher educators and teachers in the same teaching field) on a set

of subject-specific rubrics that evaluate: Planning, Instruction,

Assessment, Reflection, and Academic Language.

Paraphrase:

During the teaching process, EFL PSTs are assessed

according to ratings of professional trainers on a set of subject-

specific rubrics that evaluate: planning, instruction, assessment,

reflection, and academic language (Darling-Hammond, Newton, &

Wei, 2013).

Source:

Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013).

Developing and assessing beginning teacher effectiveness: the

potential of performance assessments. Educational Assessment,

Evaluation and Accountability, 25(3), 179-204.

http://dx.doi.org/10.1007/s11092-013-9163-0-0

It seems like the student 40 did using synonym as strategy

in paraphrasing. It can be seen the student changed the same

vocabulary like the word from “candidate work” into “EFL PSTs”

and “rated” became “assessed”.

Student 41

Original:
 75

Kasper (1997) pragmatic competence can be defined as

knowledge of communicative action as well as the way to perform

it, and the ability to use a language appropriately according to the

context.

Paraphrase:

Kasper in Wichien and Aksornjarung (2012) defined

pragmatic as the knowledge of communicative action and the way

to carry it out, and the ability to use language appropriately

according to the context.

Source:

Wichien, S. (2012). Pragmatic features in English course

materials used at a Thai university (Doctoral dissertation, Prince

of Songkla University).

The student 41 seems like used using synonym as strategy

in paraphrasing. It can be seen that the student changed “as well

as” became “and” and “perform” became “carry out”.

Student 51

Original:

Fostering students’ communicative competence by creating

their willingness to communicate is considered as one of the most

principal goals of L2 education

Paraphrase:

Encouraging students to grasp communicative competence is

one of the goals in English classes particularly in EFL contexts. To

 76

obtain communicative competence, the students must also create

their willingness to communicate (Suci et.al, 2019).

Source:

Amalia, Suci Nugrah, Abdul Asib, Sri Marmanto. 2019.

Pre-Service English teachers’ attitude towards students’

willingness to communicate. 3rd English Language and Literature

International Conference (ELLiC), Vol.3

It seems like, the student 51 was paraphrased by using

synonym. It can be seen that the student changed the word from

“fostering” into “encouraging” and “most principal” into

“particularly”.

b. Omitting Any Unnecessary

In data analysis, the researcher found used the strategy in

paraphrasing in brief proposal. Omitting any unnecessary is that

often happened which as the second after using synonym strategy.

This strategy is known as removed the word of the original

(Fitzpatrick as cited in (Pratiwi, 2019, p. 22). The researcher found

12 from 16 students or with the percentage 75% omitted any

unnecessary strategy as paraphrasing strategy. Those are student 3,

4, 5, 9, 10, 29, 34, 37, 40, 41, 44 and 48. The following are the

students’ work in paraphrasing. The strikethrough words of

original are the words that students removed. For more detail it can

be seen as follows:

Student 3
 77

Original:

Cruickshank and Applegate (Kathleen M. Bailey, Andy

Curtis & David Nunan, 2004) defined reflective teaching as “the

teacher’s thinking about what happens in classroom lessons and

thinking about alternative means of achieving goals or aims”. It is

a means for teachers to think, analyze and objectively judge their

classroom action.

Paraphrase:

According to Bailey, et al (in Liu & Zhang, 2014) when the

teacher wants to achieve goals and objectives, the thing to do is

think, analyze and assess objectively.

Source:

Liu, L. & Zhang. Y. (2014). Enhancing Teacher's

Professional Development through Reflective Teaching. Theory

and Practice in Language Studies, 2396-2401.

It seems like, the students 3 used omit any unnecessary. It

can be seen that student eliminate some words from the original

text. Can be seen the student eliminated words “reflective teaching

as “the teacher’s thinking about what happens in classroom

lessons and thinking about alternative means”, then students also

eliminate the words “their classroom action”.

Student 4

Original:
 78

Zoom.us can run easily and quickly administrative tasks in

the public cloud while meeting traffic, including video, voice and

content sharing, goes through the private cloud using the on-

premise Meeting Connector.

Paraphrase:

Zoom can run administrative tasks as public cloud, meeting

traffic including video, voice and content sharing goes to the

private cloud using On-premise Meeting Connector (Maria K.

2015 p.10).

Source:

Koutroumpousi, M., & Tsinakos, A. (2015). Zoom. Us in the

Distance Education Environment of Michigan State University

(MSU).

Based on the paraphrase above, it is likely the student 4 used

omit any unnecessary as paraphrasing strategies. It can be seen that

the student 4 deleted the words “easily and quickly”. Hence, the

student was categorized to using omit any unnecessary.

Student 5

Original:

Teachers’ conceptions of creativity in EFL were categorised

into creative products, cognitive development, creative teaching

approaches and freedom in choice and expression.

Paraphrase:
 79

The concept of creativity is categorised in creative products,

cognitive development, creative teaching approaches, and freedom

of expression (Lijuan Wang and Kokotsaki, 2018. pp. 115-130).

Source:

Wang, Lijuan and Kokotsaki. 2018, Primary School

Teachers’ Conceptions of Creativity in Teaching English as a

Foreign Language (EFL) in China. Thinking Skills and Creativity,

29. pp. 115-130.

It is likely, the student 5 did paraphrase by omit any

unnecessary. It can be seen from the word “teacher”, “EFL” and

“choice” were removed. However, the student had not to removed

it, because the word “teacher” as the key point in this sentence.

Also, the student was likely made same mistakes in making source

in bibliography.

Student 9

Original:

Technology is being used by children and adults on a daily

basis by way of web surfing, texting, social networking, interactive

games, and in more ways.

Paraphrase:

Nowadays, not only adults but also children can be able to

access it easily by doing web surfing, texting with other people

around the world and doing social networking, playing interactive

 80

games, and other activity that technology have provided (Costley,

2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology

on Teaching and Student Learning. Associate Professor of

Curriculum & Instruction, 2.

It seems like the student 9 was paraphrased by omitting any

unnecessary. Can be seen from elimination some words “being

used by” and “on a daily basis”. Also in the word “in more ways”,

however here the students changed it to another words.

Student 10

Original:

In an EFL writing class, it is a natural extension to provide

students with opportunities for authentic foreign language

interaction through technology (Daniels & Leslie, 2013)

Paraphrase:

In this matter, in EFL writing class, it is a natural attachment

to give student the opportunities to experience authentic foreign

language interaction with technology (Daniels & Leslie, 2013, as

cited in Ghufron, M. A., & Rosyida, F. (2018).

Source:

Ghufron, M. A., & Rosyida, F. (2018). The role of Grammarly

in assessing English as a Foreign Language (EFL) writing. Lingua

Cultura, 12(4), 395-403.

 81

It seems like the student 10 did paraphrase by omitting any

unnecessary as the strategy in paraphrasing. Here, the researcher

found that the student removed the word “an” and “with”.

Student 29

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. (Faculty

Training and Development, 2006: 3).

Paraphrase:

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. (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

It is likely the student 29 used omit any unnecessary in

implementing the strategy of paraphrase. It can be seen that student

29 deleted some words in the first sentence “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…”. Then, “it”

after the sentence it changed become “lesson plan”.

 82

Student 34

Original:

Brainstorming can be viewed as a technique in which an

individual or a group engages in critical thinking to generate wide-

ranging ideas and creative solution toward solving a problem.

Paraphrase:

Brainstorming can be engaged by individuals or a group in

critical thinking to get solution in attempt to solve problem

together. ( Hidayanti, Rochintaniawati & Agustin, 2018)

Source:

Hidayanti., I., W. Rochintaniawati., D. & Rika Rafikah

Agustin ( 2018). The effect of Brainstorming on Students’ Creative

Thinking Skill in Learning Nutrition. Journal of Science Learning,

12, 44-48.

It is likely, the paraphrasing strategies that student 34 used is

by omitting any unnecessary. It can be seen the student removed

several words “as a technique in which an”, “generate wide-

ranging ideas and creative”, and “toward solving a”.

Student 37

Original:

Both rhetorical moves and their linguistics realizations are

important factors when writing RA abstracts.

 83

Paraphrase:

Amnuai (2019) stated that both rhetorical moves and

linguistics realizations are essential factors in the abstract writing

process.

Source:

Amnuai, W. (2019). Analyses of rhetorical moves and

linguistic realizations in accounting research article abstracts

published in international and Thai-based journals. Sage Open,

9(1), 2158244018822384

It seems like the student 37 used omit any unnecessary as

paraphrasing strategy. It can be seen, the researcher found that the

student removed the word “their” and “RA”.

