A STUDY ON STUDENTS PROBLEMS IN CITING THE ONLINE SOURCES ON ACADEMIC ESSAY CLASS. A Thesis

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A STUDY ON STUDENTS’ PROBLEMS IN CITING THE ONLINE SOURCES ON ACADEMIC ESSAY CLASS

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Maria Rosari Primaningtyas Student Number: 051214016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010


A STUDY ON STUDENTS’ PROBLEMS IN CITING THE ONLINE SOURCES ON ACADEMIC ESSAY CLASS

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Maria Rosari Primaningtyas Student Number: 051214016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010

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“If you don’t like who you are, don’t worry about it because you’re not stuck either with who you are or where you are. You can grow. You can change. You can be more than you are.” (Zig Ziglar)

I dedicate this thesis to my beloved parents and all the people whom I love.

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ABSTRACT

Rosari, Maria Primaningtyas.(2010). A Study on Students’ Problems in Citing the Online Sources on Academic Essay Class. Yogyakarta: Sanata Dharma University.

The development of technology, especially internet brings big influence to education. University students use internet as one of the sources to find materials for their tasks. It also happens in Academic Essay class in Sanata Dharma University. Students often use online sources for their tasks. The ease of the internet often leads to plagiarism. This present study investigated students’ problems in citing the online sources in Academic Essay class. The research question was: What are students’ problems in citing the online sources to their work in class? The researcher employed document analysis method. There were two instruments to obtain the data. The first instrument was students’ work. The researcher analyzed students’ work by comparing students’ work to the original sources written in references. It aimed to find out whether students had cited the online sources correctly or not and also to find out students’ problems in citing. The second instrument was interview. This interview aimed to obtain additional information related to students’ problems in citing the online sources. The researcher took ten students’ papers for the analysis and eight students for the interview respondents. All respondents were semester five students who took Academic Essay class. They were randomly selected from class A, C, D, and E. Based on the data gathered, the researcher concluded that most of students have insufficient understanding in citing online sources and awareness of plagiarism. Although students understand the meaning of plagiarism clearly, they did not prevent the plagiarism to their work. The researcher found some students’ problems in citing the online sources. There were two main problems that students faced in citing the online sources in writing class. The problems were: citing works by no author and writing the correct references. Although students admitted that they had known about citing online sources before, they did not use the knowledge they had on their works. This fact showed the ignorance of students in Academic Essay class especially in citing the online sources. The researcher also gave suggestions to (1) writing lecturers to give more attention to citation, so that plagiarism could be prevented, (2) students to be more responsible in doing their writing tasks and have new strategy to solve their problems in citing online sources, (3) future researchers to further investigate deeper on students’ problems in paraphrasing and the practice of plagiarism.

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ABSTRAK

Rosari, Maria Primaningtyas.(2010). A Study on Students’ Problems in Citing the Online Sources on Academic Essay Class. Yogyakarta: Universitas Sanata Dharma.

Perkembangan teknologi, khususnya internet membawa pengaruh yang besar dalam bidang pendidikan. Tidak terkecuali para mahasiswa, mereka menggunakan internet sebagai salah satu sumber untuk mencari bahan tugas kuliah. Seperti halnya di kelas Academic Essay di Universitas Sanata Dharma, mahasiswa sering menggunakan sumber online sebagai sumber tugas mereka. Penggunaan sumber online yang mudah, sering kali menimbulkan masalah seperti plagiarisme. Studi ini bertujuan mengetahui kesulitan-kesulitan mahasiswa di kelas Academic Essay dalam mengutip sumber online. Permasalahan yang dikemukakan dalam penelitian ini adalah : Kesulitan- kesulitan apakah yang dihadapi mahasiswa dalam mengutip sumber online dalam tugas mereka di kelas? Peneliti menggunakan metode analisa dokumen. Alat yang digunakan dalam pengumpulan data adalah analisa pekerjaan mahasiswa dan interview. Dalam analisa, peneliti menggunakan sumber dalam referensi sebagai pembanding untuk mengetahui apakah mahasiswa telah mengutip sumber dengan benar dan juga untuk mencari tahu kesulitan-kesulitan yang dihadapi mahasiswa dalam mengutip sumber online. Interview bertujuan untuk mendapatkan informasi tambahan mengenai kesulitankesulitan mahasiswa dalam mengutip sumber online. Peneliti mengambil sepuluh tugas mahasiswa untuk dianalisa dan delapan responden dalam interview. Seluruh responden adalah mahasiswa semester lima yang mengambil kelas Academic Essay. Mereka dipilih secara acak dari kelas A, C, D, dan E. Berdasarkan data yang diperoleh, sebagian besar mahasiswa kurang paham dalam hal pengutipan sumber online dan kesadaran terhadap plagiarisme. Walaupun mahasiswa mengetahui dengan jelas arti plagiarisme, pencegahan terhadap plagiarisme belum dilaksanakan. Peneliti menemukan beberapa kesulitan yang dihadapi mahasiswa dalam mengutip sumber online. Dua permasalahan utama adalah: mengutip sebuah karya tanpa pengarang dan menulis daftar pustaka dengan benar. Walaupun mahasiswa mengaku telah mengetahui cara mengutip sumber online sebelumnya, mereka tidak mempraktekkannya dalam tugas mereka. Hal ini menunjukkan pengabaian mahasiswa terhadap pengutipan sumber online di kelas Academic Essay. Peneliti memberikan saran kepada (1) dosen agar lebih memperhatikan tentang kutipan supaya plagiarisme dapat dicegah, (2) mahasiswa agar lebih bertanggungjawab dalam membuat tugas writing dan juga memiliki strategi baru untuk mengatasi kesulitan dalam mengutip sumber online ,dan (3) peneliti mendatang agar mengkaji lebih dalam tentang kesulitan mahasiswa di dalam memparafrase dan juga tentang praktek plagiarisme. viii


ACKNOWLEDGEMENTS

First of all, I thank Jesus Christ, my savior for His blessing and wonderful life He gives to me. He gives me love and chances to work on this thesis as a worth life experience. Without His blessing I cannot accomplish this piece of work. My gratefulness is also given to Mother Mary for her love in my life. I would like to express my gratitude to C. Tutyandari, S.Pd., M.Pd. my major sponsor for her attention, suggestions, guidance and support to me during the finishing process of my thesis. I owe so much to all of my friends in Academic Essay class academic year 2009-2010 for their willingness to be respondents of my research. I am greatly indebted to Hanandyo Dardjito, S.Pd., M.Hum. and Yuseva Iswandari, S.Pd., M.Ed. the Academic Essay lecturers Academic year 2009-2010 for their permission to conduct my thesis on their class. My sincere appreciation goes to all PBI lecturers for their patience and guidance during the last four years. I would like to thank Gregorius Arief, Priska Dwi, thank them for the help and endless support to me. To Leonie, Jastia, Luaq, Lucia, Melania, Irene Anita Pilla, Herdiansari, Vivi, Arima, Ayunda (Hula-hula Community) for all the joy and happiness we share together. Special thanks to all my friends of the 2005 generation of the English Education Study Program and my friends at DIALOGUE magazine. ix


I am very grateful to my beloved parents, Albertus Supriadi and Yulia Markaristi. Thank them for their endless support, care, warmth, and love until now. I also would like to thank my beloved sister Annis Yunita and aunty Florentina Kristiani. I also give my sincere thanks to Andreas Prasetyo for the love and unending support. My appreciation also goes to Sasmoyo Hermawan, S.Pd. for helping me find the topic of this thesis and for Priyatno Ardi, S.Pd for his willingness to read my thesis. Lastly I would also thank everyone whose names cannot be mentioned one by one for supporting me accomplishing this thesis.

Maria Rosari Primaningtyas

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TABLE OF CONTENTS

Page TITLE PAGE

......................................................................................

i

APPROVAL PAGES .............................................................................

ii

PAGE OF DEDICATION .....................................................................

iv

STATEMENT OF WORK’S ORIGINALITY.....................................

v

PAGE OF PUBLICITY..........................................................................

vi

ABSTRACT

.........................................................................................

vii

ABSTRAK

.........................................................................................

viii

ACKNOWLEDGEMENTS ...................................................................

ix

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

xi

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

xv

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

xvi

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

xvii

CHAPTER I: INTRODUCTION A. Background of the Study......................................................................

1

B. Problem Formulation............................................................................

3

C. Problem Limitation...............................................................................

3

D. Objectives of the Study ........................................................................

3

xi


E. Benefits of the Study ............................................................................

3

F. Definitions of Terms .............................................................................

4

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ........................................................................

7

1. Accessing Online Sources in Education...........................................

7

2. Documentation Style in Writing.......................................................

10

a. APA Style...........................................................................

12

1) Direct Quotation............................................................

13

(1) Citing Work by an Author ......................................

13

(2) Citing Work by Multiple Authors...........................

14

(3) Citing Work with no Author ...................................

15

(4) Citing a Specific Parts of a Source..........................

15

2) Bibliography from Online Sources .............................

15

MLA Style.......................................................................

16

1) Direct Quotation............................................................

18

(1) Citing Work by an Author ......................................

18

(2) Citing Work by Multiple Authors...........................

19

(3) Citing Work with no Author ...................................

19

2) Bibliography from Online Sources ...............................

20

3. Plagiarism in Writing ......................................................................

20

a. Definitions of Plagiarism....................................................

20

b.

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b. Plagiarism in Paraphrasing.................................................

22

1) Word-for-Word Plagiarism ...........................................

23

2) Patchwork Paraphrase ...................................................

23

c. Penalty of Plagiarism..........................................................

24

B. Theoretical Framework ........................................................................

26

CHAPTER III: METHODOLOGY A. Research Method..................................................................................

28

B. Research Respondents ..........................................................................

29

C. Research Instruments............................................................................

30

D. Data Gathering Techniques..................................................................

32

E. Data Analysis Technique......................................................................

33

F. Research Procedures .............................................................................

33

CHAPTER IV: RESEARCH RESULTS AND DISCUSSIONS A. Research Results ..................................................................................

35

1. Students’ Work..........................................................................

35

a. Citing Works by no Author ................................................

36

b. Citing a Quoted Source ......................................................

39

c. Unknown Citation and References.....................................

41

d. Incorrect Citation ...............................................................

42

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e. Incorrect References...........................................................

44

f. Copy-pasting.......................................................................

51

2. Interview....................................................................................

54

B. Discussions .........................................................................................

60

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions .........................................................................................

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B. Suggestions .........................................................................................

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1. Writing Lecturers ......................................................................

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2. Students .....................................................................................

65

3. Future Researchers ....................................................................

65

REFERENCES........................................................................................

66

APPENDICES ........................................................................................

69

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LIST OF FIGURES

Page 2.1 The Graphic of Internet Users in the World........................................

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2.2 The Relation between Internet and Web.............................................

9

3.2 The Research Procedures ....................................................................

34

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LIST OF TABLES

Page 2.1 The Differences Between APA and MLA ..........................................

12

3.1 Points of Interview ..............................................................................

32

4.1 The Data of Students’ Work ...............................................................

36

4.2 Results from Students’ Work ..............................................................

53

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LIST OF APPENDICES

Page Appendix 1: Syllabus of Academic Essay Class .....................................

69

Appendix 2: Guiding Questions for Interviewing the Participants..........

72

Appendix 3: Transcripts of Interview .......................................................

73

Appendix 4: Students’ Papers ...................................................................

82

Paper 1..................................................................................

84

Paper 2..................................................................................

90

Paper 3..................................................................................

99

Paper 4..................................................................................

103

Paper 5..................................................................................

109

Paper 6..................................................................................

115

Paper 7..................................................................................

120

Paper 8..................................................................................

129

Paper 9..................................................................................

134

Paper 10................................................................................

139

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CHAPTER I

INTRODUCTION

This chapter is an introduction which provides background of the subject matter related to students’ problems in citing the online sources on Academic Essay class of the English Education Study Program in Sanata Dharma University. In order to achieve the purpose of the study undertaken, the writer intends to present six important sections including: background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and also definitions of terms.

