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AN ANALYSIS OF STUDENTS’ TECHNIQUE IN PARAPHRASING AT
ENGLISH DEPARTMENT OF STKIP PGRI SUMATERA BARAT
THESIS
Submitted in Partial Fulfillment of Requirements for
Getting Strata One (S1) Degree
BY :
SANLISSY PUSPA PRATIWI
NPM: 14040160
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION
(STKIP) PGRI SUMATERA BARAT
PADANG
2019
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ABSTRAK
Sanlissy Puspa Pratiwi, (14040160), Menganalisa Penggunaan
Teknik dalam
Paraphrasing oleh mahasiswa Bahasa Ingris STKIP PGRI Sumatra
Barat.
Skripsi. Program Studi Bahasa Inggris. STKIP PGRI Sumatra
Barat,
Padang 2019.
Penelitian ini merupakan penelitian Content Analysis. Penelitian
ini
bertujuan untuk menemukan dan menganalisa penggunaan
teknik-teknik dalam
paraphrasing yang di gunakan di dalam artikel jurnal mahasiswa
lulusan ke 57
prodi bahasa inggris di STKIP PGRI Sumatra Barat. Instrumen
dalam penelitian
ini adalah berupa dokumen beberapa jurnal artikel mahasiswa
prodi bahasa
inggris lulusan ke 57. Di dalam penelitian ini peneliti
menggunakan teknik
random sampling dengan menggambil sampel 10% dari 108 artikel
jurnal, jadi
penelitian mengambil sample sebanyak 11 artikel jurnal dan
menemukan
sebanyak 14 data paraphrasing di dalam 11 artikel jurnal
tersebut. Untuk
mengumpulkan data peneliti mencari artikel jurnal nya di situs
jim.stkip-pgri-
sumbar.ac.id yang di publis di Perpustakaan STKIP PGRI Sumatra
Barat dan
mencari original text nya di situs google. Lalu peneliti
mengelompokan artikel
jurnal yang mengunakan teknik paraphrasing. Teknik dalam
paraphrasing itu
adalah make abstract ideas concreate, divide long sentence and
combine short
sentence, omitt unnecessary word, and using synonim. Hasil dari
menganalisa
data menunjukan bahwa dalam 14 data paraphrasing dari 11 artikel
jurnal,
peneliti menemukan 14 data yang menggunakan teknik make abstract
ideas
concreate, 1 data yang menggunakan teknik omitt unnecessary
word, dan juga
ada 1 data artikel jurnal mahasiswa yang menggunakan 2 teknik
paraphrasing
dalam satu data yaitu: jurnal artikel 2 di data 2.1 menggunakan
teknik omitt
unnecessary word dan make abstract ideas concrete. Di dalam 14
data yang di
analisis, peneliti juga tidak menemukan seorang pun yang
menggunakan teknik
divide long sentence and combine short sentence dan using
synonim. Berdasarkan
dari hasil tersebut, bahwa siswa lebih sering menggunakan teknik
make abstract
ideas concreate.
Kata Kunci: Teknik paraphrase, artikel jurnal
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin, the researcher would like to
express praise
and great gratitude submitted to almighty God Allah SWT who
always gives her
blessing, mercy, chance, health and that has helped the writer
finishing this thesis
entitles An Analysis Students’ Paraphrasing At English
Department of STKIP
PGRI Sumatera Barat.
Futhermore, the researcher expressed her gratitude to Advisors;
Suharni,
M.Pd and Dra. Riny Dwitya Sani, M.M.Pd, who had guided, give
precious time,
support, attention, motivation, and knowledge to writer in
writing and revising in
process writing this thesis. The researcher too express her
gratitute to examiners;
Sri Imelwaty, Ph.D, M. Khairi Ikhsan M.Pd, and Hervyna Asti,
M.Pd who have
given their valuable contribution as eximiners in revising and
complementing this
thesis.The researcher would like to thank to Suharni, M.Pd and
Belinda Analindo,
M.Pd as Head and Secretary of English Department of STKIP PGRI
Sumatera
Barat. The researcher say to thank Syayid Sandi Sukandi, S.S.,
M.A., as validator
toward the researcher’s instrument and Thanks to all lecturers
who have given
knowledges and useful suggestions to the researcher to finish
this thesis.
The researcher also to thank to her beloved father, mother,
aunt, sister, and
brothers who given love, pray, and support for this researcher,
and also her to
thank for best friends of 2014 E for their support,
encouragement, motivation,
suggestions, knowledge and many other things to finish this
thesis during the
study process in STKIP PGRI Sumatera Barat
Padang, February 2019
The Reseacher
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TABLE OF CONTENTS
ABSTRAK
.........................................................................................................
i
ACKNOWLEDGMENT
..................................................................................
ii
TABLE OF CONTENTS
..................................................................................
iii
LIST OF FIGURE
............................................................................................
v
LIST OF TABLE
..............................................................................................
vi
LIST OF APPENDICES
..................................................................................
vii
CHAPTER I INTRODUCTION
.....................................................................
1
A. Background of the
Problem................................................................
1
B. Identification of the Problem
..............................................................
3
C. Limition of the Problem
.....................................................................
3
D. Formulation of the Problem
...............................................................
3
E. Research Question
..............................................................................
4
F. Purpose of the Research
......................................................................
4
G. Significant of the Reserch
..................................................................
4
H. Definition of the Key Terms
..............................................................
5
CHAPTER II REVIEW RELATED LITERATURE
A. Definition of Academic Writing
....................................................... 6
B. Paraphrasing
...................................................................................
7
1. Definition of Paraphrasing
......................................................... 7
2. Techniques in Paraphrasing
........................................................ 9
C. Review of Related
Finding................................................................
15
D. Conceptual Framework
.....................................................................
18
CHAPTER III RESEARCH METHOD
A. Research Design
................................................................................
20
B. Source of the Data
.............................................................................
20
C. Instrumention
....................................................................................
21
D. Technique of Data Collection
........................................................... 21
E. Technique of Data Analysis
..............................................................
23
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CHAPTER IV RESEARCH FINDINGS
A. Data Analaysis
..................................................................................
24
B. Finding and Discussion
....................................................................
39
C. Interpretation
.....................................................................................
41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
.........................................................................................
42
B. Suggestion
........................................................................................
42
REFERENCES
..................................................................................................
44
APPENDICES
...................................................................................................
46
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LIST OF FIGURE
Figure 2.1 Conceptual Framework
......................................................................
18
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LIST OF TABLES
Table 1.1 Result Percentage Check Plagiarism in Journal
Article...................... 3
Table 3.1 Indicators of Technique in Paraphrasing
............................................ 22
Table 4.1 The Result Use Technique of Paraphrasing in Journal
Article ........... 40
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LIST APPENDINCES
Appendix 1. Document Article Journal
..............................................................
46
Appendix 2.Validation of Technique in Paraphrasing
........................................ 60
Appendix 3. Surat Izin Penelitian STKIP PGRI Sumatra Barat
......................... 61
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Academic writing is an activity of writing where a writer is
completing a learning assignment in an educational institution.
The writer
is required to think critically in developing ideas in academic
writing and
the words and grammar also the way organizing ideas are
probably
different from what the use. There are several types of writing
in academic
writing,there are reports, projects, essays, theses, papers,
etc.
STKIP PGRI SumateraBarat, a College of Teacher Training
and Education which has the aim to produce professional
educators.
STKIP PGRI Sumatera Barat has several departments, one of them
is
English Department. There is one subject that is given namely
Academic
Writing. It is aimed at guiding students to master the
theoritical concepts
of writing a scientific paper, so that they are able find to
find problems in
teaching English. Then, the students formulate the problem based
on the
background of the problem, examine theoritical theories related
to the
problem and give solution to problems based on appropriate
methods,
techniques or strategies.