Student 40

Original:

Candidate work is then rated by trained and calibrated raters

(teacher educators and teachers in the same teaching field) on a set

of subject-specific rubrics that evaluate: Planning, Instruction,

Assessment, Reflection, and Academic Language.

Paraphrase:

During the teaching process, EFL PSTs are assessed

according to ratings of professional trainers on a set of subject-

specific rubrics that evaluate: planning, instruction, assessment,

reflection, and academic language (Darling-Hammond, Newton, &

Wei, 2013).
 84

Source:

Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013).

Developing and assessing beginning teacher effectiveness: the

potential of performance assessments. Educational Assessment,

Evaluation and Accountability, 25(3), 179-204.

http://dx.doi.org/10.1007/s11092-013-9163-0-0

It seems like the student 40 did omit any unnecessary as

strategies in paraphrasing. In this part, the student eliminated some

words from “by trained and calibrated raters (teacher educators

and teachers in the same teaching field)” into “according to ratings

of professional trainers”.

Student 41

Original:

Kasper (1997) pragmatic competence can be defined as

knowledge of communicative action as well as the way to perform

it, and the ability to use a language appropriately according to the

context.

Paraphrase:

Kasper in Wichien and Aksornjarung (2012) defined

pragmatic as the knowledge of communicative action and the way

to carry it out, and the ability to use language appropriately

according to the context.

Source:
 85

Wichien, S. (2012). Pragmatic features in English course

materials used at a Thai university (Doctoral dissertation, Prince

of Songkla University).

The student 41 seems like using omit any unnecessary as

strategies in paraphrasing. It can be seen that the student deleted

the words “competence can be”.

Student 44

Original:

Given the central role of teacher quality in determining

student achievement

Paraphrase:

The teacher is a quality in determining student achievement.

(L. Feng & T.R Sass. 2017).

Source:

Feng, L., & Sass, T. R. (2017). Teacher quality and teacher

mobility. Education Finance and Policy, 12(3), 396-418.

It seems like the student 44 did paraphrased by condensing

the original, it can be seen that the student removed the word

“Given the central role of”.

Student 48

Original:
 86

Another reason for the popularity of teaching English to

young learners is because it is a lingua franca today, which means

a common language used for communication between two people

whose languages are different Harmer (2007).

Paraphrase:

Harmer (2007), cited in Sad (2010), said that teaching

English to young learners is popular because English is common

language used for communication between two people whose

languages are different.

Source:

Sad, S. 2010. Theory-practice dichotomy: Prospective

teachers` evaluations about teaching English to young learners.

Journal of Language of Instruction1. No. 05, Vol. 1. Pp. 69-86.

It seems like, the student 48 was paraphrased by omit any

unnecessary. It can be seen that the student deleted some words

“another reason for the popularity” and “lingua franca” into

“English”.

c. Changing Word Order

In data analysis, the researcher found some strategies in

paraphrasing in brief proposal. The student used changing word

order are 4 of 16 students or with the percentage at 25%. Those are

student 9, 30, 40 and 48. For more detail, can be seen as follows:

Student 9

Original:
 87

Technology is being used by children and adults on a daily

basis by way of web surfing, texting, social networking, interactive

games, and in more ways.

Paraphrase:

Nowadays, not only adults but also children can be able to

access it easily by doing web surfing, texting with other people

around the world and doing social networking, playing interactive

games, and other activity that technology have provided (Costley,

2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology

on Teaching and Student Learning. Associate Professor of

Curriculum & Instruction, 2.

It seems like the student 9 was paraphrased by changing

word order as strategy in paraphrasing. It can be seen that the

student changed structure “Technology is being used by children

and adults” became “not only adults but also children can be able

to access it”. Next, the student changed the word “technology” it

was moved to in the end of the text.

Student 30

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

 88

Paraphrase:

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.

Source:

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

language students' writing. 39(2), . 83-101.

The student 30 seems like doing paraphrase by changing

word order, it can be seen that the students moved the words “for

its potential for learning and for student motivation” became “for

students’ motivation and potential for learning”.

Student 40

Original:

Candidate work is then rated by trained and calibrated

raters (teacher educators and teachers in the same teaching field)

on a set of subject-specific rubrics that evaluate: Planning,

Instruction, Assessment, Reflection, and Academic Language.

Paraphrase:

During the teaching process, EFL PSTs are assessed

according to ratings of professional trainers on a set of subject-

specific rubrics that evaluate: planning, instruction, assessment,

reflection, and academic language (Darling-Hammond, Newton, &

Wei, 2013).

Source:
 89

Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013).

Developing and assessing beginning teacher effectiveness: the

potential of performance assessments. Educational Assessment,

Evaluation and Accountability, 25(3), 179-204.

http://dx.doi.org/10.1007/s11092-013-9163-0-0

It seems like the student 40 did paraphrased by changing

word order. It can be seen the student moved the words “teaching

field “ that is in the middle to in the beginning and became “During

the teaching process”.

Student 48

Original:

Another reason for the popularity of teaching English to

young learners is because it is a lingua franca today, which means

a common language used for communication between two people

whose languages are different Harmer (2007).

Paraphrase:

Harmer (2007), cited in Sad (2010), said that teaching

English to young learners is popular because English is common

language used for communication between two people whose

languages are different.

Source:

Sad, S. 2010. Theory-practice dichotomy: Prospective

teachers` evaluations about teaching English to young learners.

Journal of Language of Instruction1. No. 05, Vol. 1. Pp. 69-86.

 90

It seems like, the student 48 was paraphrased by changing

word order. It can be seen that the student changed the word “the

popularity of teaching English to young learners” became

“teaching English to young learners is popular”.

d. Changing Parts of Speech

In data analysis, the researcher found used the strategy in

paraphrasing in brief proposal. Changing parts of speech is how to

change some of the words in the original sentence into different

parts of speech (Injai, 2015, p. 6). The researcher found 3 from 52

students or with the percentage 18.75% used this strategy. Those

are student 34, 48 and 51, for detail it can be seen as follows:

Student 34

Original:

Brainstorming can be viewed as a technique in which an

individual or a group engages in critical thinking to generate wide-

ranging ideas and creative solution toward solving a problem.

Paraphrase:

Brainstorming can be engaged by individuals or a group in

critical thinking to get solution in attempt to solve problem

together. (Hidayanti, Rochintaniawati & Agustin, 2018)

Source:

Hidayanti., I., W. Rochintaniawati., D. & Rika Rafikah

Agustin( 2018). The effect of Brainstorming on Students’ Creative

 91

Thinking Skill in Learning Nutrition. Journal of Science Learning,

12, 44-48.

It is likely, the paraphrasing strategies that student 34 used

by changing part of speech. It can be seen that the student changed

the word “solving” (noun) became “solve” (verb).

Student 48

Original:

Another reason for the popularity of teaching English to

young learners is because it is a lingua franca today, which means

a common language used for communication between two people

whose languages are different Harmer (2007).

Paraphrase:

Harmer (2007), cited in Sad (2010), said that teaching

English to young learners is popular because English is common

language used for communication between two people whose

languages are different.

Source:

Sad, S. 2010. Theory-practice dichotomy: Prospective

teachers` evaluations about teaching English to young learners.

Journal of Language of Instruction1. No. 05, Vol. 1. Pp. 69-86.

It seems like, the student 48 was paraphrased by changing

parts of speech as strategy in paraphrasing. It can be seen that the

student changed the word “popularity” (noun) became “popular”

(adjective).
 92

Student 51

Original:

Fostering students’ communicative competence by creating

their willingness to communicate is considered as one of the most

principal goals of L2 education

Paraphrase:

Encouraging students to grasp communicative competence

is one of the goals in English classes particularly in EFL contexts.

To obtain communicative competence, the students must also

create their willingness to communicate (Suci et.al, 2019).

Source:

Amalia, Suci Nugrah, Abdul Asib, Sri Marmanto. 2019. Pre-

Service English teachers’ attitude towards students’ willingness to

communicate. 3rd English Language and Literature International

Conference (ELLiC), Vol.3

It seems like, the student 51 was paraphrased by changing

parts of speech. It can be seen that the student changed the word

from “creating” (noun) become “create” (verb). However, the

student made mistake like making source in bibliography.

e. Using Varied Structure

In data analysis, the researcher found used the strategy in

paraphrasing in brief proposal. Using varied structure is the

strategy how to use varied sentence patterns or express in a new

structure when dealing with paraphrasing task (Injai, 2015, p. 6).