A. Background of the Study Nowadays,

the

development

of

information

and

communication

technology (ICT) is growing so fast especially the internet. The development of information technology affects people all over the world to use internet so easy and cheap. Because of the internet, people are able to find out any information they need and also they are able to share it fast with other people all over the world. In the internet, people are able to find a lot of kinds of information, such as electronic books (e-book), electronic journals (e-journal), electronic newsletter (enewsletter), and electronic magazine (e-magazine). These facilities are always up to date based on the situation in this world. Internet has a big role for students, especially for university students. There are many subjects that need additional information from internet. Some

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2

lecturers ask their students to browse information from some sources in the internet. This condition makes students really close to internet. Besides, the development of technology especially in the use of the internet brings some disadvantages. People can take the online sources freely but on the negative side, people do not understand the rule to take the source. This problem leads to a critical issue named plagiarism. Related to the use of online sources in class, it is really necessary to know about students’ problems in using online sources to their writing project. Some use the sources as references but some directly copy it. A national survey published in Education Week found that 54% of students admitted to plagiarizing from the internet; 74% of students admitted that at least once during the past school year they had engaged in "serious" cheating; and 47% of students believe their teachers sometimes choose to ignore students who are cheating. (“Facts about plagiarism,” 2009). The issue becomes wider because it is related to someone’s right of intelligence. In Indonesia this right is stated in Copyright Law of Indonesia. This right guarantees that every citizen has right to keep the originality of their creativity and other people are not able to use it as free as they want. If plagiarism really happens, it will bring disadvantages to the creator of the work. Besides, university is the highest learning institution. It is necessary for university students to understand clearly about plagiarism and its effects. Students are studying in university to cultivate their knowledge, hopefully after they graduate they have responsibility to contribute to their field of study and have higher appreciation to others’ work and plagiarism can be reduced or even erased.


B . Problem Formulation In this study, the problem is formulated as follows: What are students’ problems in citing the online sources to their work in class?

C . Problem Limitation The research is limited and focused on students’ problems in citing the online sources and was conducted to the fifth semester of PBI academic year 2009-2010 students in Sanata Dharma University who were taking Academic Essay. In Academic Essay class students are required to produce a more complex writing than the previous semester. In Academic Essay class, the students will produce papers with 5-7 pages in-length.

D . Objectives of the Study The study intends to find out the answers to the question stated in the problem formulation. It is to find out what students’ problems in citing the online sources to their work in class are.

E . Benefits of the Study This study hopefully will be beneficial for those who deal with language teaching and learning, especially lecturers, students, and future researchers. 1. Writing Lecturers This study investigates students’ problems in citing the online sources in their study. Lecturers ought to give their students explanation in using online


sources on their writing. Further, the lecturers need to give rules relating to the issue of plagiarism. It is very important because lecturers have to keep the originality of their student’s writing projects. Besides that, lecturers have to give the students clear instruction in citing the online sources. 2. Students Students are the major user of the internet facility in Sanata Dharma University. They need internet to browse some information related to their study. By knowing the result of this study about students’ problems in citing the online sources in their writing project, the students might have new strategy in citing the online sources but still keep the originality of their writing projects. 3. Future researchers Hopefully this study would inspire the other researchers who are interested in researching about students’ problems in citing the online sources in their writing project.

F. Definitions of Terms This section presents the definition of terms which is intended to avoid misconception and confusion. 1. Citation Citation has the same meaning as quotation. It is also the same if we put the word ‘to cite’ and ‘to quote’ in sentences. Both of them are similar in meaning. Hornby in Oxford Advanced Learner’s Dictionary states the meaning to cite as “to speak or write the exact words from a book, an author, etc.” (2000:223)


whereas, the meaning of quote is “to repeat the exact word that another person has said or written.” (Hornby, 2000:1083). 2. Online sources Students have many references to be read to support their learning in class, such as books and journals. From the website thefreedictionary the word online means: connected to a computer or computer network.(2009). In this study, online refers to something that we are able to find in the internet. So, online sources here mean sources or data which are available in the internet. Students are able to access online sources and take the sources as references. 3. Internet People all over the world are familiar with the internet. They also had various definitions about the internet itself. There is no patent definition about the internet. Hahn on his book The Internet Complete Reference said that “the internet is the name of worldwide information resources” (1994:2). He also added that “the internet is much more than a computer network or an information service. The internet is living proof that human beings who are able to communicate freely conveniently will choose to be social and selfless.” (1994:3) People all over the world are able to communicate and share each other every time and everywhere. In this study, the internet refers to the facilities where students are able to get all the information they need to support their learning.


4. Academic Essay class Academic year 2009-2010 Academic Essay is one of the subjects which should be taken by students of the English Education Study Program in Sanata Dharma University. In the book Panduan Akademik Program Studi Pendidikan Bahasa Inggris year 2004 stated the goal of this subject. The goal is to develop student’s analysis of characteristics of analytical essays: expository, argumentative, and persuasive, and then write the essays in the genres using process approach. This research will be conducted to some students as the representatives from Academic Essay class academic year 2009-2010. 5. Plagiarism Nowadays, plagiarism becomes one of debatable issues in the world. Many people talk about plagiarism, but in a real life, they do not understand what the plagiarism is exactly. Education institution becomes a place where there are many cases related to plagiarism. But most of all university as the highest educational institution holds the first place in plagiarism. It is because university students often access internet even to find references for their tasks. From the encyclopedia, the definition of plagiarism is “the act of taking the writings of another person and passing them off as one's own. The fraudulence is closely related to forgery and piracy-practices generally in violation of copyright laws.” (dictionary.reference.com, 2009) In this study, the writer intends to investigate how students keep the originality of their work in class.


CHAPTER II REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. The researcher divides this chapter into two major areas; they are theoretical description and theoretical framework. The theoretical description provides the theoretical review of the issues, whereas the theoretical framework summarizes and synthesizes relevant theories to solve the problem of this study.

A. Theoretical Description There are three main issues developed in this study, they are accessing online sources, documentation style in writing, and plagiarism. Further those three issues are discussed based on related theories and previous researchers.

1. Accessing Online Sources in Education The activity of accessing internet is really common in education. The internet becomes one of many sources to gather information. People all over the world are accessing internet easily and the result is the internet users in this world are growing so fast. Figure 2.1 below is showing the tremendous growth in the use of the internet:

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Figure 2.1 The Graphic of Internet Users in the World

From the finding above, it shows that the growth of internet users is tremendous. It can be predicted that the graphic is going to be higher in every year. In this study, the researcher focuses on online sources, but before knowing what online sources are, it is necessary to understand about internet. Internet is “the name for a group of worldwide information resources.” (Hahn, 1994:2). People may define internet differently one from another. Teeler and Gray


state “the Internet-alias the Net-is also known as cyberspace, the information superhighway, the online community, the electronic library and the digital revolution: all a series of creative metaphors trying to define it.” (2000:1). If we talk about internet, people may talk about web. World wide web, or it is commonly known as web is “an ambitious project whose goal is to offer a simple, consistent interface to the vast resources of the internet.” (Hahn, 1994:495). The other researchers also try to define what the web is. Dudeney and Hockly define “The web is a source of content which can be used as a window on the wider world outside your class, and is-of course- a readily available of authentic material.” (2007:27) To understand the relation between internet and web, the researcher illustrates it in a picture below:

Figure 2.2 The Relation between Internet and Web As the researcher wrote before internet is a “group of worldwide”. The group of worldwide or webs on the figure above are such as: facebook, yahoo,


google, hotmail, usd.ac.id (Sanata Dharma’s website). Those webs are grouped together in an unlimited place named internet. By browsing those webs and many more webs, students are able to access information and get the references for their tasks. Nowadays, students and language professionals become more familiar with internet. Teeler and Gray also state “…the internet becomes more popular, but for the moment English is the common language. This is what makes it such a perfect tool for English Language Teaching.” (2000: 3) Language professionals such as lecturers in universities use internet as tools to get additional materials to teach their students, it is because internet is easy to use and most of webs in the internet use English, ”English, as an international language, is being used in technologically mediated contexts.” (Dudeney & Hockly, 2007:8) Because of the use of the internet, it influences the development of English language teaching. Dudeney and Hockly say ”using the range of Information and Communication Technology (ICT) tools can give learners exposure to and practice in all of the four main language skills-speaking, listening, writing and reading.” (2007:8) This reason motivates the researcher to see more deeply the influence of the internet among students by investigating what are students problems in citing the online sources especially in writing class.

2. Documentation Style in Writing In writing a paper, it is necessary to add additional information as the references and also to strengthen the topic written. As a consequence, it is important to write where the information comes from. It is the documentation.


Memering in his book conveys “Documentation refers to the method by which writers tell their readers where information came from.” (1989:145) There are various documentation styles in writing that writers use: MLA (Modern Language Association), APA (American Psychological Association), APSA (American Political Science Association), Chicago/Turabian, CBE (Council of Biology Editors), and numbered references. Sanata Dharma also has a rule in writing especially for those who write their thesis; it is called undergraduate thesis and final paper guidelines. In this chapter, the writer only discusses two documentation styles that are widely and commonly used in the academic field. They are MLA and APA documentation style. Here the writer reviews some rules in citing based on MLA, and APA style. As the writer wrote before, the writer discusses two widely used documentation styles, MLA and APA. The important thing to remember is that students or writers need to understand the consistency in writing. In other words, if students choose a certain writing style, they have to stick with that. So before students compose their writing project, it is necessary to understand the documentation style in writing. Choosing a documentation style is based on the field of writing. In writing a thesis, MLA style is used in a literature field, but APA is used in non-literature field. Both documentation styles were similar, but they have differences. Mc Connell library conveyed differences between those two documentation styles:


Table 2.1 The Differences Between APA and MLA APA

MLA

Parenthetical Citation in Text

Uses author name, date of publication, and page number

Uses author name and page

Authors/editors

Uses last name and first initial. Lists all authors

Spells out available names. If more than 3 list first and et al.

Titles

Capitalizes first word

Capitalizes every important word

Publisher

Uses full name

Shortens name

Place of publication

Lists state abbreviations when city is lesser known

Only lists city

Pages

Lists first page and additional pages

Uses + for pages after the first one

Dates

Follows authors name

Placed at end of citation

Indentions

First line of an entry is indented, second and subsequent lines are flush with the left margin

First line is flush with left margin, second and subsequent lines are indented

(Source Mc Connell Library, 2005) This research reviews more about online sources based on those two documentation styles. Here, the writer provides the information in citing online sources based on APA and MLA documentation style. a.

APA Style American Psychological Association (APA) style published by American

Psychological Association is really common in educational field especially if students write non-literature research paper. APA is often used in science, education, and business. APA style provided “standard” in writing including


every little part in writing, such as period, comma, verbs, and nouns. Further the researcher reviews some theories related to APA documentation, including direct quotation and writing bibliography from online sources. Before that the researcher reviews about quotation. UW-Madison (2009:5) conveyed some reasons for quoting: •

To show that an authority supports your points

•

To present a position or argument to critique or comment on

•

To include especially moving or historically significant language

•

To Present a particularly well-stated passage whose meaning would be lost or changed if paraphrased or summarized

This review of quotation and bibliography focuses on which the source derived from online. “In general, you should cite an electronic source within your paper in the same way as you would a print source.” (“Cite an Electronic Source”, 2009) 1) Direct Quotation Here some ways on citing works based on certain conditions that students often find in citing online sources. (1) Citing a Work by an Author In citing a work by an author, APA documentation style uses the surname of the author followed by the year of publication separated by a coma. In Publication Manual of American Psychological Association book, it was written “Within a paragraph, you need not include the year in subsequent references to a study as long as the study cannot be confused with other studies cited in the article.” (2002: 208)


Incorrect

In 2000 Walker compared reaction times

Correct

Walker (2000) compared reaction times In a recent study of reaction times (Walker, 2000)

(2) Citing a Work by Multiple Authors Citing a work by multiple authors in APA documentation style has a little difference with MLA documentation style, especially in citing a work by more than three authors. When citing a work with two authors, the surname of the authors should be written followed by the year. For a work written by three to five authors, Dees conveyed “Name each author the first time the work is cited, but in subsequent citations, give only the first author’s last name, followed by a comma and et al.” (2003:308) The word et al. was not italicized and it was written with a period after “al”. First citation: DiMaggio, Hargittai, Neuman, and Robinson (2001) believe that sociologists could do more extensive research on Internet usage. Subsequent citation: …while Link and Phelan (2001) identify five components of stigma. When citing a work by six or more authors, APA unveils that “cite only surname of the first author followed by et al. (not italicized and with a period after “al”) and the year for the first and subsequent citations.” (2002:209) Example: (Source from Dees, 2003:308) According to Brunell et al. (2001), such recovery does not last.