Then, at the end collage, students are expected to be able
to
write a scientific paper one of which can write a journal
article where it is
one to completeness qualify for a degree 1 in a college. When
students
write a scientific work students must pay attention to the
requirements for
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writing good scientific work, for example students must pay
attention
when paraphrasing writing. Paraphrase is important because it
shows how
to understand the source well enough to write in own word. It
also gives a
powerful alternative to using direct qoutes, which should be
used as a
source of material for research, providing it is appropriately
references. In
academic writing it is not acceptable to just copy and paste a
source that
will cause plagiarism.
Based on Pre-Observation, the researcher took a journal
article
English Department student for data the researcher. Researcher
took the
journal article english department student graduated in 57
th
and searched
for journals on the jim.stkip-pgri-sumbar.ac.id website that was
published
at STKIP PGRI West Sumatra. Researcher used a random
sampling
technique, the researcher took the sample of journals artikel as
much 10%
of 108 journal article student department student graduated in
57th
.
Therefore, the researcher takes 10% of 108 journals article
become 11
journals article to examine. Before the journal article was
examined the
researcher was checked from 11 journal article that had been
obtained.
Researcher used turnitin applications to check the plagiarism in
journal
article by English Department student. This result persentage
plagiarism in
journal article :
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Table 1.1 Result Percentage Check Plagiarism in Journal
Article
No Name Percentage
1 Journal article 1 10%
2 Journal article 2 12%
3 Journal article 3 4%
4 Journal article 4 16%
5 Journal article 5 15%
6 Journal article 6 10%
7 Journal article 7 20%
8 Journal article8 29%
9 Journal article 9 20%
10 Journal article 10 27%
11 Journal article 11 18%
Average 16 %
Based on the results of the plagiarism percentage in journal
article,
the researcher found the result of plagiarism from 11 journal
articles. Low
percentage from journal article 3 much as 4% and high percentage
from journal
article 8 much as 29% and the value of avarage of the 11 journal
articles
that have been in the check plagiarism much as 16%. So from
that
researcher wants to know the technique in paraphrasing that used
by the
English Department students in journal article.
B. Identification of the Problem
Based on the background of the problem above, the researcher
found some phenomena about the Student’technique in
paraphrasing. The
researcher seen used technique in paraphrasing of journal
article student
English Department in graduated 57th
the researcher seen paraphrasing
part of Introduction in journals article at English Department
STKIP PGRI
Sumatera Barat. According to Davies (2011)and Fitzpatrick (2005)
in
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paraphrasing, there are some techniques that usually use; namely
make
abstract ideas concrete, divide long sentence or combine short
sentence,
omit any unnecessary, changing synonim, etc.
C. Limitation of the Problem
Based on the background of the problem and identification of
the
problem above, the researcher limitsto the student’s technique
in
paraphrasing writing in journal article part of introduction by
English
Department student of STKIP PGRI Sumatera Barat.
D. Formulation of the Problem
Based on the limited of the problem above, the general problem
of
this research formulates as follow: what are student’s technique
in
paraphrasing in the journal articleby English Department student
in
graduated 57th
of STKIP PGRI Sumatera Barat ?
E. Research Question
Based on formulation of the problem above, the researcher
formulate research question: “What are techniques in
paraphrasing used by
English Department student graduated in 57th
in the journal article while
paraphrasing part of introduction of STKIP PGRI Sumatera Barat
?”
F. Purpose of the Research
In general, the purpose of the research is to identify
student’s
technique in paraphrasing in the journal article when writing
paraphrasing
part of introduction by English Department student graduated
57th
of
STKIP PGRI Sumatera Barat.
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G. Significance of the Reseach
The result of this research the researche rhope to be useful
references especially for the Student, the student can develop
ideas in
research writing thesis. So that student will get to improve
paraphrase and
they could be motivating to do the best. For lectures, they will
know the
student’s ability in writing paraphrasing in thesis can be good
if the
students make paraphrasing a text or passage. The last for
researcher, this
research can know more what techniques paraphrasing that
used.
H. Definition of the Key Terms
To avoid misunderstanding of this research, the researcher
defines
the key terms that related to this research as follow :
a. Student’s techniqueis a technique that used by English
Department in
paraphrasing writing.
b. Paraphrasing is the art of rewriting information and ideas
from reading
in own word.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Academic Writing
Academic writing is an activity or writing activity for the
purpose
of completing a learning task in an educational institution
where the author
is studying. Firstly, according to Whitaker( 2009: 2), Academic
writing is
the writing in a university courses to do. The teacher may have
not all
names for academic writing assigment. The example are essays,
paper,
research paper, termpaper, argumentative paper/essay,
analysis
paper/essay, informative essay, and position paper. All of it
these assign
have the same purpose and principles.
Moreover, Irvin (2010: 8) state that academic writing is
appearance
of appraising that require to demonstrate knowledge and
demonstrate
proficiency with certain disciplinary skill of thinking,
interprenting, and
presenting. Researching is also a proces, 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 Heilbron (2014: 1), Academic Writing
is
the process regularly of the topic that involve student in
identify the
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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.
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,
interprenting and
presenting. In academic writing show the need of subjects of
paper,
thought system, logically, structure content clear and make
convicing.
B. Paraphrasing
1. Definition of Paraphrasing
Paraphrasing is one of the way to borrow the ideas of
experts, also express in write and said by experts using
different words
in order to make it more likely in understand. According to
Bailey
(2011:50), Paraphrasing is modify the word of the text until
diverge
from the original source before, without having to become
different
significance. Paraphrasing is effective part in academic skill
because to
evaded the deed plagiarism. In writingparaphrasing must be
comprehend of source.
Moreover,Accordingto Davies et al.(2011:1), Paraphrasing
is qoute from source’s expert and rewrite something that the
reader
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read into own word. Paraphrase contains some points from
original
passage. Usually do not change the meaning of the original
passage
and Paraphrasing provide must has some references. Paraphrase
has
the same essential meaning as the original and does not use
the
original words.
Next, Burrow (2012: 1) state that Paraphrasing is rewriting
the authours’ ideas in by using own word and without changing
the
meaning of original passage. Paraphrasing is important in
writing like
jurnalism, anonymising, and improving the quality of costumer
written
reviews. Paraphrasing important in writing like jurnalism,
anonymising, and improve rewrite content with own word but have
a
similirity with the original text. Paraphrasing changing a few
words,
and there so that version of yourself is not identical to the
original.
In conclusion,based on the experts explanation above,
Paraphrasing is rewriting the quotion from author into own word
, in
there so that version of yourself is not identical to original
text.
paraphrasing do not change meaning of the original passage
and
paraphrasing provided must have some reference and have same
meaning. In academic writing when paraphrasing writing this
importand to do in writing activity in order that avoid from
plagiarism.
2. Techniques of Paraphrasing
There are several techniques in paraphrasing. According to
Fitzpatrick (2005: 222-223) :
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1. Use synonim or synonymous phrases. It means that, word that
mean
the same. This example :
Original text : Germ are everywhere
Paraphrase : Potentially harmful microorganisms are
everywhere
2. Change the form of words.Changing nouns to verbs, verb to
nouns,
adjectives to adverbs, and adverbs to adjectives.This example
:
Original : Storing food properly is important.
Paraphrase : Proper food stroge is important
3. Change the grammar. Changing the grammatical structure.
This
example :
Original text : Bacteria, molds, and yeast cause food
spoilage.
Paraphrase : food spoilage is caused by bacteria, molds, and
yeast.
4. Change the point of view. For example, if the subject of
the
sentence is you, change the subject to we, or use an
impersonal
subject such as it or there. This example :
Original text : You can kill microorganisms in soup by
boiling.
Paraphrase : We can kill microorganisms in soup by boiling.
Paraphrase : It is possible to kill microorganisms in soup
by
boiling.