 93

Based on the finding of this study, the researcher found 2 from 52

or with the percentage 12,50% students used this strategy. Those

are student 9 and 44, it can be seen as follows:

Student 9

Original:

Technology is being used by children and adults on a daily

basis by way of web surfing, texting, social networking, interactive

games, and in more ways.

Paraphrase:

Nowadays, not only adults but also children can be able to

access it easily by doing web surfing, texting with other people

around the world and doing social networking, playing interactive

games, and other activity that technology have provided (Costley,

2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology on

Teaching and Student Learning. Associate Professor of Curriculum

& Instruction, 2.

It seems like the student 9 was paraphrased by using varied

structure. It can be seen that the student changed structure “and”

became “not only … but also”. Also the student added the

grammatical “can be able”.

Student 44

Original:
 94

Given the central role of teacher quality in determining

student achievement

Paraphrase:

The teacher is a quality in determining student achievement.

(L. Feng & T.R Sass. 2017).

Source:

Feng, L., & Sass, T. R. (2017). Teacher quality and teacher

mobility. Education Finance and Policy, 12(3), 396-418.

It seems like the student 44 did paraphrased by using

structure, it can be seen that the student add to be “is”.

f. Expanding Phrase for Clarity

In data analysis, the researcher found used the strategy in

paraphrasing in brief proposal. Expanding phrase for clarity is how

to clarify some phrases in the original sentence to be more obvious

(Injai, 2015, p. 6). The researcher found 2 from 52 students or with

the percentage 12,50% used this strategy. Those are student 9 and

51, for detail it can be seen as follows:

Student 9

Original:

Technology is being used by children and adults on a daily

basis by way of web surfing, texting, social networking, interactive

games, and in more ways.

Paraphrase:
 95

Nowadays, not only adults but also children can be able to

access it easily by doing web surfing, texting with other people

around the world and doing social networking, playing interactive

games, and other activity that technology have provided (Costley,

2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology on

Teaching and Student Learning. Associate Professor of Curriculum

& Instruction, 2.

It seems like the student 9 was paraphrased by expanding

phrase for clarity. It can be seen that the student expanded the

words “in more ways” into more detail into “other activity that

technology have provided”.

Student 51

Original:

Fostering students’ communicative competence by creating

their willingness to communicate is considered as one of the most

principal goals of L2 education

Paraphrase:

Encouraging students to grasp communicative competence

is one of the goals in English classes particularly in EFL contexts.

To obtain communicative competence, the students must also

create their willingness to communicate (Suci et.al, 2019).

Source:
 96

Amalia, Suci Nugrah, Abdul Asib, Sri Marmanto. 2019.

Pre-Service English teachers’ attitude towards students’

willingness to communicate. 3rd English Language and Literature

International Conference (ELLiC), Vol.3

It seems like, the student 51 was paraphrased by expanding

phrase for clarity. It can be seen that the student expanded the word

“L2 education” become “English classes particularly in EFL

contexts”.

g. Separating Long Sentence

In data analysis, the researcher found used the strategy in

paraphrasing in brief proposal. Separating long sentence to short

sentence is the strategy students use when break up long sentence

into smaller ones or separate sentences (Injai, 2015, p. 6). The

researcher found only one from sixteen students used this strategy

or with the percentage at 6.25%. For more detail it can be seen as

follows:

Student 51

Original:

Fostering students’ communicative competence by

creating their willingness to communicate is considered as one of

the most principal goals of L2 education

Paraphrase:

Encouraging students to grasp communicative competence

is one of the goals in English classes particularly in EFL contexts.

 97

To obtain communicative competence, the students must also

create their willingness to communicate (Suci et.al, 2019).

Source:

Amalia, Suci Nugrah, Abdul Asib, Sri Marmanto. 2019.

Pre-Service English teachers’ attitude towards students’

willingness to communicate. 3rd English Language and Literature

International Conference (ELLiC), Vol.3

It seems like, the student 51 was paraphrased by separating

long sentence. It can be seen that the student separated one sentence

became two sentences.

h. Combining two sentences

In data analysis, the researcher found used the strategy in

paraphrasing in brief proposal. Combining sentences is the strategy

that used when combining short sentences with other short

sentences (Injai, 2015, p. 6). The researcher found only one from

16 or with the percentage 6.25% students used this strategy or with

the percentage at 6.25%. The student who used this strategy can be

seen below:

Student 3

Original:

Cruickshank and Applegate (Kathleen M. Bailey, Andy

Curtis & David Nunan, 2004) defined reflective teaching as “the

teacher’s thinking about what happens in classroom lessons and

thinking about alternative means of achieving goals or aims”. It is

 98

a means for teachers to think, analyze and objectively judge their

classroom action.

Paraphrase:

According to Bailey, et al (in Liu & Zhang, 2014) when the

teacher wants to achieve goals and objectives, the thing to do is

think, analyze and assess objectively.

Source:

Liu, L. & Zhang. Y. (2014). Enhancing Teacher's

Professional Development through Reflective Teaching. Theory

and Practice in Language Studies, 2396-2401.

It seems like, the students 3 used combining two sentences.

It can be seen that student combined two sentences became one

sentence. However, it paraphrased seem like deleting the key point

like “reflective teaching”.

In conclusion, based on the analyzing the researcher found

eight strategies, they are using synonym with the highest frequency

87.5% or 14 of 16 students, followed by omitting any unnecessary

with 75% or 12 of 16 students, then changing word order with the

percentage 25% or 4 of 16 students, next followed by changing

parts of speech with the percentage at 18.75% or 3 of 16 students,

furthermore followed by using varied structure and expanding

phrase for clarity with the same percentage at 12.5% or 2 of 16

students used these strategies. The last followed by separating long

sentences and combining sentences only one student used it or

 99

6.25%. Additionally, there is two strategies that students didn’t

used in paraphrasing; changing active to passive and changing

positive into negative.

B. Discussion

After the data were processed in the form of description, this stage

would presented discussion of the findings with the theories collected in

chapter II about paraphrase identifications and paraphrasing strategies.

1. Students’ Paraphrase Identifications

a. Near Copy

Paraphrasing in near copy type means that the students still

copied more than 50% of original works and rewrite it in their

paraphrase (Keck, 2014, p. 9). In addition, near copy is considered

as writing works that nearly lead to plagiarism (Injai, 2015, p. 18;

Schwabl, Rossiter, & Abbott, 2013, p. 407). Furthermore,

Campbell (1987, p. 14) on his journal “Writing with Others’

Words” gives additional information that paraphrases must be

involved syntactic changes of the original text than near copy.

Fortunately, based on the findings of this study, the researcher

found only one student with the percentage at 6% that categorizes

to near copy. It is student with number 1. According to some

researchers said that near copy was the paraphrasing where the

students prefer to simplify the paraphrase through using synonym

and deletion (Sarair, 2019, p. 152; Irmadamayanti, 2018, p. 37). It

is same with this finding here the student used only synonym when
 100

paraphrase. However, the results of this study were different from

some previous studies from Sarair (2019, p. 157), Injai (2015, p.

48) who found that most of their respondents still did nearly copy

when paraphrasing English texts. Although, near copy can imply

for unacceptable paraphrase which can lead to the crisis of

plagiarism, it still has sufficient knowledge and awareness to not

totally copy all of the words from the original text (Sarair, 2019, p.

157).

b. Minimal Revision

According to Keck (2014, p. 9) minimal revision is type of

paraphrase identification that contains 20-49% of words from the

original text. Additionally, Irmadamayanti (2018, p. 37) added that

minimal revision is not categorized as an acceptable paraphrasing.

As the data displays above, it can be seen that most of the students

tend to use minimal revision (50%) when paraphrasing the texts or

same as 8 of 16 students. This result was consistent from some

previous studies (Irmadamayanti, 2018, p. 42; Mira & Fatimah,

2020, p. 60).

c. Moderate Revision

Moderate Revision is type of paraphrase identification that

contains 1-19% of words from the original text (Keck, 2014, p. 9).

Based on the finding above, there is only 38% of students who

consider to use moderate revision when paraphrasing the source

text. This type as the second level in students’ paraphrase

 101

identifications. If compare to some precious studies, this type is the

second almost students used it which 6 of 16 students used it. It

means the skills of paraphrasing students is good. Although, the

type that suggested in paraphrasing is substantial revision.

d. Substantial Revision

The students who have used substantial revision when

paraphrasing the source text which no unique link used and

indicated as the most reliable and acceptable type in paraphrasing

(McInnis, 2009, Injai, 2015, p. 18; p. 46; Irmadayanti, 2018, p. 38;

Mira & Fatimah, 2020, p. 65). However, the students that

categorizes in this type only one student or only 6%. Also, the

previous studies found that substantial revision as the paraphrasing

strategy type that very rare found (Pertiwi, 2019, p. 88; Sarair,

Astila, & Nurvina, 2019, p. 152).