(3) Citing a Work with No Author Sometimes writers find some works with no author, writers have to “cite in the text the first few words of the reference list entry (usually the title) and the year. Use double quotation marks around the title of an article or chapter, and italicize the title of a periodical, book, brochure, or report.” (APA, 2002:210-211), example: On free care (“Study Finds,”1982) The book College Bound Seniors (1979)

(4) Citing a Specific Parts of a Source To cite a specific part of a source, there are some differences between APA and MLA. Dees find “APA documentation style uses the abbreviations p. and pp. for the words page and pages, ch. for chapter, and sec. for section (respectively).” (2003:311) Example: French (2002) concludes that “the persistence of extreme poverty in the face of unprecedented plenty … calls into question the durability of our current globalization path” (p.198)

2) Bibliography from Online Sources In writing the bibliography, especially when the source comes from online, there are some notes that writers need to understand. APA gives the form in writing the bibliography when the source comes from online (2002:233): Author, A. A. (2000). Title of work. Retrieved month day, year. From source.


Sometimes students find no date of the online sources, Dees (2003:322) wrote “Indicate sites that are not dated with the abbreviation ‘n.d.’” example: Tobacco use among youth (n.d.) Retrieved December 15, 2001, from http://tobaccofreekids.org/research/factsheets/pdf/0002.pdf In writing the title of the article, the writer should capitalize only the first word of the title. And for the website address, it is written at the end of the retrieval statement (APA, 2002:229).

b. MLA Style Manual Language Association (MLA) is “a nationwide association of teachers and scholars that sets standards for publishing papers about literature and modern and classical languages.” (Dees, 2003:231) This documentation style requires three methods of acknowledging sources in a research paper, they are: (1) parenthetical intext citation of sources, (2) full documentation in the Works Cited page(s), and (3) content notes.(232) Intext citation is also known as parenthetical documentation. Intext citation is important in writing a paper because it shows exactly what the researcher writes and the reader will be easier in finding where the information comes from. Intext citation means “identifying the source of any borrowed material immediately as it appears, right in the text of the paper.” (Dees, 2003:232) To make it clear, here the example of intext citation: (from Dees, 2003:233) Author

According to Berman, adopted children “want to be connected


with a past heritage or a genealogical history” Page number (119). Full documentation in the Works Cited page(s) or people know it as references, are a page or some pages where the writer of the research paper writes all of the sources he or she gets. This part is necessary to show the validity and originality of the paper. The reference aims to identify and retrieve each source in the paper. In MLA documentation style, there is some information that should be written in reference page, such as: author’s name, titles, place of publication, shorten publisher’ name, and copyright date. Memering says that “content note is a note from you to your readers.” (1989:147). The content note is used to give additional explanation or information to the text written on a paper. Content notes are known as end notes or foot notes. Nowadays most of writers of research paper do not use content notes, they use quotation or citation (in-text citation) in their paper because of its effectiveness. The content notes are written raised half a line (with number). But, some researchers thought that writers should have few content notes, Memering find “If you have more than three, you should reconsider what you are doing: too much material is being treated as incidental when its sheer quantity seems to suggest otherwise.” (1989: 148). Dees (2003:241-243) conveyed that there are some conditions if writers want to use content notes: (1) To elaborate on matters not strictly relevant to the text discussion. (2) To add clarification. (3) To evaluate or compare sources.


(4) To provide statistics. (5) To explain methods or procedures. (6) To cite additional sources. (7) To shorten major source citations (8) To define important terms. Here the example of content note written in Memering (1989:149) Holden can be thought of as a model of lost and confused adolescence, 1 but he is a prototype for a very small, privileged class of modern people. On a notes page, the note will be like this: 1

see Sara Birkfeld, “A Jungian Look at Catcher in the Rye,”PsychologyToday, May 1975: 72-77, for the interpretation of Holden Caulfield as an archetype.

1) Direct Quotation Nowadays, modern writers prefer to use parenthetic quotation or direct quotation to content notes. There are some ways to cite or to quote sources in certain conditions: (1) Citing a Work by an Author In citing a single author using MLA documentation style, the name of the author is placed in the text or after the quotation. Dees (2003: 234) conveyed “An author’s name should appear only once in any intext acknowledgement. Include the author’s name in the text or in the parentheses following, but not in both.” Incorrect: (source from Dees, 2003:234) Ex-ambassador to Japan Mike Mansfield believes that the relationship between Japan and the United States “holds the promise of well-being for


nations and peoples around the world” (Mansfield A12). The example above is incorrect because it includes double authors’ name. It should be just once like in: Correct: (Source from Memering, 1989:155) “These apes likewise signal ‘come here’ or ‘walk quickly past me,’ with gestures that are amazingly human” (Droscher 208).

(2) Citing a Work by Multiple Authors Citing works by multiple authors is not really different from a single author. When citing two or three authors, writers have to write all authors’ last name. MLA documentation style has special treatment in citing works by more than three authors, Dees writes “If there are more than three authors, cite only the first author’s last name followed by et al. (“and others”)” (2003: 235) here the example: (Source from Memering, 1989: 156) How the chimps are housed and raised—in cages or free to move about – significantly influences their language learning (Mathieu et al.). Example of citing a work by two or three authors: (Source from Dees, 2003:235) Naisbitt and Aburdene claim we are approaching the day when “virtually all women will work except for a few months or years when they are raising children full-time” (7).

(3) Citing Work with no Author When citing online sources, for example from a certain website, sometimes there is no information about the writer of the paper. Students


sometimes have difficulties to solve this problem. Dees (2003: 249) provides an example on his book by writing the title of the source if there is no author of the source. …In a survey of 1,200 undergraduates, one-third reported they know someone they believe is addicted to the internet (“But Can It Lead”).

2) Bibliography from Online Sources Writing the bibliography in academic work is very important for other people to check the information and validity of our work. Relating to write the bibliography from online sources, Dees (2003:297) found: To cite an information base, scholarly project, journal, or professional Internet site, list the site title (underlined), followed by the name of the site editor (if given), electronic publication information, including version number (if relevant and not part of the title), date of publication or latest update, and the name of the sponsoring institution. Conclude this information with the date of access and URL. Example: Electronic Text Center. Ed. Michael Engle. 10 Dec. 2002. Cornell U. 10 Jan. 2003 < http://www.library.cornell.edu/okuref7cet/cet.html>.

3. Plagiarism in Writing a. Definition of Plagiarism Plagiarism becomes one of the big issues among educational fields. The definition of plagiarism may be different from one another. This big issue has to be understood for people especially for those who are involved in educational field. People may know about plagiarism, but sometimes they ignored it. Lindey


as quoted in Gibaldi on the book MLA Handbook for Writers of Research Paper suggests the definition of plagiarism “derived from the Latin word plagiarius (“kidnapper”), plagiarism refers to a form of cheating that has been defined as ‘the false assumption of authorship: the wrongful act of taking the product of another person’s mind, and presenting it as one’s own.” (2003:66). American Heritage Dictionary quoted in UW-Madison also unveils the definition of plagiarize as “to use and to pass off (the ideas or writings of another) as one’s own.” (2009) From many sources that define about plagiarism, we are able to say it as the activity of stealing someone’s else work. It is harmful, especially in education field. Moreover the development of technology, such as the free use of internet makes it easier for people to do this dishonest activity. There is an issue raised related to unintentional plagiarism. Unintentional plagiarism often happen among elementary students because they do not understand about plagiarism but unfortunately, sometimes college students also do the plagiarism even they know it exactly. Relating to the issue of plagiarism, Gibaldi argues “plagiarism sometimes happens because researchers do not keep precise records of their reading, and by the time they return to their notes, they have forgotten whether their summaries and paraphrase contain quoted material that is poorly marked or unmarked.” (2003:70) Dees (2003) unveils six guidelines for avoiding unintentional plagiarism, the guidelines are as follows: 1) Understand and use correct notetaking methods. 2) Take accurate and legible notes.


3) Know what to document. 4) Make a bibliographic card for every note source. 5) Be particularly careful about text and any other information you download from the internet. 6) Acknowledge sources in your paper.

b. Plagiarism in Paraphrasing Students often do the activity of paraphrasing as one of the documentation method in acknowledging the source. Dees suggests “a good paraphrase clarifies a source’s content by rewriting it into your own words,…the paraphrase is usually about the same length as the original, but the words are your own.” (2003:101). Although paraphrase is using our own words, it is important not to forget to give acknowledgement to the writer by giving a proper citation following the paraphrases. There are some conditions why students should paraphrase: 1) What you want from the source is the idea expressed, and not the specific language used to express it. 2) You can express in fewer words what the key point of a source is. (“Should I Paraphrase or Quote?,” 2009) Because paraphrasing allowing writers to use their own words, sometimes it also leads the writer to plagiarism. The followings are some plagiarism made by paraphrasing.


1) Word-for-Word Plagiarism This kind of plagiarism is very obvious to check. The plagiarized work directly copy the same word as the original source with no acknowledgement. UW-Madison (2009) provides the example of word-for word plagiarism compared with the original one: The original text: Critical nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. …. (Chase, 1995, p. 156) The word-for-word plagiarism: Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses. S/he does not directly care for patients but does follow unusual or long-term cases. On each shift a resource nurse attends to the functioning of the unit as a whole,….

The phrases underlined above are directly copied from the original text. They are clearly seen because no word is changed, also the pattern of the sentences. The plagiarized texts also do not give acknowledgement to the author by quoting the special words and credit the author at the end of the paraphrase.

2) Patchwork Paraphrase This kind of paraphrase is nearly seen as non-plagiarism work. There are some words copied from the original one but with a little modification. Here the example of patchwork paraphrase and the source will be taken from the previous one by UW-Madison (2009):


The original text: Critical nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. …. (Chase, 1995, p. 156)

The patchwork plagiarism: Chase (1995) described how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The expert-the nurse manager, nurse clinician, and clinical nurse specialist-are not involved directly in patient care.

The work above is not obviously seen as plagiarism. The original phrases are modified and rearranged into a new pattern. The writer of the work has acknowledged the original author, but still there are no quotation marks to indicate the borrowed phrases from the original one.

c. Penalty of plagiarism The activity of plagiarism could be categorized as the activity of “stealing” someone’s’ work. Although it is not as big as a robbery, but still, this activity harms other people. Gibaldi argues that “plagiarism is almost always seen as a shameful act, and plagiarists are usually regarded with pity and scorn. They are pitied because they have demonstrated their inability to develop and express their own thoughts.” (2003:66) Indonesia also fights against plagiarism. The president declared a law about copyright, this right regulates someone’s intellectual property so that it is difficult to be copied by someone else. Here the researcher provides some points


of the law of copyright, chapter one about general provisions by the president of Republic of Indonesia: (sources from www.dgip.go.id) Point one: 1. Hak Cipta adalah hak ekslusif bagi Pencipta atau penerima hak untuk mengumumkan atau memperbanyak Ciptaannya untuk memberikan izin untuk itu dengan tidak mengurangi pembatasan-pembatasan menurut peraturan perundang-undangan yang berlaku. (1 Copyright shall mean an exclusive right for an Author or the recipient of the right to publish to reproduce his Work or to grant permission for said purposes, without decreasing the limits according to the prevailing laws and regulations.) Point five: 5. Pengumuman adalah pembacaan, penyiaran, pameran, penjualan, pengedaran, atau penyebaran suatu Ciptaan, dengan menggunakan alat apapun, termasuk media internet, atau melakukan dengan cara apa pun sehingga suatu Ciptaan dapat dibaca, didengar, atau dilihat orang lain. (5 Publication shall mean the reading, broadcasting, exhibition, sale, distribution, or dissemination of a Work, by utilizing whatever means including the Internet, or by any manner so that such Work is capable of being read, heard or seen by any other person.) Point six: 6. Perbanyakan adalah penambahan jumlah sesuatu ciptaan, baik secara keseluruhan maupun bagian yang sangat substantial dengan


menggunakan bahan-bahan yang sama ataupun tidak sama, termasuk mengalihwujudkan secara permanen atau temporer. (6 Reproduction means to increase the number of a Work, either as a whole or its substantial parts using either the same or different material, including the changing of the form or mode of a work permanently or temporarily.) Three points unveiled above are some parts of the copyrights law which are suitable for the issue studied here. Point one states about persons who are the owner of a work have the right to publish their own work. Point five talks about ways to publish a work. And the last, point six explains about the border of reproduction.