5. Omit any unnecessary words or phrases that do not contribute
to the
meaning. This example :
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Original text : the earlist method of food preservation was
drying, which means removing up to 99 percent of
he moisture in food.
Paraphrase : the earlist method of food preservation was
drying
6. Change conjuntions and transition words.This example :
Original text : Refrigeration slows the growt of
microorganisms.
However, it does not kill them.
Paraphrase :Refrigeration slows the growth of
microorganisms,
but it does not kill them.
7. Divide long sentence, and combine short sentences. The
position of
the layout of the sentences in the original text with
paraphrasing be
different and then combining sentences . This example :
Original text :sometimes we cannot detect dangerous bacteria
in
food, so we should discard food that has passed its
expiration date or is no longer fresh. For example,
clostridium botulinum, which causes the disease
called botulism, may be present without changing
the appearance, smell, or taste of food.
Paraphrase :sometimes we cannot detect dangerous bacteria in
food such as Clostridium botulinium, which causes
the disease called botulism, so we should discard
food that has passed its expiration date or is no
longer fresh.
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Moreover, according to Davies et all (20l1:3), there are
five
techniques of paraphrasing :
1. Using synonim
It mean, that refer to good dictionary but pay attention to
usage. Not all words that are synonims used in the same way
or
have same meaning. This is example in using synonim in
paraphrasing. Example:
original text : the need for investors to earn a commercial
return
may put upward pressure on prices
Paraphrase : the need for profit is likely to push up
prices.
2. Using different paraphrasing parts of speech and different
word
order it means that can alsso explanation ideas consider
changing
word into different part speech, changing nouns into verb or
adjectives into adverb.Example :
Original text :The students became increasingly tired when
the
lecturer analysed the management strategy of Nike
Paraphrasing : when the lecturer presented a framework of
the
key concepts, the studentsbecame increasingly tired.
3. Change the sentences types explanation that sentence can
changed
by altering such things as word order, the number o clauses
in
sentence, the kind of clauses in a sentence and the kind of
clauses in
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a sentence and the kind linking used. This is example from
change
the sentences types. There are four sentences types :
a. Simple sentence (one independent clause)
Example : “Product awarness is strong”
b. Compund 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 concreate, 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. Example :
Original text : this model provides a microeconomic
theoritic
rationale for why researchers have failed to find
consistent evidence of the superiority of one
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teaching technique over another in the production
of learning in economics ( Becker,1997,p.9)
Paraphrase : this accounts for why theorists working in the
area
found the following: a students that is taught with
method A is no better prepared than if he is taught
with method B. The evidence does not show that
either A or B is better in terms of learning outcomes
(Becker, 1997,p.9)
5. Changing active voice to passive voice or vice versa it mean
that
change sentence written in the active voice into those in
passive
voice. Example :
a. Active voice : She presented the report
Passive voice : The report was presented by her
b. Active voice :McDonald is implementing a diversification
strategy
Passive voice : a diversification strategy is being implemented
by
McDonalds
Next, according to BedFord (2015: 1), There are techniques
in paraphrasing:
1. Using synonims it means that these are words/phrases that
have the
same/ similar meaning to the original. Use a dictionary to make
sure
the word choose is appropriate for the context.
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Original text :Beam and Wood (2011) discovered that the
major
factors....
Paraphrase :Beam and Wood (2011) found that the main
influence
2. Changing active verb phrases into the passive, or vice versa
it mean
that see how this changes the wod order, which brings a much
moore dynamic change. Example :
Original text : Smith (2013) investigated revision
techniques
used by students.
Paraphrase : revision techniques deployed by students were
researched by Smith (2013)
3. Changing word class it mean that word class refers to the
type of
word, such as noun, adjective and adverb. Example :
Original text : Perez (2010) observed students’ focus in
seminars.
Paraphrase : observations made by Perez (2010) about
students’ focus in seminars show that they pay more
attention when exams are imminent
4. Syntesis it mean that expected to bring in ideas,
viewpointand
researchfrom range of different writers and text types. This
calledsyntesis as it brings a variety of separate items together
in a
new way.
Example – handout writer’s paraphrase from two texts :
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Wiliams(2005) asserts that single-sexed secondary schools
enable
girls to achieve greater academic success. Brookes (2006),
however, maintains that mixed secondary education is better for
all
children as it enhances social development in preparation for
adult
life.
In the conclusion, based on the experts above, so that
students write good paraphrasing, students must pay attention to
the
techniques in writing good paraphrasing so that students do not
copy
the source of the expert and avoid plagiarism. In this research,
the
researcher take two expert to indicator of technique in
paraphrasing for
the research. Researcher take expert from pitzpatrick and
davies
because their theories suitable for reseacher.
C. Review Related Finding
In supporting the truth of this research, the researcher
reviews
some related findings which discuss the same problem with
research. The
first finding is reviwedcome from Diah (2012) entitled “The
Effectiveness of Paraphrasing Strategy in Increasing
University
Students’ Reading Comprehension and Writing Achievement”the
purpose in the research focused on seen effectiveness of
paraphrasing
strategy for students’ reading comprehension and writing
achievement.
The method in this research was qualitative research design. one
of the
way to increase students’ reading comprehension and writing
achievement
is by use of paraphrasing strategy in classroom instruction.
Paraphrasing
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strategies that used students’ reading comprehension and
writing
achievement were using synonims, changing active sentences to
passive
sentences or vice versa, and changing direct quatations to
indirect
quatations. It can be concluded in this research is while
students’
paraphrase the text they automatically analyze and comprehend
the text
well to bring their own analysis in to their own words. By
releasing that
important effect, it is able to be concluded that paraphrasing
strategy is
effective to be used in increasing students’ reading
comprehension.
Moreover, Paraphrasing strategy is effective in improving not
only
students’ reading comprehension but also their writing
achievement.
Moreover, the secondcome from Khairunissa (2014) entitle
“Students’ Problem in Paraphrasing”.The purpose of this research
was
to describe problem in paraphrasing writing that used by student
in
seminar on ELT classof the seventh semesterin academic year
2013/ 2014.
The method of this research was descriptive research. It was
conducted
with aims to find out the students ability in paraphrasing. the
problems
faced in paraphrasing and causes pf the problem in paraphrasing.
The
result this research was the analysis of the students’
paraphrase revealed
that most of the students made mistake in changing order of
ideas.
Different result from the instrument occurred due to students’
lack
understanding on criteria of a good paraphrasing.
The last finding from Chi Do Na & Nguyen (2017) Entitled
“Paraphrasing in Academic Writing: a Case Study of
Vietnamese
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Learners of English” the purpose in this research focused on
seen
Paraphrasing ability in academic writing of EFL Learners at a
tertiary
institution in Vietnam. The method in this research was
qualitative
research.This research also seen used Technique in paraphrasing.
There
are technique in paraphrasing : using synonim, changing word
class, and
changing word order. The participants were required to
paraphrase a text
of 288 words provided by the researcher. It can be concluded,
the
participants who were to paraphrase succussfully were seen to
make more
changes in vocabulary than in sentence structures. Particularly,
using
synonims was a popular technique among the participants.
Based on related finding from three researches above. it can
be
concluded that their research same focus in paraphrasing and
there are
some difference with this research. The first related focused
in
paraphrasing technique in reading, the second related focused
in
effectiveness of paraphrasing strategy for students’ reading and
writing
achievement, and the last related focused in Paraphrasing
ability in
academic writing of EFL Learners at a tertiary institution in
Vietnam. In
contrast from three related finding above, the differences is
the researcher
analyze about Analysis Student’s Technique In Paraphrasing at
English
Department of STKIP PGRI Sumatera Barat.The researcher will
focus on
identifying technique paraphrasing in journal article by
English
Department student Graduated 57th
of STKIP PGRI Sumatera Barat.