In conclusion, paraphrasing is consider to be a difficult

element in academic writing because the type of students

paraphrasing still in minimal revision (50%), followed by moderate

revision (38%), and near copy and substantial revision as the same

percentage (6%). However, in this research showed that only one

student used near copy which can lead to the crisis of plagiarism

(Sarair, 2019, p. 157).

2. Students’ Paraphrasing Strategies

This part presents the paraphrasing strategies used by 16

students as the sample who paraphrased brief of thesis proposals.

 102

The researcher presented which strategy is mostly used by students

among ten strategies; using synonym, using varied structure,

changing active to passive, changing positive into negative,

changing word order, changing parts of speech, expanding phrase

for clarity, separating long sentences, combining sentences and

omitting any unnecessary.

a. Using Synonym

The noticeable results depicted that changing synonyms was

greatly used by the students with the percentage at 87.5% or 14 of

16 students. It means only two students didn’t used this strategy.

Using synonyms is defined how to replace the exist vocabulary

with another word that has the same meaning (Injai, 2015, p. 6).

However, in fact student still make mistake in choosing an

appropriate synonym. It can be seen from student 35 changed the

word “builds” become “is development”, it has to “develops”.

Based on the results from some previous studies (Injai, 2015, p. 37;

Na & Mai, 2017, p. 9; Irmadayanti, 2018, p. 37; Pertwi, 2019, p.

xi). Those studies stated that synonyms were mostly found in

students’ writing. Although, the result of some studies showed that

using synonym is mostly strategy found in students’ writing. In

another case to paraphrase source information, synonym is not

enough to avoid plagiarism because paraphrasing is about gaining

information through reading or listening then jointing out in the

written form which transfer the same meaning but using different
 103

structure and word choices (Ramadhani, Setiawan, & Munir, 2019,

p. 65).

b. Omitting any Unnecessary

Based on the finding, the researcher found 12 from 16

students or with frequency at 75%% that used omitting any

unnecessary as the strategy in paraphrasing. It defined by

Fitzpatrick as cited in Pratiwi (2019, p. 22) as the way of removing

the words of the original text. This study showed different result

from the previous study, because in the previous study of Pratiwi

(2019, p. 40) from 14 journal articles, it is only one journal article

used omitting any unnecessary.

c. Changing Word Order

Changing word order is the way students alter the order of

clause when the original sentence has two or more clauses (Injai,

2015, p. 15). In addition, Shirley as cited in Hidayat (2017, pp. 19-

20) added that it is quite similar to changing a structure of grammar.

However, it could be separated from the previous one because this

only focuses on a changing in particular position of each sentence.

Based on the finding, the researcher found 4 of 16 students who

used this strategy or 25%. If according to definition from Injai, it

can be found 3 students who used it. Only one student that

categorized as changing word order according to Shirley’s theory,

it is the student 30, he moved the words “for its potential for
 104

learning and for student motivation” became “for students’

motivation and potential for learning”.

d. Changing Parts of Speech

Based on the finding, the researcher found 3 of 16 students

who used this strategy or 18.75% of sample. Changing Parts of

Speech means changing words into different part of speech (e.g

noun to verb, adjective of adverb) (Davies, Beaumont, & J, 2011,

p. 4). From this study, it can be found the students changed like

the example from student 34 “solving” (noun) became “solve”

(verb).

e. Using Varied Structure

Using varied structure is the strategy how to use varied

sentence patterns or express in a new structure when dealing with

paraphrasing task (Injai, 2015, p. 6). Based on the finding of this

study, the researcher found 2 from 52 students used this strategy or

12.5% of sample. It can be interpreted the student rarely used this

strategy. Although, this strategy is offered in paraphrasing as

Campbell (1987, p. 14) on his journal “Writing with Others’

Words” states that paraphrases must be involved syntactic changes

of the original text than near copy. Which syntactic defined as

structure and grammar (Injai, 2015, p. 6). However, there is

previous study from Sarair, Astila, & Nurvina, (2019, p. 151) that

mostly used was varying the structure.

f. Expanding Phrase for Clarity

 105

Expanding phrase for clarity is how to clarify some phrases

in the original sentence to be more obvious (Injai, 2015, p. 6). The

researcher found 2 from 52 students used this strategy or 12.5%,

they are student 9 and 51. As the example from student 9, he

expanded the words “in more ways” into more detail into “other

activity that technology have provided”. Previously, there is study

about paraphrasing strategy from Injai (2015, p. 37) and it got the

result that expanding phrase for clarity as the fifth level in mostly

used paraphrasing strategy.

g. Separating Long Sentences

Separating long sentence to short sentence is the strategy

students use when break up long sentence into smaller ones or

separate sentences (Injai, 2015, p. 6). In this study, the researcher

only found one student with the percentage 6.25% of students used

this strategy. This is consistent with the previous study from Injai

(2015) found that the students used this strategy is 1.10%. (p.37)

h. Combining Sentences

Combining sentences means the strategy that used when

combining short sentences with other short sentences (Injai, 2015,

p. 6). The researcher found only one from 52 students or by the

percentage 6.25% that student used this strategy, it is student 3.

This strategy is seem like rarely used by the student, it can be seen

from the study of Injai (2015, p. 37) that showed at 1.44%. Also in

Pertiwi (2019, p. 46) there was only 4 times of 26 respondents.

 106

Overall, based on the result above, it can be inferred that the

students were very often to paraphrase by using synonym with the

percentage at 87.50% or 14 of 16 students. It is because according

to Pertiwi (2019, p. 81) finding synonym when paraphrase is easier

than using the other strategies. Furthermore, there were ten

strategies that are presented in this study. However, not all of the

strategies were used by the students in average frequency. They

were only eight strategies; using synonym with the highest

frequency 87.50% or 14 of 16 students, followed by omitting any

unnecessary with 75% or 12 of 16 students, then changing word

order with the percentage 25% of sample or 4 of 16 students, next

followed by changing parts of speech with the percentage at

18.75% or 3 of 16 students, furthermore followed by using varied

structure and expanding phrase for clarity with the same percentage

at 12.50% or 2 of 16 students used these strategies. The last

followed by separating long sentences and combining sentences

only one student used it or 6.25%. However, in another case there

were two strategies that students did not used, they were changing

active to passive and positive into negative that different from the

previous study. In some previous studies from Injai (2015, p. 37;

Pertiwi, 2019, p. 46; Sarair, Astila, & Nurvina, 2019, p. 155), there

was always found students used these strategies in paraphrasing.

 CHAPTER V

CLOSURE

In this chapter, the researcher presents the result of the study which consists

of conclusion and suggestion. The first part provides conclusion from the result of

the research. The second part presents suggestions for the lecturer, the students and

the other researchers.

A. Conclusion

From the discussion explained in the previous chapter, the

researcher draws some conclusions as the result of an analysis of

paraphrasing by English students in the Introduction section of brief thesis

proposals. The researcher found the conclusion as follow:

1. Based on the type of paraphrased identifications by Keck (2014, p. 9)

indicated that the students considered to use the minimal revision as the

highest frequency (50%). Then followed by moderate revision (38%),

and the last were near copy (6%) and substantial revision (6%).

2. From ten strategies of paraphrasing that proposed by the researcher

showed that eight strategies that students used by using synonyms as the

highest frequency 87.50% or 14 of 16 students, followed by omitting any

unnecessary with 75% or 12 of 16 students, then changing word order

with the percentage 25% or 4 of 16 students, next followed by changing

parts of speech with the percentage at 18.75% or 3 of 16 students,

followed by using varied structure and expanding phrase for clarity with

the same percentage at 12.50% or 2 of 16 students. The last followed by

107
 108

separating long sentences and combining sentences only one student used

it or 6.25%. Meanwhile, there were no found changing active to passive

and changing positive into negative.

B. Suggestions

As mentioned in the previous chapter, the study analyzed the

students’ paraphrased identifications and strategies in paraphrasing.

Therefore, the researcher provides the following suggestions:

1. Suggestion for the lecturer; The lecture is hoped to give more practice

and feedback to the students. In order to the students know their

mistakes in paraphrasing. Also, all of the lecturers suggest the students

to avoid plagiarism even make rules if the students do not paraphrase

the academic assignment, the score will be lose.

2. Suggestion for student; The student should be more attention and be

more focus in Academic Writing Purposes especially in paraphrasing

teaching so student can develop ideas in research writing thesis.

Besides, the student should realize the importance criteria for

appropriate paraphrase and try to adopt it as a guide when paraphrase.