B. Theoretical Framework The development of the technology is global and tremendous. It also leads the development of the internet as the part of technology. Internet gives big influence in education. Internet provides unlimited information that students need. English as a universal language is widely used in the internet. This helps students in writing class to gather information to do their tasks. This study aimed to find out students’ problems in citing the online sources on Academic Essay writing class. Academic Essay writing or writing five is a writing class on the fifth semester which prepares students of the English Education Study Program to write their paper and also thesis. The lecturers of Academic Essay class permit their students to gather data from various sources, including from internet. The consequence in gathering many sources including


online sources is the process of documentation. This study helps to investigate students’ problems in giving credit to the original author of certain work based on APA documentation style which is widely used in education field. Lecturers of Academic Essay class stated that APA documentation style will be used as the standard. This study was focused to the problems in citing the online sources. The documentation includes direct quotation, paraphrase, and also the bibliography. Basically, writing direct quotation and paraphrase from online sources are the same as quoting sources from printed works. The difference is clearly seen in the bibliography. There are some rules in writing the bibliography from online sources. Further, to obtain the data from students’ work, the researcher used APA documentation style as the standard. Gathering information from internet is much easier than from books or printed works. It leads students to use online sources more often than from books. The easy-used of online sources also brings consequences. One of them is the case of plagiarism. It is easy to directly copy and paste the original paper to students’ work without giving acknowledgement to the original author. It is a harmful activity, especially in educational field. University students have to understand about plagiarism seriously. Academic Essay as one of the writing classes in the English Education Study Program in Sanata Dharma University may be potential for students to do the plagiarism action. Because of this issue, the researcher also provides the copyright in Indonesia. Plagiarism becomes a serious issue that is difficult to solve in this country, but as educated people especially university students, they have to understand the right and try to be honest of their own work.


CHAPTER III METHODOLOGY

In this chapter, the researcher will discuss the process of gathering and analyzing the data. There are six areas that will be explored, namely: research method, research respondents, research instruments, data gathering technique, data analysis technique and research procedure.

A. Research Method The writer conducted the research by employing document analysis method. At first, the researcher conducted library study to find out some issues and related theories to the study. Afterwards by field research, the writer explored the real condition and fact about what is going to be discovered in this research. In this study, the writer conducted the research based on qualitative approach. Document analysis as a part of qualitative approach was used in this study. The writer applied document analysis method because she thought that it was appropriate to this study. Krathwohl (1993) cited in Wiersma stated that: “Qualitative research: research that describes phenomena in words instead of numbers or measures...Quantitative research: research that describes phenomena in numbers and measures instead of words.(p.740)” (1995:12) There are three standards that researchers can use to decide if qualitative methods are appropriate for their particular research questions: “(1) the phenomenon under investigation is contemporary; (2) the boundaries and context of the study are not distinct; (3) the


researcher has little control over the phenomenon being studied.” (Yin, 1991, cited in RELT, 2008:427). Some researchers said that qualitative research is natural and based on the respondents’ views. Erickson also stated: What qualitative research does best and most essentially is to describe key incidents in functionally relevant descriptive terms and place them in some relation to the wider social context, using the key incidents as a concrete instance of the workings of the abstract principles of social organization. (1981, cited in Hyland, 2002: 157) This research also belonged to a survey research. The important purpose of survey research is “to examine the interrelationship between the variables measured or the differences between samples in their response patterns. (Sprinthall, Schmutte and Sirois,1991:93). According to Wiersma, “surveys are used to measure attitudes, opinions, or achievements-any number of variables in natural setting.”(1995:169). Based on this method, the researcher of this study wanted to know what are students’ problems in citing the online sources in their writing project in Academic Essay class.

B. Research Respondents Since the research was conducted in Academic Essay class in the academic year 2009-2010 of the English Education Study Program in Sanata Dharma University, the researcher investigated some students as the respondents to this research. Because the research was conducted in Academic Essay class, the respondents of the research were the fifth semester students of the English Education Study Program in Sanata Dharma University especially who take the Academic Essay class. There are five classes of Academic Essay in the English


Education Study Program, class A, B, C, D, and E. Academic essay classes were held every Monday, Wednesday, and Friday. However, the researcher only took four classes as the respondents; class A, C, D, and E. There were ten respondents from those four classes who would be the respondents. Those ten respondents were students who wrote their writing project using online sources. The reason for taking them as respondents was because the students in Academic Essay class were competent enough in writing; they have passed Basic Writing (Writing 1) until Short Essay (Writing IV). In Academic Essay class, students are expected to produce a more complex writing in the form of paper with 5-7 pages in-length. There was no exception for the shoppers-students who retook Academic Essay to be included in this research.

C. Research Instruments In carrying out the study, the researcher used the following instruments: 1. Students’ Work Students’ work here was the students’ final writing projects. The lecturers of Academic Essay classes gave chances for students to take the online sources as the references of their writing projects. Further, the researcher observed the students’ writing project. To analyze the data, the researcher used some standard according to APA documentation style as a comparison. It was used as a guidance to know students’ understanding in citing the online sources on their writing projects. Afterwards, the researcher tried to find students’ problems in citing the online sources.


2. Interview After the analysis of students’ work, the researcher used the interview as the second instrument. This interview was conducted to obtain additional information. “Interviews and observations interact-observations provide new meanings to the interviews, and interviews suggest new things to look at or attach new meanings to the observations.” (Krathwohl, 2004: 285). The researcher prefers using the interview to questionnaire as one of the instruments because in her opinion, interview would provide rich data. Also, direct interview enabled respondents to express their feeling freely and it gave a real information from the respondents than the questionnaire. “As contrasted with the questionnaire, which provides no immediate feedback, the interview permits the research worker to follow-up leads and thus obtain more data and greater clarity.” (Borg & Gall, 1983:436). The interview section was conducted after the analysis of students’ work was finished. The interview aimed to obtain confirmation from some students who have followed the Academic Essay class for the whole semester. Some selected students were the representatives of the class. The researcher took eight students as respondents. To record the data from interview, the researcher used an MP4 player. In this research, the MP4 player was an effective tool to help the researcher to analyze the data. By using MP4 player, the researcher was able to rewind or repeat the recording. As a result, the researcher would not miss any important information. The interview was conducted on December 11th 2009 in


Sanata Dharma University. Table 3.1 below provides the summary of the major points of the interview. Table 3.1 Points of Interview No.

Points

1.

Students’ source in writing an essay.

2.

Students’ understanding in attaching the source.

3.

Concept of plagiarism.

4.

Copy-pasting activity in writing.

5.

Difficulties and problem solving.

6.

Suggestion

D. Data Gathering Techniques To make the research data more accurate, the writer conducted a research using two instruments. The two instruments were students’ work and interview. The researcher asked permission to the lecturers who taught Academic Essay class, especially class A, C, D, and E. The students’ work here meant the students’ final writing assignment whose source was from the internet. Then the researcher copied the students’ writing project to make the analysis easier. The data were gathered from ten students from class A, C, D, and E. After conducting the analysis of students’ work, the researcher needed additional information to strengthen the result of the first instrument. Direct interview was applied in gathering the additional information. To complete the information, the researcher


took eight respondents to the interview section from class A, C, D, and E. In the interview section, the researcher gave some questions and recorded it.

E. Data analysis Technique The researcher obtained the data from students’ work as the main sources in this research. Hence, to measure the analysis of the students’ work, the researcher used APA documentation style as the standard. The researcher downloaded the original sources from the references that students wrote on their paper and compared it to the students’ final paper. It aimed to check the originality of students’ work. From this analysis, it would be seen students’ problems in citing, especially from online sources. After gathering data from students’ work, the researcher conducted the interview as the second instrument in checking the data. It was needed to check the data from the first instrument, the interview section was also important because students could express what they were thinking directly and freely. The researcher recorded the interview using mp4 player. Afterwards, the researcher wrote down the interview transcript as the data.

F. Research Procedures There were some steps in doing this study on investigating students’ problems in citing the online sources on Academic Essay class. The first step was a library study. The researcher tried to find some issues related to writing. Afterwards, realizing that nowadays internet gives big influences to students


especially in writing class, the researcher found a specified topic about online sources. The third step was formulating a research question. The research question of this study is: What are students’ problems in citing the online sources to their work in class? The data of this research came from two instruments. The first one was students’ work, and the second instrument was interview. In analyzing the data, the researcher took the original sources as the comparison. After that, the interview transcripts were used to check the result and obtain additional information of the data. Finishing all the process, the researcher reported the research findings. To understand the process, the writer provides the figure 3.2 below:

Figure 3.2 The Research Procedures


CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS In this chapter, the researcher presents and analysis the data based on the methodology discussed in chapter three. This chapter consists of two major sections, namely research results from students’ work and from interview, and the last is discussion. In the first section, the researcher presents the result data from students’ work, afterwards the researcher reported the interview result. The interview result discusses what the researcher found and obtained from the interview as additional or secondary data to verify what the researcher found from students’ work. In the discussion section, the researcher discusses the results both from students’ work and interview to answer the formulated research question on the first chapter. A. Research Results 1. Students’ Work The researcher took ten Academic Essay students from class A, C, D, and E. The researcher randomly chose students’ paper from class A, C, D, and E but only from those who were using online sources. To keep the secrecy of students’ data, the researcher did not use the real name of the ten respondents, the researcher used the term Paper 1 until Paper 10. The table 4.1 below shows the data of ten papers:

35


Table 4.1 The Data of Students’ Work No. 1.

Name Paper 1

2.

Paper 2

3.

Paper 3

4.

Paper 4

5.

Paper 5

6.

Paper 6

7.

Paper 7

8. 9.

Paper 8 Paper 9

10.

Paper 10

Title Keep Away Your Children from Stress Learning Environment National Examination in Indonesia Should it be Applied? The Use of Non-Renewable Natural Sources Should be Reduced Full Day Kindergarten is Good for Both Children and Parents in Modern Life Should Children Experienced Learning Outside the Classroom Should There be any Acceleration Class in Indonesia? Using Computer in the Teaching of Reading on Elementary School Learning English for Kindergarten Students Internet as a Source in Teaching-Learning Activities Using L1 in Learning L2

To investigate students’ difficulties in citing the online sources, the researcher downloaded the original sources to compare with students’ work. During the analysis of students’ work, the researcher found students’ problems in citing the online sources, they were:

a. Citing Works by no Author The first problem that the researcher found was that six students did not know how to cite sources with no author. Students wrote the whole website address to the in-text citation. Based on APA style, when there is no author on the


original source, writers are able to write the title of the article followed by date of the last update. For example: Students are doing their tasks in class. (“Activity in Class,” 2009) Here the researcher provides the evidence from students’ paper from Paper 1 until Paper 10 by showing the pieces on students’ problem in citing works by no author. Paper 1:

The researcher did not provide the piece from the original source because she did not find the website or the address of the website was temporary. Paper 3:

To cite from www.tropical-rainforest-animals.com, student who wrote Paper 3 could only write: … the ozone holes which is in the upper atmosphere allows the ultraviolet to enter the earth which can damage tree and plant to prevent the process of respiration. (“Pollution Effects,” 2008).