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D. Conceptual Framework
Based on the explanation the researcher creates the
conceptual
framework in following :
Figure 2.1 Conceptual Framework
Taken from Davies (2011: 3) and Fitzpatrick (2005: 222:223)
The conceptual framework above tell that, the researcher
analyzed
and describe the student’stechnique in paraphrasing at English
Department
of STKIP PGRI Sumatra Barat. The researcher see technique
THESIS DOCUMENT
TECHNIQUES IN
PARAPHRASING
Make
abstract ideas
concreate
Divide long
sentence or
short sentence
Omitunneces
sarywords
ANALYSIS
UsingSynon
im
FINDING
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paraphrasing in journal article by English Department
student
ingraduated57th.
There were techniques in paraphrasing: make abstract
ideas concreate, divide long sentence and combine short
sentence, omit
unnecessary word, and using synonim. In this research, the
researcher will
know what technique that used in paraphrasing writing by
English
Department student of STKIP PGRI Sumatra Barat. The
researcher
analyzed to find data for the research.
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20
CHAPTER III
RESEARCH METHOD
In this chapter, the reseacher explained about the method to
get
the data of the research. There are some part and steps in the
method of
the research design, source of data, instrumentation, technique
of data
collection and technique of data analysis.
A. Research Design
This research used Content Analysis Research. Purpose of the
research is to describe Student’s Techniques in Paraphrasing at
English
Department of STKIP PGRI Sumatera Barat. According to Elo
and
Kyngas (2007:108) Content analysis is a research method for
make
replicable and valid inferences from data to the context, with
the purpose
of providing knowledge, new insights, a representation of facts
and
practical guide to action.
B. Source of the data
In this research, the researcher needed some journals Document
of
Students’ English Department graduated 57th
In STKIP PGRI Sumatera
Barat to get data and found the valuable data. To get the data
about the
Students’ technique in Paraphrasing, the researcher chose some
journals
Document of English Department student to get the data. The
researcher
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21
just seen part of intoduction from journal article at English
Department of
STKIP PGRI Sumatera Barat.
C. Instrumention
The instrument that used in the research was document or
content
analysis. According to Ary et all (2010:29) document or content
analysis
focuses on analyzing and interpreting recorded material to learn
about
human behavior. The material may be in public records, textbook,
letters,
film, or other document. in this research, researcher used
journal article
document as the data. The reseacher analyzed student’s
techniques in
paraphrasing and the researcher just see part of introduction
from journal
article at English Department of STKIP PGRI Sumatra Barat.
D. Technique of Data Collection
The data collected from Paraphrasing writing in part of
intoduction
The researcher chose some journals from 108 students English
Department in graduated 57th
The researcher chose the random sampling
technique. It is support of Gay and Airisian (2000: 134)
Random
sampling means that the researcher choose the samples randomly.
It is
common use sample 10% - 20% from the journal student at
English
Department of STKIP PGRI Sumatera Barat. Therefore, the
researcher
took 10% from 108 journals’s from student English Department
in
graduated 57th
become 11 journals article students’s English Department.
In gathering the data, the researcher has some steps for this
the research.
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22
The first step is collecting 11journals document from student’s
English
Department in graduated 57th
at STKIP PGRI Sumatera Barat. The
second step is read the document its purpose to make the data is
needed
by researcher. Then, the researcher takes the document as data
of this
research.
Table 3.1
Indicators of Technique in Paraphrasing
No Techniques in
paraphrasing
Indicators
1. Make abstract ideas
concreate, changing
synonim
Add more explaination 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
teks
4. Use synonim These are words/ phrases that have the
same/similar meaning to the original
Taken from Davies (2011: 3) and Fitzpatrick (2005: 222:223)
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23
E. Technique of Data Analysis
After researcher collected the data, the researcher analyzed
the
data to answer the research quation and get the result of this
research.
According to Husein (2010:33), there are four stages of analyzes
the
data:
1. Selecting , The researcher selected the data from journal
article, the
researcher just chosen part of introduction in journal
article.
2. Categorizing, in categorizing the data, the researcher
categorize
journal article that used technique in paraphrasing based on
indicators
of the technique in paraphrasing.
3. Analyzing, after categorizing journal article , the
researcher analysed
them by used the technique in paraphrasing.
4. Inferencing, write the findings of analysis in the students’
technique
in paraphrasing would be inference
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24
CHAPTHER IV
RESEARCH FINDINGS
The researcher explained about data analysis, finding and
discussion, and interpretation of research on Student’s
Technique In
Paraphrasing at English Department of STKIP PGRI Sumatera
Barat.
A. Data analysis
In data analysis,the researcher searched to answer the
research
questions, in this research, the researcher useddocuments as the
data
researcher. Therefore, in collected the data during research
process, the
researcher collected the data journals article English
Department student in
graduated 57th
, the researcher searched journal article on the website
jim.stkip-pgri.ac.id that was published at STKIP PGRI Sumatera
Barat
after that researcher searched original text based on the
journal article that
have been found and searched original text on situs google. In
this
research, the researcher used technique random sampling as
collected the
data from journals article. The researcher chose sample the data
many as
10% from 108 journals articleby student English Department in
graduated
57th
and become 11 journals article for analyzing. In 11 journals
article, the
researcher found 14 data in paraphrasing. The purpose of this
research,
researcher seen technique of paraphrasing in journals article
that used
student English Department in graduated 57th
at STKIP PGRI Sumatera
Barat. Therefore, the data consisted of the result of student
technique in
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25
paraphrasing. And in this research, there are four indicators of
technique
in paraphrasing :make abstract ideas concreate, omitt
unnecessary words,
divide long sentence and combine short sentence, and using
synonim.
1. Make abstract ideas concreate
In data analysis, the researcher found used the technique in
paraphrasing in journal article. Most students that used
technique make
abstract ideas concreate with added explanation with used own
word. The
student used make abstract ideas concrete technique many as 14
data from
11 journal article. All of journal article the students used the
technique of
make abstract ideas concreate.The analysis used make abtract
ideas
concrete technique from some data of Journals article that
found.
a. Datum 1.1 in journal article 1(appendix 1 page 46)
In datum 1.1 from journal article 1, the student used make
abstract
ideas concrete technique in paraphrasing writing. The researcher
seen in
original text yet abstract idea and in part student
paraphrasing, the student
wrote paraphrasing more concrete idea because in student
paraphrasing,
the student wrote more informations and explanations that so be
concrete
idea in content student paraphrasing. Can be seen, this the
student
paraphrasing that student wrote more explanations “it means that
satire is a
way of heare in the form of social problems or person’s behavior
by humor
to make people feel unreasonable even funny because of
entertainment”.
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26
Original Text :
Satire is a powerful art form which has the ability to point out
the
deficiencies in certain human behavior and the social issues
which result
from them in such as a way that the become absurd, even
hilarious, which
is therefore entertaining and reaches a wide audience
Student Paraphrasing :
According to Leboeuf (2007 : 4) “satire is a powerful art from
which has
the ability to point out the deficiencies in certain human
behavior and the
social issues which result from them in such a way that they
become
absurd, even hilarious, which is therefore entertaining and
reaches a wide
audience”. it means that satire is a way of heare in the form of
social
problems or person’s behaviorby humor to make people feel
unreasonable
even funny because of entertainment.
b. Datum 2.1 in journal article 2 (appendix 2 page 47)
Based on datum2.1 from journal article 2, the student used
techniquemake
abstract ideas concrete technique. Can be seen in original text
yet abstract
idea and in part student paraphrasing, the student wrote
paraphrasing more
concrete idea because in student paraphrasing, the student wrote
more
informations and explanations with own words that so be concrete
idea in
content student paraphrasing. This is the student paraphrasing
that student
wrote more explanations “first thing to notice in this
definition is that
perception done by a set of internal process and then will be
interprets
based on the perceivers mind”
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27
Original Text :
Perception is a set of internal sensational cognitive process of
the brain at
the subconscious cognitive function layer that detects, relates,
interprets,
and searches internal cognitive information in the mind.