So that, they will be able to improve their paraphrasing skill because

based on the finding the paraphrase identification students was in

minimal revision and the strategy was mostly using synonym.

3. Suggestion for other researchers; This study has been attempt to

investigate on paraphrased identification and paraphrasing strategies.

However, due to the limitation of data collection that only using

document. Thus, the researcher suggested the others to conduct by

 109

some techniques in collecting data in order to not only based on the

assumption’s researcher through theory, but also based on other

sources either students or lecturers by using questionnaire or

interview.
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 113

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 114

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 115

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 116

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 117

APPENDICES

Appendix I

Translation of Qur’an Verse

No Page Surah/Verse Translation Terjemahan

1 1 Al- Alaq/ 4-5 Who teach by Yang
the pen. mengajar
Teach man manusia
that which he melalui pena,
knew not. Ia
mengajarkan
manusia apa
Yang tidak
diketahuinya.
 118

Appendix II
Students’ Writing in the Introduction section of Thesis Proposals

1. Student 1

Original:

Brainstorming is usually a small group activity which encourages

students to focus on the free flow of ideas (Bailey, 2006, as cited in Soraya

2010).

Paraphrase:

Brainstorming is usually a small group activity which urges students

to focus on the free stream of ideas (Bailey, 2006, as cited in Norseha, 2016).

Source:

Unin, N. & Polin, B., 2016, Brainstorming as a Way to Approach

Student-Centered Learning in the ESL Classroom, Malaysia. Procedia -

Social and Behavioral Sciences 224 605 – 612. doi:

10.1016/j.sbspro.2016.05.450.

2. Student 2

Original:

Often, teachers answered their own questions instead of allowing

students to find the answers themselves.

Paraphrase:

Often, teachers answered their own questions instead of allowing

students to find the answers themselves (Aysegul Bayraktara, 2012).

Source:
 119

Bayraktar, A. (2012). Teaching Writing Through Teacher-Student

Writing Conferences. Procedia, Social and Behavioral Sciences, 51(2012):

709-713.

3. Student 3

Original:

Cruickshank and Applegate (Kathleen M. Bailey, Andy Curtis &

David Nunan, 2004) defined reflective teaching as “the teacher’s thinking

about what happens in classroom lessons and thinking about alternative

means of achieving goals or aims”. It is a means for teachers to think,

analyze and objectively judge their classroom action.

Paraphrase:

According to Bailey, et al (in Liu & Zhang, 2014) when the teacher

wants to achieve goals and objectives, the thing to do is think, analyze and

assess objectively.

Source:

Liu, L. & Zhang. Y. (2014). Enhancing Teacher's Professional

Development through Reflective Teaching. Theory and Practice in

Language Studies, 2396-2401.

4. Student 4

Original:

Zoom.us can run easily and quickly administrative tasks in the public

cloud while meeting traffic, including video, voice and content sharing, goes

through the private cloud using the on-premise Meeting Connector

Paraphrase:
 120

Zoom can run administrative tasks as public cloud, meeting traffic

including video, voice and content sharing goes to the private cloud using

On-premise Meeting Connector (Maria K. 2015 p.10).

Source:

Koutroumpousi, M., & Tsinakos, A. (2015). Zoom. Us in the Distance

Education Environment of Michigan State University (MSU).

5. Student 5

Original:

Teachers’ conceptions of creativity in EFL were categorised into

creative products, cognitive development, creative teaching approaches

and freedom in choice and expression.

Paraphrase:

The concept of creativity is categorised in creative products,

cognitive development, creative teaching approaches, and freedom of

expression (Lijuan Wang and Kokotsaki, 2018. pp. 115-130).

Source:

Wang, Lijuan and Kokotsaki. 2018, Primary School Teachers’

Conceptions of Creativity in Teaching English as a Foreign Language

(EFL) in China. Thinking Skills and Creativity, 29. pp. 115-130.

6. Student 6

Original:

Furthermore, Zeichner and Liston (1996) suggest that teacher should

think and question about their goals and values in teaching and examine

his/her teaching assumption

 121

Paraphrase:

Furthermore, Zeichner and Liston (1996), suggest that teacher

should think and question about their goals and values in teaching and

examine his/her teaching assumption

Source:

Silvia, R. (2014). Teachers' Understanding and Practice (A Case

Study of Four English Teachers of High Schools in Bandung). Thesis,

School of Postgraduate Studies-Indonesia University of Education ,

English Education Department .

7. Student 7

Original:

It has been noted that students with weaker paraphrasing skills

often resort to unbecoming methods such as cutting and pasting or copying

verbatim, which may lead to behavior considered plagiarism (Charubus,

2015).

Paraphrase:

It has been noted that students with weaker paraphrasing skills

often resort to unbecoming methods such as cutting and pasting or copying

verbatim, which may lead to behavior considered plagiarism (Charubus,

2015).

Source:

Thadphoothon, J. (2019). EFL Students’ Perceptions of Paraphrasing

Skills and their Paraphrasing Challenges. The 4th International Conference

on Innovative Education and Technology (ICIET2019)

 122

8. Student 8

Original:

Rodriguez, M (2015) “The influence of visual and auditory activities

in EFL learning process in beginner students in a public school in Bogotá”

using a qualitative research, she studied the influence of using audio visual

materials when learning English as a second language in sixth graders.

Paraphrase:

Rodriguez, M (2015) “The influence of visual and auditory activities

in EFL learning process in beginner students in a public school in Bogotá”

using a qualitative research, she studied the influence of using audio visual

materials when learning English as a second language in sixth graders.

Source:

Morales, S. A., Montenegro, T. B., & Ruiz, J. B. (2017). Animated

Cartoons Through The Mirroring Technique To Teach Stress

Pronunciation. Corporación Universitaria Minuto de Dios , Faculty of

Education.

9. Student 9

Original:

Technology is being used by children and adults on a daily basis by

way of web surfing, texting, social networking, interactive games, and

in more ways.

Paraphrase:

Nowadays, not only adults but also children can be able to access it

easily by doing web surfing, texting with other people around the world
 123

and doing social networking, playing interactive games, and other

activity that technology have provided (Costley, 2014).

Source:

Costley, K. C. (2014). The Positive Effects of Technology on

Teaching and Student Learning. Associate Professor of Curriculum &

Instruction, 2.

10. Student 10

Original:

In an EFL writing class, it is a natural extension to provide students

with opportunities for authentic foreign language interaction through

technology (Daniels & Leslie, 2013)

Paraphrased:

In this matter, in EFL writing class, it is a natural attachment to give

student the opportunities to experience authentic foreign language

interaction with technology (Daniels & Leslie, 2013, as cited in Ghufron,

M. A., & Rosyida, F. (2018).

Source:

Ghufron, M. A., & Rosyida, F. (2018). The role of Grammarly in

assessing English as a Foreign Language (EFL) writing. Lingua Cultura,

12(4), 395-403.

11. Student 11

Original:
 124

(Tarigan: 2011:118) states “The progression of a nation can be

measured from its reading book that is read, from his society level

appreciation to science and art, about literature.”

Paraphrased:

(Tarigan: 2011:118) states “The progression of a nation can be measured

form its reading book that is read, from his society level appreciation to

science and art, about literature.

Source:

Safitri, A. (2016). An analysis of idiomatic expression of green's the

fault in our stars. A Research Paper, Pasundan University, English

Department Faculty of Arts and Letters.

12. Student 12

Original:

Teachers also should be trained to learn teaching skills and to get

awareness about English language curriculum policy as well as its

importance (Rafique, Sultan, Ahmad, & Imran, 2018).

Paraphrase:

Teachers also should be trained to learn teaching skills and to get

awareness about English language curriculum policy as well as its

importance (Rafique, Sultan, Ahmad, & Imran, 2018).

Source:

Sofiana, N., Mubarok, H., & Yuliasri, I. (2019). English Language

Teaching in Secondary Schools: An Analysis of the Implementation of

 125

Indonesian ELT 2013 Curriculum. International Journal of Instruction,

12(1), 1308-1470.

13. Student 13

Original:

Through technology, it is helpful for the teacher as the teaching

specialist to have capability in teaching practice, organizing students in

good teaching and learning environment in interacting each other and to

give strong impact on learning outcome.

Paraphrase:

Through technology, it is helpful for the teacher as the teaching

specialist to have capability in teaching practice, organizing students in

good teaching and learning environment in interacting each other and to

give strong impact on learning outcome.

Source: Alika. (2019). Using seesaw for digital portofolio assignment

in class. Retrieved from:

https://www.academia.edu/41439746/Using_application_seesaw_for_teac

hing_Reading

14. Student 14

Original:

Overgeneralizations are a common feature of language development.