The information “Pollution Effects” came from the shorten title of the original article, the year 2008 was the last update of the website. Paper 4:

The original source: Herman (1984) describes in detail the advantages of full-day kindergarten. He and others believe full-day programs provide a relaxed, unhurried school day with more time for a variety of experiences, greater opportunity for screening and assessment to detect and deal with potential learning problems, and more occasions for good quality interaction between adults and students.

The correction of the quotation: (“Full-Day Kindergarten,” 2008) Paper 5:

The researcher could not find the original sources because of the incorrect website address.


Paper 6:

The researcher could not find the original source because the website address was temporary. Paper 9:

The researcher could not find the original source because of the incorrect website address.

b. Citing a Quoted Source Two students (Paper 1 and Paper 7) directly wrote an incorrect name of the original author. The name that student wrote has been quoted before by the original author. This problem was not obviously seen if lecturers did not compare students’ work with the original sources. At first, the researcher did not know where the citation came from, but after reading the original source, the researcher found that it was quoted by someone else. Here is the citation from students’ work:


Paper 1:

This quotation seems correct, but when the researcher compared it with the source, there were no Rhodes and Jasisnski on the references. The quotation above was quoted in Berkowitz. So the writer of Paper 1 should include the information “quoted in”. Original source:

The correct citation: (Rhodes and Jasinski qtd. In Berkowitz, 2004) Paper 7:

The long citation above also had the same problem as the previous example from Paper 1. The correct citation was quoted in Alkahtani. So it would


be like the citation: (Hoffman qtd. in Alkahtani, 1996) The original source: Using computers in ESL classroom is important for both teachers and learners. Computers can handle a range of activities and carry out programmed functions at amazing speed. They can check exercises after they are done, move students gradually from easier to more difficult exercises according to their levels and abilities. When students fail to answer questions correctly or perform activities, the computer can simulate, drill, or explain the phenomenon in a way that makes it easier for the learner to understand (Hoffman, 1996).

c. Unknown Citation and References During the analysis of students’ work, the researcher found that some citations were not included in references. This condition made the researcher difficult to analyse the work. Apart from that, the researcher also did not find some website addresses which were written on references page. This problem was found in two the of students’ paper. It sometimes happened because the websites were under construction or students did not write the website address completely. Paper 1:

From the article, there was no Hannaford in the references, it makes the reader difficult to find the original source.


Paper 3:

In the example from paper 3, the student wrote the source (www.ket.org) but there was no information about (www.ket.org) on the references page.

d. Incorrect Citation There are some differences in documenting between short citation and long citation. In short citation, writers are able to write the citation part within quotation marks (‘’…..”) but in long citation there are no quotation marks. On the book Publication Manual of the American Psychological Association, it was stated “Display a quotation of 40 or more words in a freestanding block of typewritten lines, and omit the quotation marks. (2002: 117). Paper 2:

The quotation above is a short quotation because there are not more than 40 words. The writer of Paper 2 wrote it as a long quotation. A short quotation


should not be indented or in a freestanding block of typewritten lines. Paper 5:

The quotation above should be a long quotation because there are more than 40 words. The writer of paper 5 wrote it as a short quotation. The correct quotation should be indented and written in a freestanding block of typewritten lines. Paper 10:


The researcher found that student who wrote Paper 10 wrote the long quotation within quotation marks. In a long quotation, the quotation marks should be omitted.

e. Incorrect References

After the researcher analyzed all paper, this point came out as the biggest problem for students. The problems that the researcher found were:

1. Students directly wrote the website address. 2. Student capitalized all the first letter of each word on the title. 3. The second and third line of each reference was not indented. 4. The website address was not written in the end of each reference.

Four students (Paper 1, Paper 3, Paper 5, and Paper 7) directly wrote the website address of the source without giving information about the writer of the source, the last update and the date of access. It was difficult for readers to check the source. Ten students (Paper 1 until Paper 10) capitalized all the first letter of each word on the references. Eight papers (except Paper 6 and Paper 9) were found that the second and third lines of the references were not indented. The website address on Paper 2, Paper 8, Paper 9, Paper 10 were not written at the end of the retrieval date. Here the references those students wrote:

Paper 1:


The references above are not complete. The writer of Paper 1 directly wrote the website addresses. There are no authors and date of access. The writer of paper 1 should not give number for the references. The first letter of each word of the title should not be capitalized.

Paper 2:

The references above seem correct and complete. There are authors, title, date of access, and the website address. But the second and third line of each reference should be indented and the title should be in italic. The writer of Paper 2 should only capitalize the first letter of the title. The website address should be written at the end of the retrieval date.


Paper 3:

The writer of Paper 3 should include additional information such as the author, title, date of access on the references. In writing references, the researcher needed to find the author, the title of the article, and the date of access to check the website.

Paper 4:


The references above were incorrect and incomplete. The title of each reference should be in italic, only the first letter of the title that should be capitalized, and the second and third line should be indented. This writing style makes the references look like the part of the article.

Paper 5:

The references above need additional information such as the author, title of the article, and the date of access. The writer of Paper 5 directly wrote the website address. It makes difficult to the researcher to check the original sources.

Paper 6:

Basically, the references on Paper 6 were correct, but the writer of Paper 6 used MLA style whereas the lecturer asked to use APA style. The titles were underlined, in APA style the title should be in Italic and only the first letter that should be capitalized.


Paper 7:


On references that is using APA style, the title should be in italic, only the first letter that should be capitalized, and there is also information about the author. The second and third line of each reference should be indented. The writer of Paper 7 typed the title of the work and the website address separately, it seems that the titles are not the part of the website address. The website address should be written at the end of the retrieval date.

Paper 8:

The references above are almost correct. There are names of the author, title written in italic, website address, and date. But after the first line of each reference, the lines should be indented, only the first letter of the title that should be capitalized. The website address must be written at the end of the retrieval date.


Paper 9

The references above are almost correct. There are names of the author, title written in italic, website address, and retrieval date. The second and the third line were also indented. The writer of Paper 9 should not italicize all the first letter of the title. The website address must be written at the end of the retrieval date.


Paper 10:

The references above are almost correct. There are the name of the author, title, website address, and date of access. But the title should be in italic, only the first letter is capitalized, and lines after the first line should be indented. The website address is written at the end of the retrieval date.

f. Copy-pasting The activity of copy-pasting is the worst thing that ever happened in education. Unfortunately, from the analysis, the researcher found two students who did the copy-pasting activity. This action leads to plagiarism. Some parts of paper 1 and paper 4 were found as copy-pasting.


Paper 1:

Original source:

The piece of work above was directly copied from Berkowitz (2004) from the source: http://www.learning_assistance_association_of_new_england.com/ Daniel.J.berkowitz/Stress-and-Students-with-learning-disabilities.htm

The writer of paper 1 directly copied the sentences from Berkowitz without changing any words or tried to paraphrase it. When the researcher compared the work to the original one, it was obviously seen that some parts of the work were copied from the original text.


Paper 4:

The original source: Herman (1984) describes in detail the advantages of full-day kindergarten. He and others believe full-day programs provide a relaxed, unhurried school day with more time for a variety of experiences, greater opportunity for screening and assessment to detect and deal with potential learning problems, and more occasions for good quality interaction between adults and students.

The writer of Paper 4 was also found did the plagiarism. We could see from the piece of the work above that the writer did not mention the year when Herman, the educational expert stated his finding. The writer also made some word changes on the work. From the results of students’ work above, to summarize the results, the researcher displayed the result on a table 4.2 below: Table 4.2 Results from Students’ Work PROBLEM

Students’ Work 1

1. Citing works by no author

v

2. Citing a quoted source

v

2

3

4

5

6

v

v

v

v

7

8

9 v

v

10


3. Unknown citation and references

v

4. Incorrect citation

v v

5. Incorrect references

v

6. Copy-pasting

v

v

v v

v

v

v v

v

v

v

v

v

2. Interview The interviews were conducted after the researcher gathered data from students’ work. The interviews aimed to verify the result data from students’ work and gave additional information which was not included in the students’ work analysis. The researcher took eight students who join Academic Essay class from class A, C, D, and E. The interview was conducted on December 11th 2009 in Student Hall, Sanata Dharma University. The data from the interview result were to support the data from students’ work. Furthermore, the researcher reports every point of the personnel interviews and typed the interview data as the interview transcript. The researcher used participant coding. The researcher did not mention the real identity of the respondents, the researcher used the term student A until student H (eight respondents). It aimed to keep the secrecy of the data. The first question from the interview was asking about students’ source in accomplishing Academic Essay writing project. Eight students or all of the respondents answered they always use online sources as references for their writing project. Three respondents, Student A, Student C, and Student D also gave their reason.


Saya selalu pake sumber online soalnya idenya dapatnya juga dari sumber online (Student A, Interview). (I always use online sources because it gives me ideas.) Karena mudah dicari dan banyak pilihannya (Student C, Interview). (Because it is easy to find and varied in choices.) Selalu make bahan online, biasanya sih gitu, soalnya males ke perpus. (Student D, Interview). (I always use online sources because I feel lazy to go to the library.) From students’ answers above, it was obvious that internet helped them to accomplish their writing project in Academic Essay class. Internet provides unlimited variations of articles and many things that students need. By accessing internet students could easily browse information and got ideas based on the topic they wanted. Indeed, that fact made online sources more popular among students because of its practicality. After getting sources from online, students have to document everything they get as an acknowledgement to the original author. The question related to this fact is: Do they document the source correctly? This documentation became a problem among students. Students in Academic Essay class have to be discipline in documenting the sources. From the interview result, seven of the respondents were not sure about their ability in citing sources. They showed their hesitation in citing the sources. Student B and D conveyed their hesitation: Menuliskannya iya, tetapi dengan benarnya masih tanda tanya, belum tahu itu benar apa nggak. (Student B, Interview).


(I cited the source, but I was not sure whether it was correct or not.) Kalo nulis sih selalu, tapi kalo bener nggaknya yo masih dipertanyakan. (Student D, Interview). (I always cite the source but I am still questioning whether it is correct or not.) To help students solve their problems in citing, writing lecturers took the important roles. Writing lecturers had to understand more deeply about the rules of citing based on a certain documentation style. By understanding more deeply about a certain documentation style, hopefully writing lecturers were able to give clear explanation for students, like some respondents said in the interview: Kalo menurut dosennya, cara menulisku itu disalahkan tapi dia nggak ngasih tahu bagaimana menuliskan dengan benar. (Student A, Interview). (My lecturer said that my writing was wrong, but he did not give the solution to solve this problem.) Belum pernah diberi tahu tentang cara mengutip yang benar sebelumnya. (Student E, Interview). (I have never been told about how to cite correctly before.) Four respondents said that they got minimum explanation about how to cite in Academic Essay class. Some said they got it from other classes from the previous semester and other from their friends. This condition made students confused when they had to cite on their writing task. It also decreased students’ responsibility to cite the source.