Student Paraphrasing :
Wang (2007: 1) Perception is a set of internal process that
detects, relates,
interprets,and searches internal cognitive information in the
mind. The
first thing to notice in this definition is that perception done
by a set of
internal process and then will be interprets based on the
perceivers mind.
c. Datum 3.1 in journaal article 3(appendix 3 page 48)
In datum 3.1 from journal article 3,technique of
paraphrasing
used by student make abstract ideas concrete technique. This
data can be
seen“Academic writing is, essentially, the writing you have to
do for your
university courses. ”Change to be “academic writing is one of
the subjects
inuniversity courses ”that student wrote the important point in
student
paraphrasing above. And also can be seen in line to 5 of
student
paraphrasing that the studentwrote more information with own
word but not
change means. This is the student paraphrasing that student
wrote more
explanations “In academic writing, the students get knowledge
about how to
write an essay, paper, thesis, scientific article, etc.”
Original text :
Academic writing is, essentially, the writing you have to do for
your
university courses. Your instructors may have different names
for
academic writing assignments (essay, paper, research paper,
termpaper,
argumentative paper /essay, analysispaper /essay, informative
essay,
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28
positionpaper), but all of the assignments have the same goal
and
principles.
StudentParaphrasing :
Whitaker(2009) that academic writing is one of the subjects in
university
courses. There are many different names for academic writing
assignment (essay, paper, researchpaper,termpaper,
argumentative
paper/essay, informative essay, position paper), butallof
thisassignmentshave the same goal and principles. In academic
writing,
thestudentsget knowledge abouthowtowrite an essay, paper,
thesis,
scientificarticle, etc.
d. Datum 4.1 injournal 4 (appendix 4 page 49)
Based onthe datum 4.1 from journal article 4, the student
used
technique make abtract ideas concrete. The researcher seen in
original text
less explanation and in part student paraphrasing, the student
wrote more
explanations and also can be seen in student paraphrasing, the
student added
some example in content so student paraphrasing be concrete
ideas. This is
the student paraphrasing that student wrote more explanations
“Low or high
students’ self esteem can determine students’ engagement.
Students’
engagement means students show positive attitude while learning
such as the
degree of attention, curiosity, interest, optimism passion that
students show
when they are learning or being taught.”
Original text :
A significant positive relationship exist between the students’
self
esteem and students’ engagement
Student Paraphrasing :
Alhoot (2016: 114), self esteem has a significant positive
relationship with
student engagement. Low or high students’ self esteem can
determine
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29
students’ engagement. Students’ engagement means students
show
positive attitude while learning such as the degree of
attention, curiosity,
interest, optimism passion that students show when they are
learning or
being taught.
e. Datum 5.1 in journal article 5(appendix 5 page 50)
Datum 5.1 from journal article 5. The student used technique
make
abstract ideas concrete. In paragraph 1 from student
paraphrasing that
student wrote back sentence of original text. The researcher
seen in
original text less explanation and in part student paraphrasing,
the student
wrote more information and explanations in content so
student
paraphrasing be concrete ideas. This is the student paraphrasing
that
student wrote more explanations “It means that, English language
is the
one of language in the world that very important to communicate.
English
language is the one language that must be master by student,
because
english language is used in every where and every situation
actually.”
Original text :
English language plays a very crucial role as the predominant
tool for
communication in the global community.
Student Paraphrasing :
According to Prachanant (2012:117), English language plays a
very crucial
role as the predominant tool for communication in the global
community.
It means that, English language is the one of language in the
world that
very important to communicate. English language is the one
language that
must be master by student, because english language is used in
every
where and every situation actually.
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30
f. Datum 5.2 in journal article 5 (appendix 5 page 51)
Datum 5.2 from journal article 5, the student used
technique make abtract ideas concreate technique. In the
beginning of
the paragraph the student wrote back sentence from original text
in
student paraphrasing. The researcher seen in original text
less
explanation and in part student paraphrasing, the student wrote
more
explanations and wrote some example from many tenses in the
content
so student paraphrasing be concrete ideas. This is the
student
paraphrasing that student wrote more explanations “It means
that,
grammar is one important skill in the teaching English
language
especially in writing. There are things that must be considered
in
teaching English language, especially about tenses. There are
many
tenses need to know, such as present tense, present tense
continue,
present perfect tense, etc. In writing, tense used should be
appropriate.”
Original text :
Grammar is regarded as the most fundamental element of
language
learning for second language learners.
Student Paraphrasing :
According to Krishnasamy (2015:51), Grammar is regarded as the
most
fundamental element of language learning for second language
learners. It
means that, grammar is one important skill in the teaching
English
language especially in writing. There are things that must be
considered in
teaching English language, especially about tenses. There are
many tenses
need to know, such as present tense, present tense continue,
present perfect
tense, etc. In writing, tense used should be appropriate.
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31
g. Datum 6.1 in journal article 6 (appendix 6 page 52)
Based on datum 6.1 from journal article 6, the student used
technique make abstract ideas concrete. The student add more
explanation
with own word. In student paraphrase sentence, the student wrote
back in
paragraph 1 of original text. Can be seen in the original text
yet abstract
idea in context and in part student paraphrasing, the student
added
informations and the student wrote some example in content
student
paraphrasing, so can be seen that paraphrasing sentence above
more long
sentence or original text. This is the student paraphrasing that
student
wrote more explanations and give example in context student
paraphrasing
“A phrase does not contain a subject and verb, consequently, can
not
convey a complete thought. Furthermore, it contrasts with a
clause,
but clause does contain a subject and verb and it can convey a
complete
idea. Every language has words that are nouns. The parts of
speech, noun
is perhaps the most important in phrases. A noun is a word
that
identifies a person, animal, place, thing such as mother,
Albert, cat, table.”
Original text :
A phrase as a group of words and, like everything else in
grammar;
relationship between and among word in the group are
structured.
Student Paraphrasing :
According to Gerot and Wignel in Sophya (2014:177) a phrase as a
group
of words and, like everything else in grammar; relationships
between
and among words in the group are structured. A phrase does not
contain a
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32
subject and verb, consequently, can not convey a complete
thought.
Furthermore, it contrasts with a clause, but clause does contain
a
subject and verb and it can convey a complete idea. Every
language has
words that are nouns. The parts of speech, noun is perhaps the
most
important in phrases. A noun is a word that identifies a person,
animal,
place, thing such as mother, Albert, cat, table.
h. Datum 7.1in journal article 7 (appendix 7 page 53)
In this datum 7.1 from journal article 7, the student used
technique
make abstract ideas concrete. It can be seen in the student
paraphrasing
the student add more ideas and explanation with own word but not
change
means from original text. The resercher seen sentence of
student
paraphrasing more long sentence from original text. This is the
student
paraphrasing that student wrote more explanations “encouragement
is the
process of facilitating the development of a person’s inner
resources and
courage towards positive movement. It can be conclude that
encouragement is the process to help students believe and
convident about
their ability.”
Original text :
Encouragement is a process that focuses on the individual’s
resources and
potential in order to enhance self esteem and self
acceptance.
Student Paraphrasing :
According to Dinkmeyer and Eckstein (1996:16) encouragement is
the
process of facilitating the development of a person’s inner
resources
and courage towards positive movement. It can be conclude
that
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33
encouragement is the process to help students believe and
convident about
their ability.
i. Datum 8.1 in journal article 8 (appendix 8 page 54)
In this datum 8.1 from journal article 8, student used
technique
make abstract ideas concrete. In paragraph 1 from student
paraphrasing can
be seen that student wrote back sentence from original text. In
paragraph 1
from original text and student paraphrasing is same sentences
but the in the
next paragraph have the sentences is different between original
text and
student paraphrasing. the researcher seen between the original
text and
student paraphrasing add more information different with used
own word. In
student paraphrasing, the student added explanation with wrote
function and
noun forms in content from student paraphrasing so become
concrete ideas.