In learning the English past tense, children typically overgeneralize the ‘-

ed’ rule, producing constructions such as we holded the baby rabbits

(Pinker, 1995).

Paraphrase:
 126

Overgeneralizations are a common feature of language

development. In learning the English past tense, children typically

overgeneralize the ‘-ed’ rule, producing constructions such as we holded the

baby rabbits (Pinker, 1995).

Source:

Onnis, L., Roberts, M., & Chater, N. (2002). Simplicity: A cure for

overgeneralizations in language acquisition? Proceedings of the Annual

Meeting of the Cognitive Science Society, 24(24).

15. Student 15

Original:

Widdowson, states the factor influencing the students, speaking skill

are vocabulary, frequency of practice, functional grammar, appropriate

topics, motivation, self –confidences, and situation

Paraphrase:

Widdowson, states the factor influencing the students, speaking skill

are vocabulary, frequency of practice, functional grammar, appropriate

topics, motivation, self –confidences, and situation.

Source:

Asmayanti, S., & Amalia, R. (2014). Improving Students’ Speaking

Ability By Using Whole Brain Teaching (Wbt) Method At The First Year

Students’ Of Smp Negeri 1 Baraka. Exposure Journal, 3(1).

16. Student 16

Original:
 127

Perhaps one solution for such problems is to help language learners to

learn the target culture within the syllabus. (Tomlinson and Masuhara 2004,

p. 7).

Paraphrase:

Perhaps one solution for such problems is to help language learners to

learn the target culture within the syllabus. (Tomlinson and Masuhara 2004,

p. 7).

Source:

Saniei, A. (2012). Developing Cultural Awareness in Language

Instructional Materials. International Conference on Language, Medias and

Culture IPEDR, 33.

17. Student 17

Original:

Further, this method improved the students' academic performance

and communication, supported the format of the learning materials,

encouraged autonomous learning, increased the students' participation in

and out of the class hours, promoted active cooperation, self-assessment,

and peer-assessment

Paraphrase:

Further, this method improved the students’ academic performance

and communication, supported the format of the learning materials,

encouraged autonomous learning, increased the students’ participation in

and out of the class hours, promoted active cooperation, self-assessment,

and peer-assessment (Taufik & Purbani, 2020)

 128

Source:

Taufik, & Purbani, W. (2020). The Implementation of Flipped

Classroom as an Attempt to Improve Indonesian EFL Learners' Speaking

Perfomance. Advances in Social Science, Education and Humanities

Research, 401, 153-157

18. Student 18

Original:

Sheng (2000) states that reading is a process of communication from

the writer to the reader.

Paraphrase:

Sheng (2000) states that reading is a process of communication from

the writer to the reader.

Source:

Sari, D. P. (2017), Using-Text Related Picture to Increase Students’

Reading Comprehension of Descriptive Text, Inovish Journal, 2 (2), 116-

132.

19. Student 9

Original:

Wright (1989: 126) state that in role play the students imagine they

are in a specifieed situation.

Paraphrase:

Wright (1989: 126) state that in role play the students imagine they

are in a specifieed situation.

Source:
 129

Corat Coret. (2017). Retrieved from Blogspot:

http://anishananiikhsan26.blogspot.com/2017/06/roleplay-script-as-

instructional-media.html?m=1

20. Student 20

Original:

While Spielberger (1983) defines anxiety as the subjective feeling

of tension, apprehension, nervousness and worry associated with the arousal

of the nervous system.

Paraphrase:

While Spielberger (1983) defines anxiety as the subjective feeling of

tension, apprehension, nervousness and worry associated with the arousal

of the nervous system.

Source:

Horwitz, E. K., Horwitz, M. B., & Cope, J. (2014). Foreign

Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-

132 .

21. Student 21

Original:

Compensatory strategy deals with the learners? effort to maintain

their speaking and express their ideas when they cannot say it properly in

the target language (L2) (Dornyei, 1995: 283).

Paraphrase:
 130

Compensatory strategy deals with the learners? effort to maintain

their speaking and express their ideas when they cannot say it properly in

the target language (L2) (Dornyei, 1995: 283).

Source:

Sari, D. R., & Purwati, O. (2015). Communication strategies used

by University learners in speaking for discussion class of English

Department Surabaya State University. RETAIN, 3(2), 1-8.

22. Student 22

Original

According to Coffin, Curry, Goodman, Hewings, Lilis and Swan

(2003), the main point of teaching and learning process in higher

educational level is writing

Paraphrase:

According to Coffin, Curry, Goodman, Hewings, Lilis and Swan

(2003), the main point of teaching and learning process in higher

educational level is writing

Source:

Sari, N. N. (2018). Task-based Language Teaching and Text Types

in Teaching Writing Using Communicative Approach. SHS Web of

Conferences 42, 00064 . EDP Sciences.

23. Student 23

Original:
 131

Studies conducted by, Jailani Agus Budiman (2015), Mertha Dewi

Kusuma et.al (2017) and Desi Fitriani et al (2018). Their researches have a

same main goal about developing Higher Order Thinking Skills for student.

Paraphrase:

Studies conducted by, Jailani Agus Budiman (2015), Mertha Dewi

Kusuma et.al (2017) and Desi Fitriani et al (2018). Their researches have a

same main goal about developing Higher Order Thinking Skills for student.

Source:

Jannah, I. M. (2019). Designing Higher Order Thinking Skills

(HOTS) assessment for diverse students: Trends and challenges. Thesis,

UIN Sunan Ampel Surabaya, English Language Education Department .

24. Student 24

Original:

Wenden (1998: 52) Defines attitudes as "learned motivation, valued

beliefs, evaluation, what one believes is acceptable, or response-oriented

towards approaching or or avoiding".

Paraphrase:

Wenden (1998) Defines attitudes as "learned motivation, valued

beliefs, evaluation, what people believe is acceptable, or response-oriented

or avoidance".

Source:

Thenasoulas, D., & Greede. (n.d.). Retrieved from

http://www.seasite.niu.edu/tagalog/teachers_page/language_learning_articl

es/what_is_learner_autonomy_and_how.htm
 132

25. Student 25

Original:

Richard stated that classroom interaction is the pattern of verbal and

non-verbal communication and types of social relationship that occur

within classroom.

Paraphrase:

Richard stated that classroom interaction is the pattern of verbal and

non-verbal communication and types of social relationship that occur

within classroom

Source:

Rosyidah, K. (2018). An analysis of teacher's questions used in

classroom interaction at 11th grade of SMK Ma'arif NU Prambon-

Sidoarjo. Thesis, Universitas Islam Negeri Sunan Ampel Surabaya,

English Teacher Education Department .

26. Student 26

Original:

Meanwhile Pardiyono (2007:33-34) states that description is a type of

written text which has the specific function to give description about an

object (human or non human)

Paraphrase:

Pardiono (2007: 33-34) states that desciption is a type of written text

which has the specific function to give desciption about an object (human

or non human).

Source:
 133

Fitri, I., Eripuddin, & Rahayu, P. (2017). An analysis of the students'

skill in writing descriptive text at the hight grade of SMPN 7 Tambusai

Utara. Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris, 3(1).

27. Student 27

Original:

According Suprihatiningrum (2013, p. 81 ), “in order for the learning

process to take place properly, teachers need to prepare learning sceanarios

carefully and clearly.”

Paraphrase:

According Suprihatiningrum (2013, p. 81 ), “in order for the learning

process to take place properly, teachers need to prepare learning sceanarios

carefully and clearly.”

Source:

Shumin, K. (2002). Factors to consider: developing adult EFL

students' speaking abilities. Methodology in Language Teaching.

(Richards, & W. A. Renandya, Eds.) Cambridge University Press.

28. Student 28

Original:

Many teachers feel deflated after their lessons since it was demanding

to teach and control the learners’ behavior at the same time

(Schneiderová,2013).

Paraphrase:
 134

Many teachers feel deflated after their lessons since it was demanding

to teach and control the learners’ behavior at the same time

(Schneiderová,2013).

Source:

Schneiderova, P. (2013). The effective classroom management in

young learners' language classes. Bachelor Thesis, Masaryk University,

Department of English Language and Literature.

29. Student 29

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. (Faculty Training and Development, 2006:

3).

Paraphrase:

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. (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

30. Student 30

Original:
 135

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

Paraphrase:

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.

Source:

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

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

31. Student 31

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.

Paraphrase:

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.

32. Student 32
 136

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

33. Student 33

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.

Paraphrase:

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.

Source:
 137

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 .