Ya kalo dosennya nyuruh ya tak tulis, nek nggak ya nggak. (Student C, Interview). (If my lecturer asked me to cite the source, I did, but if not, I did not do it.) Citing sources was one of the important parts of writing. Both students and lecturers had to give more attention in citation. Some students felt that their lecturer were not always gave them correction in the citing part. Sometimes the lecturer gave correction but they did not give solution to revise students’ mistakes. Knowing students’ difficulties in citing, one of the lecturers from Academic Essay class gave APA book to guide students in citing sources. Nevertheless, the book did not help much; Student H stated that the book was not complete enough so that she had to browse the internet to find other way to cite the online source to their work. Using online sources was very close to the copy-pasting activity. By using computer, students were able to copy the original articles directly to their writing. This activity was commonly happened among students. Five respondents (Student A, B, C, D, and E) confessed that they ever did the copy-pasting activity, like what student D felt: Sebenernya sih yo nggak bagus tapi nek nggak tahu ngutipnya gimana ya sudah, kepepete ngaku jadi bahan sendiri kan ya gak papa, ntar kalo bahannya susah, daripada susah berpikir, dikit bolehlah. (Student D, Interview) (Honestly, copy-pasting was bad, sometimes I found a difficult


material, so I thought it was not a big problem if I did copy-pasting.) Copy-pasting activity is a kind of plagiarism. Copy-pasting, moreover without giving credit to the original author was prohibited in education. The researcher gave a question about plagiarism to the respondents and surprisingly all of the respondents were able to answer the definition of plagiarism correctly. Here the example of students understanding about plagiarism: Memakai karya orang lain, seperti karangan dan sebagainya, tanpa menyebutkan atau mencantumkan sumbernya untuk diambil menjadi milik kita sendiri. (Student E, Interview). (Taking others’ work, such as composition, without giving the source and take it as our own work.) Mengambil, mengkopi, mengambil langsung tulisan orang lain tanpa menyertakan sumbernya dan diklaim sebagai argument sendiri. (Studentt H, Interview). (Take and directly copy others’ work without giving the source and claim it as our own work.) As the researcher reported before, some students said that they found difficulties in citing online sources. After analyzing students’ answers about their difficulties in citing, the researcher categorized it into two big problems. The first , students were not sure about how to cite correctly. Although some students said they already had the APA book, the book did not help them much. They needed more explanation citing the online sources. The second problem was the incomplete data from the source. In citing online sources, there were some data, such as name of the author, title of the article, the last update of the website that


must be included in references or in-text quotation. Students found difficulties if one or more of the data were not shown in the online articles. The researcher found

a student who was afraid of making mistakes in citing, she said: Mengutip kesulitan caranya. Soalnya aku nggak tahu juga cara mengutip yang benar lalu takut kalau salah. (Student C, Interview). (I had difficulties in citing, I did not know how to cite correctly, it made me afraid of making mistakes.) Perceiving the issue of plagiarism in writing class, the researcher asked

students’ suggestions to eliminate or even erase any kinds of plagiarism in Academic Essay class. The students’ answer varied. Three of eight respondents suggested that lecturers of Academic Essay class to check directly from the sources that student used. They thought that this technique was effective to know how students cite the online sources. The lecturers were able to check whether students did the copy-pasting or not. Two respondents wanted to complete modules about citation which helped them to cite the source. They said the lecturers should provide examples to make students easier to understand the modules. The quantity of words in students’ paper also became a problem for students, Student B felt that the more words the lecturers asked their students to compose the easier students to copy and paste the source. She thought that the quality of a paper was more important than its quantity. Other respondent, like student E suggested that lecturers of Academic Essay class gave more attention to the citation when they check students’ writing.


Student F gave another idea; she thought that by giving punishment, it helped to reduce the action of plagiarism. She said: Untuk dosen harusnya lebih keras, strict dengan jalan punishment lewat nilai. (Student F, Interview). (The lecturers have to be strict by giving score punishment to students.)

B. Discussions Based on the result from students’ work and interview, the researcher obtained some important information to be discussed in this section. From the analysis of the students’ work, there were six problems that happened among students in citing the online sources. The problems were: a. Citing works by no author b. Citing a quoted source c. Unknown citation and references d. Incorrect citation e. Incorrect references f. Copy-pasting Most of students still have difficulties in citing. This fact was supported by student statements in the interview section. Seven of eight respondents said that they were already cited the sources but they were not sure whether it was correct or not. Kalo nulis sih selalu, tapi kalo bener nggaknya yo masih


dipertanyakan. (Student D, Interview). (I always cite the source but I am still questioning whether it is correct or not.) From this, the researcher thought that most of the students in Academic Essay class had still lack of understanding especially in citing online sources. From ten papers that were analyzed, there was no paper which completely obeyed the standard of documentation style. The most surprising finding was students’ knowledge about copy-pasting and also plagiarism. All respondents (eight students) were able to tell the definition of copy-pasting and plagiarism correctly. But in fact, the problem of copy-pasting and plagiarism were still found in students’ work. The researcher still found a student who broke the rule of plagiarism. He did the copy-pasting on the paper. This fact showed the irresponsibility of the students in citing the source. The fact from research finding in the interview was contrary to students’ paper. It can be concluded that students ignored the importance of keeping the originality of their work. The example below supports the fact that students ignored the importance of citing sources. Sebenernya sih yo nggak bagus tapi nek nggak tahu ngutipnya gimana ya sudah, kepepete ngaku jadi bahan sendiri kan ya gak papa, ntar kalo bahannya susah, daripada susah berpikir, dikit bolehlah. (Student D, Interview) (Honestly, copy-pasting was bad, sometimes I found a difficult material, so I thought it was not a big problem if I did copy-pasting.) Relating to the problem of plagiarism, the researcher thought that lecturers


and students need something to do to reduce or erase the plagiarism. Some suggestions from students to reduce or erase plagiarism in Academic Essay class could be applied in class depend on the agreement of both students and lecturers. To conclude, there were two main problems that students faced in citing the online sources in writing class. The problems were: citing works by no author and writing the correct references. In citing works by no author, students have to write the title of the text within quotation marks followed by the year. Students get confused when they found sources without any information about the author. Based on APA book (2002) if there is no author, the writer could write the title of the article or write “unknown” on the references. After the analysis of students’ paper, the researcher found six students having difficulties in citing works by no author and nine students who wrote incorrect references. Checking the result from students’ paper analysis, the data from students’ interview showed that all respondents admitted that they had known about citing online sources before. Students said that they found the information about citing online sources from the explanation of their lecturers, friends, and also APA book from their lecturer. However, they did not use the knowledge they had on their works. This fact showed the ignorance of students in Academic Essay class especially in citing the online sources.


CHAPTER V CONCLUSIONS AND SUGGESTIONS The last chapter is intended to present the conclusions and suggestions. The first part, conclusions, deals with the presentation of research results which are based on the research question presented on the first chapter. The suggestions are intended for Writing lecturers, students, and also future researchers. A. Conclusions This study aimed to investigate students’ problems in citing the online sources on Academic Essay class. The research problem as stated in the first chapter is: What are students’ problems in citing the online sources to their work in class? In order to obtain the answer for this question, the researcher conducted analysis of students’ work and also personnel interviews. From the result of the data, the researcher found conclusions which are drawn here. 1. Students of Academic Essay class still have problems in citing the online sources. 2. Students ignore the importance of citing the online sources to their work. The first conclusion came from the fact that from ten papers, there was no one who cited the online sources correctly. As the researcher wrote before on the previous chapter, there were six problems found in students’ paper and the two main problems were: citing works by no author and writing the correct references.

63


The second conclusion was drawn from the interview result that showed students’ statement that they ever learned about how to cite online sources before. In fact, lecturers of Academic Essay class and also from other classes had already told students about how to cite the online sources. Moreover, a lecturer from Academic Essay class provided students with APA book as the reference. Checking from students’ paper, there were still mistakes found. Surprisingly, there were two students did the plagiarism. This fact shows students’ ignorance of the importance of citing the online sources. B. Suggestions Based on the research results, there are some suggestions for writing lecturers, students, and future researchers. 1. Writing Lecturers Writing is very close to documentation. The documentation is very important as the acknowledgement to the original author. Writing class is a place for lecturers and students to learn to appraise others’ written work. Writing lecturers hold the important role to check students’ work especially on the citing part because the fact said that most students still have problems in citing the online sources. On the beginning of the writing class it is better for lecturers to give explanation for students about the documentation style that will be used in class. Related to the problem of plagiarism, lecturers have to be strict on it by giving a punishment to student. The punishment are varied depends on lecturers and students’ agreement.


2. Students University students have higher responsibility to appraise others’ written works than students in lower educational institutions. Students need to give more attention to the process of documentation in writing. Citing sources, especially from online, give bigger chances for students to do the copy-pasting activity which leads to plagiarism. So students have to have higher responsibility to keep the originality of their own work. When students find difficulties in citing sources, they have to have new strategies to solve that problems and try harder to find information they need. It is not fully the responsibility of lecturers; students have to be responsible of themselves. 3. Future Researchers The researcher of this study hopes that this study will inspire other researchers to do the research on investigating students’ problems in citing the online sources in writing class. This research only focused on students’ problems in citing the online sources, there are some parts that are only discussed on the surface. The researcher suggests future researcher to conduct a deeper study on students’ problems in paraphrasing and also the practice of plagiarism.


REFERENCES

American Psychological Association. 2002. Publication Manual of the American Psychological Association. 5th ed. Washington, D.C.: American Psychological Association. Ardi, P. 2007. Enhancing Students’ Learning Autonomy Through The Collaborative Audio-Journal Project in Listening Comprehension III. Unpublished Thesis. Yogyakarta: Sanata Dharma University. Borg, W. R., and Gall, M. D. 1983. Educational Research: An Introduction. New York: Longman Inc. Crowther, J. 1995. Oxford Advanced Learner’s Dictionary of Current English The Fifth Edition. London: University Press. Dees, R. Writing the Modern Research Paper. 2003. New York: Addison-Wesley Educational Publishers Inc. Direktorat Teknologi Informasi DITJEN-HKI. 2009. UU Nomor 19 Tahun 2002 tentang Hak Cipta. Retrieved on December 14, 2009. From http://www.dgip.go.id/ebscript/publicportal.cgi?.ucid=374&ctid=14&type=0 Dudeney, G., and Hockly, N. How to Teach English with Technology. 2007. Essex: Pearson Education Limited. Gibaldi, J. 2003. MLA Handbook for Writers of Research Paper. New York: The Modern Language Association of America. Hornby, A. S. 2000. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press. Hahn, H.1994. The Internet Complete References. California: Osborne McGraw-Hill. Hyland, K. 2002. Teaching and Researching Writing. London: Pearson Education. Indonesia Goes New Media. Pertumbuhan Pengguna Internet.2008 Retrieved on December 15, 2009. From http://www.newmedia.web.id Indrisano, R., and Squire, J. R. 2000. Prospectives on Writing. Newark, Delaware: International Reading Association.

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Krathwohl, D. R. 2004. Methods of Educational and Social Science Research: An Integrated Approach. Illinois: Waveland Press, Inc. McConnell Library. Comparison of APA and MLA Styles. 2005. Retrieved on December 15, 2009. From http://lib.radford.edu/tutorial/VII/index.asp Memering, D. 1989. The Prentice Hall Guide to Research Writring. New Jersey: Prentice-Hall, Inc. Nurwidasa, P., Bram, B., Budiraharja, M., and Herawati, H. (Eds.). 2004. Panduan Akademik: Program Studi Pendidikan Bahasa Inggris Untuk Dosen dan Mahasiswa. Yogyakarta: Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma. PlagiarismdotORG. 2009. Types of Plagiarism. Retrieved on November 20, 2009. From http://plagiarism.org Prabandari, C. S. 1997. Students’ Problems in Writing Quotations: Research on Students Writing VIII Final Assignments of the English Language Education Study Programme. Unpublished Thesis. Yogyakarta: Sanata Dharma University. Sindu Lestari, S. R. 2007. Students’ Perceptions of the Use of Internet in Writing VI Course in English Language Education Study Program of Sanata Dharma University. Unpublished Thesis. Yogyakarta: Sanata Dharma University. Sprinthall, R. C., Schmutte, G. T., and Sirois, L. 1991. Understanding Educational Research. New Jersey: Prentice Hall. Teeler, D., and Gray, P. 2000. How to Use the Internet in ELT. Harlow: Pearson Education Limited. The American Heritage Dictionary of the English Language. 2009. Houghton Mifflin Company. Retrieved on December 31, 2009. From http://www.thefreedictionary.com/online. Unknown. 2008. Research in English Language Teaching. Yogyakarta: Sanata Dharma University. UW-Madison Writing Center. 2009. Cite an Electronic Source. Retrieved on December 2, 2009. From http://writing.wisc.edu/Handbook/DocAPACitations_Elec.html


Wiersma,W. 1995. Research Methods in Education: An Introduction. Massachussetts: Chestnut Hill Enterprises, Inc. McConnell Library. Comparison of APA and MLA Styles. 2005. Retrieved on December 15, 2009. From http://lib.runet.edu/tutorial/VII/comp.asp



Appendix 1: Syllabus of Academic Essay Class

KPE 357 ACADEMIC ESSAY WRITING English Language Education Study Program Sanata Dharma University

Course Coordinator: Gregorius Punto Aji, S.Pd., M. Hum.