This is the student paraphrasing that student wrote more
explanations
“Because, noun functioned as subject, object or compliment. In
noun forms,
any singular and plural noun that can be used by the writer in
writing a
sentence.”
Original text :
Who purposes that noun can name a person, a place, an object, an
activity
an idea or emotion, or a quantity. Based on the explanation
researcher
concludes that Nouns are very important in sentences because
they are
always the subject or doer of the action. Noun is a word to use
to identify
any of a class of people, place, or things.
Student Paraphrasing :
It is supported by Werner (2007:228) who proposes that noun can
name
a person, a place, an object, an activity an idea or emotion, or
a quantity.
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34
In conclusion, noun is a word to use identify a thing, people,
or place.
Noun has important role in grammar. If a writer does not use a
noun, it
makes the writing is uncomplete. Because, noun functioned as
subject,
object or compliment. In noun forms, any singular and plural
noun that can
be used by the writer in writing a sentence.
j. Datum 8.2 in journal article 8 (appendix 8 page 55)
Based on the datum 8.2 from journal article 8, the student
used
technique paraphrasing make abtract ideas concrete. In the
beginning of the
paragraph the student wrote back original text in paraphrasing
and have same
sentence between original and student paraphrasing but in the
original text yet
abstract idea and in part student paraphrasing added
explanations with wrote
caracteristics from plural in the context so become concrete
ideas in student
paraphrasing. This is the student paraphrasing that student
wrote more
explanations “Furthermore, plural is consisting of, containing,
or pertaining to
more than one.”
Original text :
That nouns typically inflect for number (singular or plural) and
case
(plain or genitive). Singular is referring to one person, thing
and so on.
Plural is referring to more than one. From the definitions about
plural
above, it can be concluded that plural do not described as a
single thing or
plural has more than one of the person, place, or thing in the
real world
Student Paraphrasing :
According to Danesi (2006:31), nouns typically inflect for
number
(singular or plural) and case (plain or genitive). Singular is
referring to
one person, thing and so on. Plural is referring to more than
one. It
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35
applies to noun inflection: noun typically have contrasting
singular and
plural forms. A noun that names more than one person, place, or
thing is a
plural noun. Furthermore, plural is consisting of, containing,
or pertaining
to more than one.
k. Datum 9.1 in journal article 9 (appendix 9 page 56)
Datum 9.1 from journal article 9, the student used technique
make
abtract ideas concrete because can be seen from the original
text yet abstract
idea and in part student paraphrasing, the student wrote more
explanations
and more informations in the content from student paraphrasing
so become
concrete idea. This is student paraphrasing with added more
explanations so
become concrete ideas “It can be said that if the students not
mastery the
diphthong it may cause a problems in pronunciation because the
meaning
will be different if they not pay attention to the
diphthong.”
Original text :
A diphthong is a kind of vowel sound with a special feature.
There is a
deliberate glide made from one vowel position to another vowel
position,
and which is produced in one syllable.
Student Paraphrasing :
Ramelan (1999:73), states a diphthong is a kind of vowel sound
with a
special feature. There is a deliberate glide made from one vowel
position
to another vowel position, and which is produced in one
syllable. It can
be said that if the students not mastery the diphthong it may
cause a
problems in pronunciation because the meaning will be different
if they
not pay attention to the diphthong.
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36
l. Datum 10.1 in journal article 10(appendix10 page 57)
In this datum 10.1 from journal article 10, the student make
paraphrasing with use technique make abstract ideas
concrete.
becausecan be seen that the original text yet abstract idea and
in part
student paraphrasing, the student wrote more explanations and
more
informations in content from student paraphrasing so become
concrete
ideas. This is student paraphrasing with added more explanations
“. It can
be a reason for students to increase their motivation to do
something
caused promise, appreciation and praise from teacher.”
Original text :
Extrinsic motivation which refers to doing something because it
leads to
a separable outcome
Student Paraphrasing :
Decy and Ryan (2000: 55) asserted extrinsic motivation refers to
doing
something because it leads to a separable outcome. It can be a
reason for
students to increase their motivation to do something caused
promise,
appreciation and praise from teacher.
m. Datum 11.1 in journal article 11 (appendix 11 page 58)
In this datum 11.1 from journal article 11, the student used
make
abstract ideas concrete technique in paraphrasing. The
researcher seen in
paragraph 1 from original text and student paraphrasing is same
sentence. In
the original text also still abstract idea and different with
student paraphrasing
that the student wrote more ideas with add explanation with own
in
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37
paraphrasing so become abtract ideas in content from student
paraphrasing.
This is student paraphrasing with added more explanations “. It
means that
student achievement is the foundation to achive the education
goal. Good
or bad student achievement in the school will influence the
standard of the
school. Because of that all of sides of school should give
conributions to
improve student achievement.”
Original text :
Student achievement is the basis of nearly every aspect of
education.
Student Paraphrasing :
Hattie and Anderman (2013:3) states that students achievement is
the basic
of nearly every aspect of education. It means that student
achievement is
the foundation to achive the education goal. Good or bad
student
achievement in the school will influence the standard of the
school.
Because of that all of sides of school should give conributions
to improve
student achievement.
n. Datum 11.2 in journal articlee 11 (appendix 11 page 59)
Datum 11.2 from journal article 11, the student used
technique paraphrasing is make abtract ideas concrete technique.
In
paragraph 1 from student paraphrasing can be seen that student
wrote
back sentence of original text but in the original text yet
abtract idea in
the content and in part student paraphrasing, that the student
wrote more
expalanations so become concrete ideas. This is student
paraphrasing
with added more explanations “It means that, teacher can know
the
students achievement with giving a test after learning process.
The
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38
students who have understanding to the material can answer all
of the
question from teacher without cheating to other students.”
Original text :
Achievement is the student ability in computations and
solving
problems, which can normally be measured by written tests.
Student Paraphrasing :
Evans (2007) defines that achievement is the student ability
in
computations and solving problems, which can normally be
measured by
written tests. It means that, teacher can know the students
achievement
with giving a test after learning process. The students who
have
understanding to the material can answer all of the question
from teacher
without cheating to other students. .
2. Omit unnecessary word
In data analysis, the researcher found used the technique in
paraphrasing. omit unnecessary word it means that remove the
words of the
original. The researcher found 1 data in used technique
parapahrasing.
a. Datum 2.1 in journal article 2(appendix 2 page 49)
In this datum 2.1 from journal article 2, the technique of
paraphrasing that used by students wasomitting any unnecessary
words.
The researcher seen the student eliminate most of the words from
the
original text. Can be seen the student eliminate words from
“sensational
cognitive process of the brain at the subconscious cognitive
function
layer” and in part student paraphrasing so become “Perception is
a set of
internal process that detects, relates, interprets, and searches
internal
cognitive information in the mind.”
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39
Original Text :
Perception is a set of internal sensational cognitive process of
the
brain at the subconscious cognitive function layer that detects,
relates,
interprets, and searches internal cognitive information in the
mind.
Student Paraphrasing :
Wang (2007: 1) Perception is a set of internal process that
detects,
relates, interprets, and searches internal cognitive information
in the
mind. The first thing to notice in this definition is that
perception done
by a set of internal process and then will be interprets based
on the
perceivers mind. .
B. Findings and Discussion
In findings, the researcher classified the data in this
research, there
were four indicators of technique in paraphrasing which were
make abstract
ideas concrete, omitt unnecessary words, divide long sentence
and combine
short sentence, and using synonim. Paraphrasing of techniques in
journals
article using by English Department students graduated 57th
at STKIP PGRI
Sumatera Barat.