34. Student 34

Original:

Brainstorming can be viewed as a technique in which an individual

or a group engages in critical thinking to generate wide-ranging ideas and

creative solution toward solving a problem.

Paraphrase:

Brainstorming can be engaged by individuals or a group in critical

thinking to get solution in attempt to solve problem together. ( Hidayanti,

Rochintaniawati & Agustin, 2018)

Source:

Hidayanti., I., W. Rochintaniawati., D. & Rika Rafikah Agustin(

2018). The effect of Brainstorming on Students’ Creative Thinking Skill in

Learning Nutrition. Journal of Science Learning, 12, 44-48.

35. Student 35

Original:

This framework builds on Lee Shulman’s construct of pedagogical

content knowledge (PCK) to include technology knowledge.

Paraphrase:
 138

TPACK framework is development of Lee Shulman’s idea of

pedagogical content knowladge (PCK) to include teachnology knowladge.

(Mishra and Koehler, 2009).

Source:

Koehler, M. J., & Mishra, P. (2009). What is technological

pedagogical content knowledge?Contemporary Issues in Technology and

Teacher Education, 9(1), 60-70.

36. Student 36

Original:

Writing abilities are a critical part of communication for the students

all through their academic life since it permits them to arrange their

sentiments and thoughts obviously and additionally to pass on significance

through well-developed content.

Paraphrase:

Based on (Mubarak, 2017) writing abilities are a critical part of

communication for the students all through their academic life since it

permits them to arrange their sentiments and thoughts obviously and

additionally to pass on significance through well-developed content.

Source:

Al Mubarak, A. A (2017), An Investigation of Academic Writing

Problems Level Faced by Undergraduate Students at Al Imam Mahdi

University-Sudan, Journal of English Education, 5 (2), 175-183.

37. Student 37

Original:
 139

The writing of abstract is in fact one of the most important things for

students since they have to summarize and highlight the most important

thoughts/ideas of their text.

Paraphrase:

A scientific thesis writer is required to make an abstract in a short

time, and for students, this is important since they have to highlight the main

ideas of the research for their own text or content. (Klimova, 2015).

Source:

Klimova, B. F. (2015). Teaching English abstract writing

effectively. Procedia-Social and Behavioral Sciences, 186, 908-912.

38. Student 38

Original:

Blanchard and Root (1998: 1) state that learning to write in a new

language is not always easy.

Paraphrase:

Blanchard and Root (1998: 1) as cited in Mundriyah and Parmawati

(2016) state that learning to write in a new language is not always easy.

Source:

Mundriyah, M., & Parmawati, A. (2016). Using Think-Pair-Share

(Tps) To Improve Students’writing Creativity (A Classroom Action

Research In The Second Semester Students Of Stkip Siliwangi Bandung).

P2m Stkip Siliwangi, 3(2).

39. Student 39

Original
 140

Politeness is basically the study of knowing the way people use

certain languages while they are having communication

Paraphrase:

In addition, Khusnia states in his article that politeness is basically

the study of knowing the way people use certain languages while they are

having communication. (Khusnia, 2017)

Source:

Khusnia, A. (2017). Politeness Strategies in EFL Classroom:

Building Positive Values in Students. Atlantic Press, 32-3.

40. Student 40

Original:

Candidate work is then rated by trained and calibrated raters (teacher

educators and teachers in the same teaching field) on a set of subject-specific

rubrics that evaluate: Planning, Instruction, Assessment, Reflection, and

Academic Language.

Paraphrase:

During the teaching process, EFL PSTs are assessed according to

ratings of professional trainers on a set of subject-specific rubrics that

evaluate: planning, instruction, assessment, reflection, and academic

language (Darling-Hammond, Newton, & Wei, 2013).

Source:

Darling-Hammond, L., Newton, S. P., & Wei, R. C. (2013).

Developing and assessing beginning teacher effectiveness: the potential of

performance assessments. Educational Assessment, Evaluation and

 141

Accountability, 25(3), 179-204. http://dx.doi.org/10.1007/s11092-013-

9163-0-0

41. Student 41

Original:

Kasper (1997) pragmatic competence can be defined as knowledge

of communicative action as well as the way to perform it, and the ability to

use a language appropriately according to the context.

Paraphrase:

Kasper in Wichien and Aksornjarung (2012) defined pragmatic as

the knowledge of communicative action and the way to carry it out, and the

ability to use language appropriately according to the context.

Source:

Wichien, S. (2012). Pragmatic features in English course materials

used at a Thai university (Doctoral dissertation, Prince of Songkla

University).

42. Student 42

Original:

Absolutely, it is known that machine translation is the easiest and

the simple one to translate the other language to the language that human

want.

Paraphrase:

Absolutely, it is known that machine translation is the easiest and

the simple one to translate the other language to the language that human

want (Marito & Ashari, 2017).

 142

Source:

Marito, S., & Ashari, E. (2017). EFL Students’ Perception About

Machine Translation. Jurnal Dimensi, 6(2).

43. Student 43

Original:

The role of the tutor, which has the task of activating students and

encouraging them to work continuously, is significant.

Paraphrase:

The role of the tutor, which has the task of activating students and

encouraging them to work continuously, is significant (Rostislav, 2018).

Source:

Fojtik, R (2018) Problem of Distance Education. Journal: ICTE.

Vol. 7(1), pp. 14-23.

44. Student 44

Original:

Given the central role of teacher quality in determining student

achievement

Paraphrase:

The teacher is a quality in determining student achievement. (L.

Feng & T.R Sass. 2017).

Source:

Feng, L., & Sass, T. R. (2017). Teacher quality and teacher mobility.

Education Finance and Policy, 12(3), 396-418.

45. Student 45
 143

Original:

Lyon(1981) defines that language is a symbol designed for the

purpose at communications.

Paraphrase:

Lyon(1981) in F. Dika Hayu (2017:1) defines that language is a

symbol designed for the purpose at communications.

Source:

Dika Hayu (2017) A Study on Communication strategy used by the

student of english conversation club extraculicular of SMA N 1

Karangrayung in Academic.Islamic Education & Teacher Training Faculty

IAIN Surakarta: Surakarta

46. Student 46

Original:

Chesterman (1997) put omission under the pragmatic strategies and

it can be used to present information in a more concise manner

Paraphrase:

Chesterman (1997) put omission under the pragmatic strategies and

it can be used to present information in a more concise manner

Source:

Xiaoli, W. (2019). Omission and Its Impact on Character Reshaping

in Literary Translation. Interlitteraria, 24(1), 190-204.

47. Student 47

Original:
 144

Metadiscourse is the cover term for the self-reflective expressions

used to negotiate interactional meanings in a text, assisting the writer (or

speaker) to express a viewpoint and engage with readers as members of a

particular community (Hyland, 2005:37).

Paraphrase:

Metadiscourse is the cover term for the self-reflective expressions

used to negotiate interactional meanings in a text, assisting the writer (or

speaker) to express a viewpoint and engage with readers as members of

a particular community (Hyland, 2005:37).

Source:

Yipei, N., & Lingling, L. (2013). Investigating the interpersonal and

textual meaning of Steve Jobs’ Stanford speech in terms of Hyland’s

metadiscourse theory . International Journal of Language and

Linguistics , 90-96 .

48. Student 48

Original:

Another reason for the popularity of teaching English to young

learners is because it is a lingua franca today, which means a common

language used for communication between two people whose languages are

different Harmer (2007).

Paraphrase:

Harmer (2007), cited in Sad (2010), said that teaching English to

young learners is popular because English is common language used for

communication between two people whose languages are different.

 145

Source:

Sad, S. 2010. Theory-practice dichotomy: Prospective teachers`

evaluations about teaching English to young learners. Journal of

Language of Instruction1. No. 05, Vol. 1. Pp. 69-86.

49. Student 49

Original:

This field experience is key to professional learning because student

teachers have the opportunity to experience authentic classroom situations

as well as to become familiar with a wide variety of learning and teaching

strategies and techniques (Chien, 2014).

Paraphrase:

According to Chien, (2014) as cited in Agudo, (2016) stated that this

field experience is key to professional learning because student have the

opportunity to experience authentic classroom situations as well as to

become familiar with a wide variety of learning and teaching strategies and

techniques.

Source:

Agudo, J. d. (2016). What type of feedback do student teachers

expect from their school mentors during practicum experience? the case of

Spanish EFL student teacher. Australian journal of teacher education.

41(5), 36-51.

50. Student 50

Original:
 146

Speaking is an oral productive skill which happens face to face

between speaker and hearer (Widdowson, 2011: 57).

Paraphrase:

Speaking is an oral productive skill which happens face to face

between speaker and hearer (Widdowson, 2011: 57).