Lecturers: Gregorius Punto Aji, S.Pd., M.Hum. Hanandyo Dardjito, S.Pd., M.Hum. Nugraha Krisdiyanta, S.Pd., M.Hum. Yuseva Iswandari, S.Pd., M.Ed.

COURSE DESCRIPTION: Academic Essay Writing is designed to introduce students to the underlying principles of academic writing. It is projected to help students to be able to analyze the characteristics of academic essay and to write good academic essay.

COMPETENCE STANDARD: On completing this course, the students will be able to: a. Understand academic writing conventions b. Write academic essays on language, language teaching, and literature.

SCHEDULE AND LEARNING ACTIVITIES: WEEK 1

TOPICS Course Introduction, The Writing Process

69


2

Introduction: Academic Essay, Thesis Statement

3

Comparison and Contrast: Modeling/Outlining

4

Comparison and Contrast: First Drafting (Individual Consultation)

5

Comparison and Contrast: First Draft Revision

6

Final Submission on the comparison and contrast essay Cause and Effect: Modeling/ Outlining

7

Cause and Effect: First Drafting (Individual Consultation)

8

Cause and Effect: First Draft Revision

9

Final Submission on Cause and Effect essay (MID TEST 1) Argumentative Essay: Modeling/ Outlining

10

Argumentative Essay: First Drafting (Individual Consultation)

11

Argumentative Essay: First Draft Revision

12

Final Submission on Argumentative Essay (MID TEST 2) Book or Article Review: Modeling

13

Book or Article Review: Outlining

14

Book or Article Review: First Drafting (Individual Consultation)

15

Book or Article Review: First Draft Revision

16

Final Submission on Book or Article Review (FINAL TEST)

CLASSROOM ACTIVITIES: Discussions, group work, pair work, individual work, homework EVALUATION: 2 mid tests, 1 final test, assignments, students’ attendance and participation


CLASSROOM RULES OF CONDUCT: a. Attendance is mandatory. The students with more than 4 unexcused absences will fail the course-No exception. Students who miss any classes will be responsible for their own work. Please try to arrive 5 minutes before the class so that we can start the class on time. When signing the attendance sheet, please only sign for yourself. DO NOT sign for others. b. Students are expected to conduct themselves in a kind and courteous manner in the classroom. c. Plagiarism is NOT tolerable. d. Late submission of any assignments is NOT accepted. e. All mobile phones need to be deactivated in the classroom. f. Classroom language: ENGLISH ONLY.


Appendix 2: Guiding Questions for Interviewing the Participants

Guiding Questions

1. Seberapa sering Anda menggunakan sumber online sebagai bahan tugas writing di kelas Academic Essay? 2. Apakah Anda selalu menuliskan sumber online dengan benar dalam tugas writing Anda? 3. Darimanakah Anda mendapat informasi tentang cara mengutip sumber online? 4. Apakah Anda mendapat koreksi terutama di bagian kutipan ketika Anda menerima feedback dari teman atau dosen? 5. Apakah pendapat Anda tentang kegiatan copy-pasting? 6. Menurut Anda apakah arti plagiarism itu? 7. a Kesulitan apa saja yang Anda hadapi dalam mengutip sumber online? b. Bagaimana cara Anda memecahkan masalah tersebut? 8. Adakah saran-saran yang dapat Anda berikan untuk kelas Academic Essay supaya plagiarisme dapat dikurangi atau bahkan dihilangkan?


Appendix 3: Transcripts of Interview Place of Interview Date Interviewee

: Student Hall Sanata Dharma University : December 11th 2009 : Student A

Q: Interviewer A: Interviewee Q: A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: A:

Q: A: Q: A:

Seberapa sering kamu menggunakan sumber online sebagai bahan tugas writing di kelas academic essay? Saya selalu pake sumber online soalnya idenya dapatnya juga dari sumber online, begitu… Jadi selalu dari awal kelas sampe kemarin projek terakhir, semuanya dari online? Iya. Jadi untuk itu dibebaskan sumbernya dari dosen? mmm… kayaknya wikipedia nggak boleh. ooo… kecuali wiki, okey. selanjutnya, apakah kamu selalu menuliskan sumber online itu dengan benar dan dalam writingmu? Kalo menurut saya benar tapi, kalau menurut bapaknya, itu cara menulisku itu disalahkan tapi dia nggak ngasih tahu bagaimana menuliskan yang benar. Dari sampai sekarang belum tahu bagaimana menulis yang benar? Belum. Darimana kamu mendapat info tentang mengutip sumber online, apakah pernah dapat informasi dalam mengutip? Dulu di kelas bahasa Indonesia, sama prose dikasih tahu penjelasan tentang cara menulis references dari online sources. Okey jadi malah dari kelas lain. jadi bukan dari kelas academic essay sendiri? Dari academic essay juga tapi kayaknya nggak terlalu detail. Tidak terlalu detail, hmmm… okey apakah kamu mendapat koreksi terutama di bagian kutipan waktu dapat feedback dari teman atau dosen? eee…dari bapaknya dikasih yang bener kayak gini, gitu. tapi itu yang di artikelnya, tetapi yang di referencesnya nggak, belum pernah dapat feedback tentang itu. Jadi kalo tentang references nggak, tetapi kalo tentang direct quotation atau apa kamu selalu dapet koreksi? Dapet. Okey lalu apa pendapat kamu tentang kegiatan copy pasting? Hmmm, biasa lumrah. dilakukan oleh mahasiswa apalagi kalo sedang idenya mentok. tapi kalo aku yo sering copy paste tapi ya se kreatif-kreatifnya seperti grammar-nya diganti, terus vocab-nya diganti.


Q: A: Q: A: Q: A: Q: A: Q: A:

Q:

A:

Q: A:

Q: A:

Jadi tidak secara blak-blakan? Ow ya pasti. Menurut kamu, apakah itu apakah arti dari plagiarisme? Mengutip ide orang lain tanpa menyebutkan sourcesnya dan mengaku-ngaku kalo itu ide kita. Kesulitan apa yang kamu temui dalam mengutip sumber terutama dalam sumber dari online? Ngak tahu caranya. yo menurutku itu benar tapi jarang tahu kalo itu memang benar-benar caranya kayak gitu atau memang bukan. Okey, lalu setelah mendapatkan kesulitan tersebut bagaimana kamu memecahkan? Ya nulis setahuku aja. se-references yang menurutku benar. Okey, yah. lalu setelah itu tadi dapet koreksi nggak? Kalau yang di references dapet, eh belum pernah dapet koreksi, cuma itu disalahkan. tapi kalau yang di artikelnya misalnya direct quotation terus paraphrase itu dapet. Okey, lalu untuk pertanyaan terakhir. masukan-masukan apa yang dapat kamu berikan buat kelas academic essay supaya nantinya plagiarisme dapat dikurangi atau mungkin dihilangkan? Kalau dari segi mahasiswanya hampir nggak percaya kalau mahasiswa itu nggak pernah ada buat copy pasting, pasti ada kalau untuk mengurangi ya tinggal tergantung ketelitian dosennya buat mengetahui kalo itu iya apa nggak Itu penerapannya gimana kalo menurutmu? Misalnya dosen kan dari awal ngajar kita, tahu style nulis kita masing-masing kayak apa, dan kalo misalnya ada yang strange sentence bisa di search di google. Jadi dosen ambil alih untuk mencari sumber aslinya dari references yang ditulis oleh mahasiswa jadi langsung ngecek gitu? Iya, soalnya mahasiswa bisa juga kan yo sekreatif-kreatifnya copy paste yang nggak dicantumin di referencesnya.

Place of Interview Date Interviewee Q: A: Q:

: Student Hall Sanata Dharma University : December 11th 2009 : Student B

Seberapa sering kamu menggunakan sumber dari online sebagai bahan tugas writing di kelas academic essay? Setiap saat, selalu, setiap mendapat tugas academik essay, pasti, pasti pake itu. Apakah, kamu selalu menuliskan sumber online tersebut dengan benar dalam writing kamu?


A: Q: A: Q: A:

Q: A:

Q: A: Q: A: Q: A:

Q: A:

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Menuliskannya iya, tetapi dengan benarnya masih tanda tanya, belum tahu itu benar apa nggak. Di dalam references atau di dalam quotation atau di direct quotation? Di references iya jelas. sama di ya quotationnya beberapa sich tapi nggak sebanyak yang di references. Okey gitu, lalu, darimana kamu mendapat info tentang cara mengutip sumber online? Sebenarnya sich dosennya sudah pernah, apa ya?sebelum awal-awal pertemuan sudah ngasih tahu bagaimana caranya ngutip, gimana caranya?apa yo pokoke avoid plagiarism, tapi untuk dipraktekkan sepertinya sangat sulit. Lalu apakah kamu mendapat koreksi di dalam apa, di bagian kutipan, saat kamu mendapat feedback dari teman atau dari dosen? Hmmm, berapa kali ya? baru kemarin sepertinya, baru sekali ini waktu yang terakhir kali bikin itu karena, punyaku kan itu gak ada sapa?nama pengarangnya ya, gak ada nama penulisnya terus, dosen ya ngasih masukan, gimana caranya supaya dapat masukin walaupun gak ada nama penulisnya. Kamu udah jelas tentang penjelasan dari dosen? Ya waktu itu jelas, tapi sebenarnya, pribadi sendiri masih, ragu-ragu, sebenarnya tuch, bagaimana, soalnya dosennya sendiri kurang meyakinkan. Lalu, apa pendapatmu tentang kegiatan copy pasting? Sangat menyenangkan, itu sangat mendukung kegiatan kegiatan, terutama dalam writing class. Apakah kamu sering melakukan copy pasting? Jadi begini, seperti lebih ke gimana menyusun tapi bukan cuma copy paste tapi copy paste ide mungkin ya, jadi seperti ada ide apa, dasar apa, aku copy paste aku susun lagi, aku ganti pake kata-kataku sendiri tapi yo plek podo wae sama aja menurutku sama aja kayak copy paste. Tapi tetep menuliskan sumbernya misalnya ada satu paragraf dan di dalam kurung kamu tulis nama penulisnya dan tahunnya? Itu tergantung, jadi kadang-kadang kalo dalam pekerjaan besar dan hanya punya sedikit waktu, itu hampir sebagian besar, isi writingku itu copy paste. dan jika aku mencantumkan semuanya, ya ketok banget to kalo, itu adalah bagian dari plagiarisme, nah cuma beberapa aja yang aku kasih quote. Arti plagiarisme buat kamu sendiri apa? Plagiarisme... mungkin menjiplak yang benar-benar 100%, pure sama sekali kita nggak ngetik, copy paste seluruhnya. sama sekali tanpa mencantumkan reference seluruh ide itu sama persis tapi, kalo misalnya kayak dialih bahasakan ke bahasa kita sendiri mungkin itu bukan plagiarisme. Kesulitan apa yang kamu temui saat mengutip dari sumber online? Sebagian besar untuk popular artikel, itu tidak pernah ada, jarang sekalia ada yang menyebutkan nama pengarang, dan itu akan sangat sekali menghambat dalam, penyusunannya


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itu lho, dan itu terus gimana? karena biasanya kan kalo mbikin itu ada nama pengarang terus judul, tanggal, dan datanya kapan kita download. tapi karena kita kadang-kadang kurang adanya informasi dari artikel itu sendiri, bikin kita sulit untuk buat itu sendiri. Jadi bisa disimpulkan, kesulitan menulis jika informasi dari artikel itu tidak lengkap, lalu bagaimana memecahkan masalah tersebut? Jujur ya, quote dan reference saat aku bikin writing tuch, gak pernah aku gatek’ke banget jadi seadanya aja, jadi gak pernah bikin apa aku tuch harus gini, harus gini, jadinya tuch permasalahannya seperti itu jadinya, kalo ditanya apa yang harus dilakukan ya, kayak rodo bingung juga soalnya, saya tidak pernah punya usaha untuk melakukan, gimana melakukan quote yang baik juga, bingung sendiri. Masukan-masukan apa yang dapat kamu berikan ke kelas academic essay supaya, plagiarisme dapat dikurangi, atau mungkin dihilangkan? Apa ya? mungkin, bukan eh, jadi kebanyakan kan gini, kamu harus menulis b erapa ribu kata, misal 2500, 1500 nah kalo menurutku, kuantitas itu bukanlah yang menentukan kualitas, jadi lebih baik kamu bikin berapa paragraf, tapi, berdasarkan idemu sendiri jadi nanti dituntun bagaimana caranya organizing ideas, tapi boleh sih ngambil source tapi dibatasi, jadi kamu nggak boleh ngebikin lebih dari dua lembar, karena kalo berlembar-lembar pastilah itu copy paste gampang banget diterapkan di yang beribu-ribu kata itu, tapi kalo misalnya itu harus minim, itu kata-katanya, dibatasi kuantitasnya jadi kan kita bener-bener tahu gimana kita bikin yg bener-bener sedikit tapi, kualitasnya bagus.

