AN ANALYSIS OF STUDENTS’ TECHNIQUE IN PARAPHRASING AT...

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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

i

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

iv

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

v

LIST OF FIGURE

Figure 2.1 Conceptual Framework ...................................................................... 18

vi

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%







8 Journal article8 29%




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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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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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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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)

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

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

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”.

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”

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.


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,

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


Alhoot (2016: 114), self esteem has a significant positive relationship with

student engagement. Low or high students’ self esteem can determine

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.


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.

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.


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.

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.


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

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.


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

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.


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.

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


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

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.


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.

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


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

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.


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

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.


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.”

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.


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

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 √ √




Datum 5.2 √




Datum 8.2 √




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

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.

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

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.

44

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Burrows, Steven et all. 2012. Paraphrase Acquistion Via Crowsourcing and

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Bedford, Alida. 2015. Written Assignment: Better Paraphrasing.Hampshire:

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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

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Elo, Satu & Kynggas, Helvi.2007The Qualitative Content Analysis

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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

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Khairunisa, Wahyuni.2014. Students’ Problem in Paraphrasing. Pontianak:

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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


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.

47

Appendix 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.


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.

48

Appendix 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.


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.

49

Appendix 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


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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Appendix 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.


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.

51

Datum 5.2

Original text :

Grammar is regarded as the most fundamental element of language learning

for second language learners.


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.

52

Appendix 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.


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.

53

Appendix 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.


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.

54

Appendix 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.


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.

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


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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Appendix 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.


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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Appendix 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


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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Appendix 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.


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.


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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