Related to research question that research stated in Chapter I
“What
are techniques in paraphrasing used by English Department
student
graduated in 57th
in the journal article while paraphrasing part of
introduction of STKIP PGRI Sumatera Barat ?”. based on the data
journal
article to get by researcher, total data of paraphrasing writing
of 11 journals
article many as 14 data of paraphrasing. From 4 techniques of
paraphrasing
based on indicators technique of paraphrasing the researcher
found 2
techniques of paraphrasing that used the student in 14 data
paraphrasing from
11 journals article. There are technique of paraphrasing used in
journals
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40
article: Make abstract ideas concrete and omit unnecessary word.
This is the
table of result use technique of paraphrasing in journals
article.
Table 4.1
The Result Use Technique of Paraphrasing in Journal Article
No Name Total data Technique in Paraphrasing
Make
abstract
ideas
concreate
Divide
long
sentence
and
combine
short
sentence
Omitt
unnecessary
word
Using
synonim
1. Journal article 1 Datum 1.1 √
2. Journal article 2 Datum 2.1 √ √
3. Journal article 3 Datum 3.1 √
4. Journal article 4 Datum 4.1 √
5. Journal article 5 Datum 5.1 √
Datum 5.2 √
6. Journal article 6 Datum 6.1 √
7. Journal article 7 Datum 7.1 √
8. Journal article 8 Datum 8.1 √
Datum 8.2 √
9. Journal article 9 Datum 9.1 √
10. Journal article 10 Datum 10.1 √
11. Journal article 11 Datum 11.1 √
Datum 11.2 √
TO
TA
L
11 journal
article
14 data 14 data 0 data 1 data 0 data
From the result of the data above, it can be concluded 14
data
paraphrasing used technique make abstract ideas concrete, and 1
data
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41
paraphrasing used omitt unnecessary word. and also 1 data
journal article
that used 2 techniques of paraphrasing in one data, it is:
Journal article 2 in
datum 2.1 used omitt unnecessary word and make abstract ideas
concrete.
This findings was supported by Chi Do Na & Nguyen (2017: 17)
state
that the Vietnamese learners of English encountered students’
technique in
paraphrasing. the findings revealed that participants frequently
paraphrase
successfully to make more changed in vocabulary. The participant
using
synonims was a popular technique in paraphrasing by
Vietnamese
learners.
C. Interpretation
Based on formerly findings and discussion, the researcher
could
made interpretation about students’ technique in paraphrasing at
English
Department of STKIP PGRI Sumatera Barat. The researcher
interpreted that,
from all of the techniques of paraphrasing in 14 data
paraphrasing from 11
journals article, it was found that, the student more interested
and understood
in using technique of paraphrasing with make abstract ideas
concreteand the
researcher seen that the student not used technique in
paraphrasing of divide
long sentence and combine shortsentence and using synonym.
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42
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the researcher described several conclusion
and
suggestion. The conclusion were describe based on findings of
the research
as already discuss chapter four and suggestion were propose
based on the
conclusion.
A. Conclusion
This research focused on Techniques in Paraphrasing used by
English Department student graduated in 57th
in the journal article while
paraphrasing part of introduction of STKIP PGRI Sumatera Barat.
The
researcher can be concluded14 data paraphrasing used technique
make
abstract ideas concreate, 1 data paraphrasing use omitt
unnecessary word,
0 data used technique divide long sentence and combine short
sentence , and
0 data in using synonim technique. no one of the students that
used
technique divide long sentence and combine short sentence and
using
synonim. And also 1 journal article that used 2 techniques of
paraphrasing in
one data, it is: Journal article 2 in datum 2.1 that used
technique omitt
unnecessary.
B. Suggestions
Based on research finding, there are some suggestion that
should
be considered. The suggestion as follow:
Suggestion for the lecturer, the lecturer should give
directive,
more motivation, and knowledge in teaching writing subject
especially
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43
to apply the technique in paraphrasing writing in the class, so
the
students when write the thesis avoid plagiarism. Suggestion for
student,
the student should be more attention and be more focus in
teaching
writing especially in paraphrasing teaching so student can
develop ideas
in research writing thesis. So that student will get to improve
paraphrase
and they could be motivating to do the best.
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44
REFERENCES
Ary, D., Jacobs, L. C., & A. 2010. Introduction to Research
in Education.
Canada: Nelson Education,Ltd.
Bailey, Stephen. 2011. Academic Writing: Handbook For
International Students.
New York: Tailor And Frances E-Library.
Burrows, Steven et all. 2012. Paraphrase Acquistion Via
Crowsourcing and
Machine Learning. Bauhaus: University Weimar.
Bedford, Alida. 2015. Written Assignment: Better
Paraphrasing.Hampshire:
University of Portsmouth.
Chi Do Na, et all. 2017. Paraphrasing in Academic Writing : a
Case Study of
Vietnamese Learners of English. Vietnam:An Giang University
Davies, et all. 2011. Helpsheet Giblin Euson Library:
Paraphrasing.
Melbourne:University of Melbourne.
Diah, Maulidya. 2012. The Effectiveness of Paraphrasing Strategy
in Increasing
University Students’ Reading Comprehension and Writing
Achievemen.
Palembang. Unpublished thesis
Dewi, Finata. 2014. Edmodo: Asocial Learning Platform for
Blended Learning
Class in Higher Education. Research in Education Technology:
Pedagogy
andtechnology.
Elo, Satu & Kynggas, Helvi.2007The Qualitative Content
Analysis
Process.Finland : Department of Nursing and Health
Administation.
University of Qulu
Fitzpatrick, Mary.2005. Engaging Writing: Paragraph and Essay.
San Francisco:
PearsonEducation.
Gay, L. R, Mills, Geoffrey E, and Airasian, Peter. 2000.
Education Reserach
Competences for Analysis and Application. New Jersey :
Pretice-Hall
Company.
Husein. D.M 2010.Analysis Of Writing Exercise In Look A Head 2 (
English
Course Book For Senior High School Students Year XI
Published
By Erlangga. Semarang. Published Thesis
Heilbronn, Hochschule. 2014.Engineering Business Informatics:
Guide for
Academic Writing. Heilbronn: Heilbronn University..
Irvin, L.Lennie. 2010. What is “Academic Writing?”.San Antonio:
Copy Right
L.Lennie Irvin.
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45
Khairunisa, Wahyuni.2014. Students’ Problem in Paraphrasing.
Pontianak:
Unpublished thesis
Whitaker, Anne. 2009. Academic Writing Guide: A step- by-step
Guide To
Writing Papers.Seattle: City University of Seattle.
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46
APPENDIX 1
Appendix 1
Name : Journal Article 1
Tittle : Satire in “Indonesia Lawak Klub” viewed from education
aspect
Datum 1.1
Original Text :
Satire is a powerful art form which has the ability to point out
the
deficiencies in certain human behavior and the social issues
which result
from them in such as a way that the become absurd, even
hilarious, which is
therefore entertaining and reaches a wide audience
Student Paraphrasing :
According to Leboeuf (2007 : 4) “satire is a powerful art from
which has
the ability to point out the deficiencies in certain human
behavior and the
social issues which result from them in such a way that they
become
absurd, even hilarious, which is therefore entertaining and
reaches a wide
audience ”it means that satire is a way of heare in the form of
social
problems or person’s behavior by humor to make people feel
unreasonable
even funny because of entertainment.
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47
Appendix 2
Name : Journal Article 2
Tittle : Teachers’ perception on the use of authentic
materialsim
teaching english at SMPN 2x 11 Enam Lingkung
Datum 2.1
Original Text :
Perception is a set of internal sensational cognitive process of
the brain at
the subconscious cognitive function layer that detects, relates,
interprets,
and searches internal cognitive information in the mind.