Source:

Zaim, M & Yustina, L. S. (2018). Utilizing Guessing Games to

Enhance Students’ Speaking Skill in Authentic Assessment at Grade Nine

State Junior High School. Advances in Social Science, Education and

Humanities Research (ASSEHR)-Sixth International Conference on

Languages and Arts (ICLA 2017). 148. Atlantis Press.

51. Student 51

Original:

Fostering students’ communicative competence by creating their

willingness to communicate is considered as one of the most principal goals

of L2 education

Paraphrase:

Encouraging students to grasp communicative competence is one of

the goals in English classes particularly in EFL contexts. To obtain

communicative competence, the students must also create their willingness

to communicate (Suci et.al, 2019).

Source:

Amalia, Suci Nugrah, Abdul Asib, Sri Marmanto. 2019. Pre-Service

English teachers’ attitude towards students’ willingness to communicate.

 147

3rd English Language and Literature International Conference (ELLiC),

Vol.3

52. Student 52

Original:

The specific form of interaction within the cognitive presence

construct thus reflects a pragmatic view of learning (Dewey, 1993;

Lipmann, 2003; Pierce, 1955)

Paraphrase

The specific form of interaction within the cognitive presence

construct thus reflects a pragmatic view of learning. (Shea, 2011).

Source:

Shea, P. H. & Bidjerano, T (2010). Learning presence: Toward of

self-efficiacy, self-regulatiom, and the development of a communities of

inquiry in online and blended learning environments. Computers &

Education, 55(4), 1721-1731.

 Appendix III
Students’ Result in Analyzing the Data

Number Student Using Omit any Changing Changing Using Expanding Separating Combining Paraphrased Frequen
Synonym Unnecessar Word Parts of Varied Phrase for Long Sentences Identifications cy
y Order Speech Structure Clarity Sentence

1 Student 1 ✔ Near Copy 10/18

2 Student 3 ✔ ✔ ✔ Minimal 4/19

Revision

3 Student 4 ✔ ✔ Minimal 7/25

Revision

4 Student 5 ✔ ✔ Moderate 1/18

Revision

5 Student 9 ✔ ✔ ✔ ✔ Moderate 3/39

Revision

6 Student 10 ✔ ✔ Moderate 3/25

Revision

7 Student 29 ✔ ✔ Minimal 8/25

Revision

148
 149

8 Student 30 ✔ ✔ Moderate 4/23

Revision

9 Student 34 ✔ ✔ ✔ ✔ Minimal 5/21

Revision

10 Student 35 ✔ Minimal 4/17

Revision

11 Student 37 ✔ ✔ Moderate 6/37

Revision

12 Student 40 ✔ ✔ ✔ Moderate 4/29

Revision

13 Student 41 ✔ ✔ Minimal 8/25

Revision

14 Student 44 ✔ ✔ Minimal 2/9

Revision

15 Student 48 ✔ ✔ ✔ Minimal 9/22

Revision

16 Student 51 ✔ ✔ ✔ ✔ Substantial 0/31

Revision

14 12 4 3 2 2 2 2
 Appendix IV

Official Letters

150
151
152
153
 154

Appendix V

NOTES

CATATAN SEMINAR PROPOSAL SKRIPSI

1. Nama Mahasiswa : Mariani

2. NIM : 170102030046
3. Program Studi : Pendidikan Bahasa Inggris
4. Judul Proposal Skripsi : Paraphrasing Strategies
in Higher Education
5. Dosen Pembimbing : Puji Sri Rahayu, MA
Hidayah Nor, M.Pd
6. Catatan Hasil Seminar :

NO Catatan/saran NO Catatan/saran Dosen

Penanggap
1 Rizky Aulia 1 By : Puji Sri Rahayu, MA
- You should use your
- In background is very general, you may want
own words in definition
to start directly from writing skill.
in key terms and make it
- Check the grammar
specify.
- Previous study in background is detail, just
2 Muslimah
from finding and show it is different with your
- If you use purposive
study.
sampling, you have to
- Show the gap research, e.g. those studies
put some criteria for it
mostly investigated…, my study will focus
on..
- In the definition of key term, you need
mention how you define paraphrase in your
study and what aspects you want to cover.
 155

- Higher education doesn’t need to be included

- For previous study in the literature review, it
should explain one by one; method,
participant, setting, and findings. Then in the
end of the paragraph should mention the
differences of your research and previous
study.
- In chapter 3, add some information about the
course which provide paraphrasing subject.
- Random sampling is more poss
General comments:

Overall, this is a good proposal because it shows

your understanding on how carry out this
research. The background is good and the method
is clear. You just need to make sure you analyze
the data carefully.

By : Hidayah Nor, S.Pd, M.Pd

2
- You should put the page on your citation
- If you make citation in the end of paragraph,
you have to make e.g. (Bailey, 2011, p. 8). If
you make citation in middle of sentences you
have to write Bailey (2011, p. 8). If you take
some pages you have to write e.g pp. 11-13.
- In the background you should explain the
writing course in English Department, started
by Basic Writing for example until the last
writing course. Also, you have to explain in
the English for Academic Purposes Course
you have to explain there is creating brief
proposal.
 156

- Research questions have to revise it. The

word “paraphrasing is twice”, it can changed
into “what type of paraphrasing strategies is
mostly done by the students in employ
writing?”.
Make specific in definition of key terms and
significance of your study

Banjarmasin,17 Juni 2020

Moderator,

Mahmudah
 157

CONSULTATION NOTES

ADVISOR OF CONTENTS AND RESEARCH METHODS

NAME OF PUJI SRI RAHAYU, MA

Date Notes Signature

22 December - If you find only a little who paraphrase

2020 the brief of thesis proposals, it is okay,
you can analyze it.

23 March - If you confused again because you find

2021 the paraphrased only 16 from 52
students, let’s change simple random
sampling to purposive sampling.

9 April 2021 - Change participants into students’

writing
- Omit credibility, dependability,
transferability and confirmability, lets’
change into specific by confirming
with theory, no need to confirm by
advisors
- Change Miles and Hubersman’s theory
becomes procedures.
- Your research can use qualitative or
quantitative, so, prepare your
argument, because in your abstract it
seems like quantitative but when see in
data analysis it is qualitative.
- Check your grammar
 158

CONSULTATION NOTES

LANGUAGE AND TECHNIQUE FOR WRITING

NAME OF ADVISOR: HIDAYAH NOR, S.PD, M.PD

Date Notes Signature

22 December - Do not have to write “theoretical

2020 description”, because it has already
written “theoretical review” under the
word Chapter II
- In the chapter IV, it has not
“Discussions”, it only about findings.
- In the findings, you mention “copy”,
although in chapter 2 or 3, you do not
explain the category it. So, you have to
explain it first.
- In data collection procedure you
explain about technique of sampling, it
is not about sampling, you have to
explain what technique of data
collection you use.
- Please, write your thesis carefully, do
not typo.
- Make abstract for your research
- Write the page number based on
Thesis provisions
15 April - Add the Arabic opening in
2021 Acknowledgment and thanks to PBI
2017 who give the data for your
research
- Use material 10000
 159

THESIS EXAMINATION NOTES

07th June 2021

Examiner Notes Signature

Examiner I - Consistent in your key term based

on theory that you used
Puji Sri
Rahayu, MA

Examiner II - Change into simple random

sampling, so it become 52 of 148
Fajrianor, students
S.Pd, M.Pd - Remove unacceptable paraphrase
in the results

Examiner III - Use Italic in Indonesian Abstract if

you use still English
Hidayah - definition of key terms number 3 is
Nor, S.Pd, too general
M.Pd - revise the spoken words become
written words, like “that’s why”
become “hence”, “don’t” become
“do not”
- in content “object”, change
“objective of study”
- Consistent type or level in
paraphrased identifications
- this study aims -> this study is
aims
 160

CURRICULUM VITAE

I. Personal Details

Name Mariani

Place and Date of Birth Anjir Serapat, 24th of April 1999

Gender Female

Status Single

Religion Islam

Nationality Indonesia

Parents Ahmad Nabhan & Ruhayah

Sibling Muhammad Bukhari

II. Formal Educational Background

2002 – 2004 Kindergarten Nahdlatussalam

2004 – 2010 Islamic Elementary School

Nahdlatussalam

2010 – 2014 Islamic Junior High School

Nahdlatussalam

2014 – 2017 Islamic Senior High School

Nahdlatussalam

2017 – 2021 English Education Department of

Antasari State Islamic University
Banjarmasin

III. Organization Experience

2017-2021 Linguistic and Debating Society