Student Paraphrasing :
Wang (2007: 1) Perception is a set of internal process that
detects, relates,
interprets, and searches internal cognitive information in the
mind. The first
thing to notice in this definition is that perception done by a
set of
internal process and then will be interprets based on the
perceivers mind.
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Appendix 3
Name : Journal Article 3
Tittle : Structures and content of abstract in Journal article
of students
graduating in 54th graduation of english education study
program at STKIP PGRI Sumatera Barat
Datum 3. 1
Original text :
Academic writing is, essentially, the writing you have to do for
your
university courses. Your instructors may have different names
for
academic writing assignments (essay, paper, research paper, term
paper,
argumentative paper/essay, analysis paper/essay, informative
essay,
position paper), but all of these assignments have the same goal
and
principles.
Student Paraphrasing :
Whitaker (2009) that academic writing is one of the subjects in
university
courses. There are many different names for academic writing
assignment
(essay, paper, research paper, term paper, argumentative
paper/essay,
informative essay, position paper), but all of this assignments
have the
same goal and principles. In academic writing, the students
get
knowledge about how to write an essay, paper, thesis, scientific
article,
etc.
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Appendix 4
Name : Journal Article 4
Tittle : Correlation between students’ self esteem and
students’
engagement at SMK N 7 Padang
Datum 4.1
Original text :
A significant positive relationship exist between the students’
self
esteem and students’ engagement
Student Paraphrasing :
Alhoot (2016: 114), self esteem has a significant positive
relationship with
student engagement. Low or high students’ self esteem can
determine
students’ engagement. Students’ engagement means students show
positive
attitude while learning such as the degree of attention,
curiosity, interest,
optimism passion that students show when they are learning or
being
taught.
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50
Appendix 5
Name : Journal Article 5
Tittle : Causes of Students mistakes in using simple past
tense
Datum 5.1
Original text :
English language plays a very crucial role as the predominant
tool for
communication in the global community.
Student Paraphrasing :
According to Prachanant (2012:117), English language plays a
very crucial
role as the predominant tool for communication in the global
community.
It means that, English language is the one of language in the
world that very
important to communicate. English language is the one language
that must
be master by student, because english language is used in every
where and
every situation actually.
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51
Datum 5.2
Original text :
Grammar is regarded as the most fundamental element of language
learning
for second language learners.
Student Paraphrasing :
According to Krishnasamy (2015:51), Grammar is regarded as the
most
fundamental element of language learning for second language
learners. It
means that, grammar is one important skill in the teaching
English language
especially in writing. There are things that must be considered
in teaching
English language, especially about tenses. There are many tenses
need to
know, such as present tense, present tense continue, present
perfect tense,
etc. In writing, tense used should be appropriate.
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Appendix 6
Name : Journal Article 6
Tittle : Students’ mistakes in translating noun phrases from
indonesian
into english
Datum 6.1
Original text :
A phrase as a group of words and, like everything else in
grammar;
relationship between and among word in the group are
structured.
Student Paraphrasing :
According to Gerot and Wignel in Sophya (2014:177) a phrase as a
group
of words and, like everything else in grammar; relationships
between and
among words in the group are structured. A phrase does not
contain a
subject and verb, consequently, can not convey a complete
thought.
Furthermore, it contrasts with a clause, but clause does contain
a
subject and verb and it can convey a complete idea. Every
language has
words that are nouns. The parts of speech, noun is perhaps the
most
important in phrases. A noun is a word that identifies a person,
animal,
place, thing such as mother, Albert, cat, table.
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53
Appendix 7
Name : Journal Article 7
Tittle : An analysis of teachers’ encouragement in motivating
students to
learn english at SMA Al Istiqamah Simpang Empat, Pasaman
Barat
Datum 7.1
Original text :
Encouragement is a process that focuses on the individual’s
resources and
potential in order to enhance self esteem and self
acceptance.
Student Paraphrasing :
According to Dinkmeyer and Eckstein (1996:16) encouragement is
the
process of facilitating the development of a person’s inner
resources and
courage towards positive movement. It can be conclude that
encouragement is the process to help students believe and
convident
about their ability.
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Appendix 8
Name : Journal Article 8
Tittle : An analysis of using singular and plurar noun in
students’ writing ( a
study at English Department Students of STKIP PGRI Sumatera
Barat)
Datum 8.1
Original text :
Who purposes that noun can name a person, a place, an object, an
activity
an idea or emotion, or a quantity. Based on the explanation
researcher
concludes that Nouns are very important in sentences because
they are
always the subject or doer of the action. Noun is a word to use
to identify
any of a class of people, place, or things.
Student Paraphrasing :
It is supported by Werner (2007:228) who proposes that noun can
name
a person, a place, an object, an activity an idea or emotion, or
a quantity.
In conclusion, noun is a word to use identify a thing, people,
or place.
Noun has important role in grammar. If a writer does not use a
noun, it
makes the writing is uncomplete. Because, noun functioned as
subject,object or compliment. In noun forms, any singular and
plural noun
that can be used by the writer in writing a sentence.
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55
Datum 8.2
Original text :
That nouns typically inflect for number (singular or plural) and
case (plain
or genitive). Singular is referring to one person, thing and so
on. Plural is
referring to more than one. From the definitions about plural
above, it can
be concluded that plural do not described as a single thing or
plural has
more than one of the person, place, or thing in the real
world
Student Paraphrasing :
According to Danesi (2006:31), nouns typically inflect for
number
(singular or plural) and case (plain or genitive). Singular is
referring to
one person, thing and so on. Plural is referring to more than
one. It
applies to noun inflection: noun typically have contrasting
singular and
plural forms. A noun that names more than one person, place, or
thing is a
plural noun.Furthermore, plural is consisting of, containing, or
pertaining
to more than one.
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56
Appendix 9
Name : Journal Article 9
Tittle : English second year students’ ability in pronouncing
diphthongs ( a
study at STKIP PGRI Sumatera Barat)
Datum 9.1
Original text :
A diphthong is a kind of vowel sound with a special feature.
There is a
deliberate glide made from one vowel position to another vowel
position,
and which is produced in one syllable.
Student Paraphrasing :
Ramelan (1999:73), states a diphthong is a kind of vowel sound
with a
special feature. There is a deliberate glide made from one vowel
position to
another vowel position, and which is produced in one syllable.
It can
be said that if the students not mastery the diphthong it may
cause a
problems in pronunciation because the meaning will be different
if they
not pay attention to the diphthong.
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57
Appendix 10
Name : Journal Article 10
Tittle : An analysis of factors influencing students’ extrinsic
motivation in
learning english at SMPN 3 Sungai abu, Solok Regency
Datum 10.1
Original text :
Extrinsic motivation which refers to doing something because it
leads to
a separable outcome
Student Paraphrasing :
Decy and Ryan (2000: 55) asserted extrinsic motivation refers to
doing
something because it leads to a separable outcome. It can be a
reason for
students to increase their motivation to do something caused
promise,
appreciation and praise from teacher.
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58
Appendix 11
Name : Journal Article 11
Tittle : The comparative study of certified and non certified
english teachers’ on
students’ achievement
Datum 11.1
Original text :
Student achievement is the basis of nearly every aspect of
education.
Student Paraphrasing :
Hattie and Anderman (2013:3) states that students achievement is
the basic
of nearly every aspect of education. It means that student
achievement is
the foundation to achive the education goal. Good or bad
student
achievement in the school will influence the standard of the
school.
Because of that all of sides of school should give conributions
to improve
student achievement.
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Datum 11.2
Original text :
Achievement is the student ability in computations and solving
problem
which can normally be measured by written tests.
Student Paraphrasing :
Evans (2007) defines that achievement is the student ability
in
computations and solving problems, which can normally be
measured by
written tests. It means that, teacher can know the students
achievement
with giving a test after learning process. The students who
have
understanding to the material can answer all of the question
from teacher
without cheating to other students. .
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