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: Student Hall Sanata Dharma University : December 11th 2009 : Student C

Seberapa sering kamu menggunakan sumber terutama dari online sources, sumber online, sebagai bahan dari tugas writing di academic essay? of course setiap saat mbak dari awal semester sampai akhir semester ini selama academic writing. Semuanya make sumber online?apakah di bebaskan oleh dosen? Iya. Jadi kamu selalu memilih sumber online? Iya karena mudah dicari dan banyak pilihannya. Apakah kamu selalu menuliskan sumber online dengan benar dalam tugas writingmu?


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Kalo selalu menuliskan sich, ya kalo dosennya nyuruh ya tak tulis nek nggak ya nggak, tapi kalo bener nggaknya aku nggak tahu yang penting ditulis sumbernya Tapi kamu ada nggak pengetahuan tentang bagaimana cara menuliskan sumbernya? Nggak ada mbak, cuma dulu pernah dikasih tahu sama temenku tok, gitu. Bagaimana kamu dapat informasi mengenai mengutip sumber dari online? Dulu kayaknya pernah diajari mbak, tapi lupa, terus tanya sama temenku mbak, ya itulah Diajarkan di kelas apa ya? Bahasa Indonesia. Ow jadi bukan di academic essay sendiri? Bukan, kayaknya bukan deh, karena kayaknya aku belum ngerasa dapet itu. Apakah kamu dapat koreksi, terutama di bagian kutipan-kutipan dalam apa, setelah kamu terima draft dari dosen atau feedback dari temen? Dapet sich mbak tapi ya tetep wae nggak mudeng, maksud yang dimaksud apa itu nggak dong. ya udah diubah sesuai dengan keinginan bapaknya itu tok. Jadi tidak lengkap atau bagaimana? Nggak lengkap dan nggak ngedongi Nggak ngedong gimana? Ya bapaknya bilang gini, ya cuma memberi saran yang baik tok. tapi nggak ngasih tahu contohnya bagaimana proses membuat itu menjadi itu. Pendapat kamu tentang kegiatan copy pasting? Sangat menyenangkan. Bagaimana maksudnya menyenangkan? Ya mempermudah mengerjakan. Jadi kamu sering copy- pasting atau bagaimana? copy pasting nggak juga sich cuma paraphrasenya. Nah untuk paraphrase sendiri kamu menuliskan sumbernya karena paraphrase sendiri itu masuk dalam citing atau mengutip. Ya tapi nggak sejujur-jujurnya. Maksudnya itu bagaimana? Maksudnya itu aku nulis sumber dari a kadang yang kutulis yang b sumbernya yang b tok Jadi tidak sesuai dengan apa yang disitu, mungkin lupa atau bagaimana? Iya gitu mbak. Menurutmu apa itu arti plagiarisme itu sendiri? Plagiarisme itu ngopi dari sumber orang lain, tulisan orang lain tanpa ngasih sumber dari mana dalam paraphrase, pokoknya ngeplek lah. Kesulitan-kesulitan apa yang kamu temui dalam mengutip sumber dari sumber online? Mengutip kesulitan caranya. Soalnya aku nggak tahu juga cara mengutip yang benar lalu takut kalau salah.


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Jadi takut salah, trus kalau ada permasalahan seperti itu bagaimana cara memecahkannya? Tanya teman trus kalau udah pas ngumpulin draft itu tanya sama bapaknya. Ow langsung tanya dosen? lalu dapet pencerahan setelah itu? Iya. Dengan benar kamu yakin? Nggak yakin bener sich, tapi ya pokoknya dapet sich pencerahannya Masukan-masukan apa yang dapat kamu berikan di kelas academic essay supaya plagiarisme dapat dikurang atau dihilangkan? Mungkin dosennya lebih teliti saja, trus lebih enak ngejelasinnya. ngedongin Jadi ada penjelasan dari dosen. Dan dosen juga lebih teliti Teliti dalam hal ini bagaimana? Ya mengetahui kalo misalnya muridnya ada yang ngeplek dari sumber, nggak di paraphrase atau bagaimana? Jadi harus tahu sumber aslinya bagaimana?menurutmu gitu? Iya


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: Student Hall Sanata Dharma University : December 11th 2009 : Student D

Seberapa sering kamu, menggunakan sumber online sebagai bahan tugas writing di kelas academic essay? Selalu make bahan online, biasanya sich gitu, soalnya males ke perpus. Apakah kamu selalu menuliskan sumber online tersebut dengan benar dalam tugas writing kamu? Kalo nulis sih selalu, tapi kalo bener nggaknya yo masih dipertanyakan Tapi selalu ditulis? Selalu. Jadi setiap kamu quote apa gitu, selalu ? Iya. Lalu darimana kamu mendapat informasi bagaimana cara mengutip sumber online? Dari dosennya habis itu dikasih tahu nanti nyari di websitenya kan ada tuch, apa yang online lalu kita disuruh ngopi sama bapaknya. Jadi diberitahu website mana, yang cara-cara mengutip gitu dari dosen? Iya Di kelas academic essay sendiri? Iya


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Apakah kamu mendapat koreksi di bagian kutipan, saat kamu dapat draf dari temen atau dari dosen? Kalo pas konsultasi sama dosen, trus tanya ngutipnya gimana gitu, dikasih tahu, tapi kadang dikumpulin itu kadang iya kadang nggak, Jadi tidak selalu mendapat koreksi, jadi sementara itu kamu merasa masih benar Ya bingung nggak tahu benar apa salah, asal kayak udah ngutip aja. Okey, apa pendapatmu tentang kegiatan copy pasting? Sebenernya sich yo nggak bagus tapi nek nggak tahu ngutipnya gimana ya sudah, kepepete ngaku jadi bahan sendiri kan ya gak papa, ntar kalo bahannya susah, daripada susah berpikir, dikit bolehlah. Menurut kamu, apakah arti plagiarisme itu? Plagiarisme kalo aku sendiri, nggak tahu, tapi kalo bapaknya ngomong itu ada 3 macam, kalo nggak salah sich gitu, copy paste seluruhnya, ada yang copy paste sebagian-sebagian, ada yang ide aja katanya udah, plagiarisme, kalo katanya dosennya gitu, tapi kalo kan nggak mungkin kalo misalnya ide, kalo nggak ngikutin dari bahan atau apa trus terinspirasi kan sama aja idenya dari situ, masak, itu juga plagiarisme sich? Kesulitan-kesulitan apa yang kamu temui dalam mengutip sumber online? Misalnya di apa gitu kan gak terlalu lengkap, nggak terlalu ceto cara ngutipnya kan, nggak tahu, jadinya dibikin asal ngutip aja, daripada nggak dikutip terus bapaknya tahu owh itu hasil dari essaynya yang lain terus, dikirain plagiarism ya mending asal ngutip. Lalu setelah menemui kesulitan tersebut, lalu caramu mengatasi kesulitan tersebut bagaimana? Kalo pas nggak males tanya sama dosen ya tanya, kalo males, ya udah ngawur. Ngawurnya gimana? Ngawurnya ya, ngutip tapi ngutip make cara yang lain misalnya kalo dari online sama buku kan beda, ya dibikin sama aja. Apa yang dapat kamu berikan untuk kelas academic essay, supaya plagiarisme dapat dikurangi atau dihilangkan. Kan kalo kutip-kutipan itu aturannya banyak, mungkin dosennya njelasin atau ngasih modul pake contoh-cotoh yang lengkap jadinya biar tinggal nyontoh ngutipnya kek gimana caranya.



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: Student Hall Sanata Dharma University : December 11th 2009 : Student E

Seberapa sering kamu menggunakan sumber online sebagai bahan tugas writing di kelas Academic Essay? Aku selalu memakai sumber online sebagai main sourcenya, terkadang memakai buku sebagai pelengkap. Apakah kamu selalu menuliskan sumber online dengan benar dalam tugasmu? Tidak, belum bisa menulis sumbernya dengan benar karena belum pernah diberi tahu tentang cara mengutip yang benar sebelumnya, setelah lihat hasil pekerjaan dari siswa, baru tahu waktu dosen memberi tahu cara yang benar dengan memberi buku petunjuk ke mahasiswa. Darimana kamu mendapat informasi tentang cara mengutip sumber online? Dari buku yang dikasih dosen, ehm..APA style. Apakah kamu mendapat koreksi terutama di bagian kutipan ketika kamu menerima feedback dari teman atau dosen? Iya, tapi aku jarang ngutip, seringnya paraphrase. Tapi waktu aku ngutip juga dikasih tahu sama dosennya . Apakah pendapat kamu tentang kegiatan copy-pasting? Itu dilema buat aku, apalagi waktu udah kepepet dan dah buntu. Tapi kalo aku mending paraphrase daripada copy-pasting. Tapi sebenarnya copy-pasting menurutku udah umum terjadi di kalangan pelajar. Menurut kamu apakah arti plagiarisme itu? Memakai karya orang lain, seperti karangan dan sebagainya, tanpa menyebutkan/mencantumkan sumbernya untuk diambil menjadi milik kita sendiri. Kesulitan apa saja yang kamu temui dalam mengutip sumber online? Menurutku kalau menulis references lebih gampang karena tidak terlalu ada aturannnya, sedangkan untuk citing lebih sulit karena lebih banyak aturannya misalnya tulisan harus menjorok ke dalam, hurufnya harus lebih kecil. Banyak lah, jadi harus lebih telaten. Bagaimana caramu memecahkan masalah tersebut? Tanya teman, walaupun ada bukunya tapi masih kurang yakin. Adakah saran-saran yang dapat kamu berikan untuk kelas Academic Essay supaya plagiarisme dapat dikurangi atau bahkan dihilangkan? Ada keharusan dalam citing sources. Trus dosennya juga harus jeli dalam koreksi, lebih memperhatikan di bagian citingnya, trus banyak kasih saran.



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: Student Hall Sanata Dharma University : December 11th 2009 : Student F

Seberapa sering kamu menggunakan sumber online sebagai bahan tugas writing di kelas Academic Essay? Aku sering memakai sumber online sebagai penunjang Apakah kamu selalu menuliskan sumber online dengan benar dalam tugasmu? Menurutku, sudah menulis sumber online dengan benar,dengan patokan dari buku APA style yang diberikan dosen. Darimana kamu mendapat informasi tentang cara mengutip sumber online? Dari dosen, dosen meminjamkan buku APA style. Apakah kamu mendapat koreksi terutama di bagian kutipan ketika kamu menerima feedback dari teman atau dosen? Mengenai koreksi di kutipan, kutipanku selalu dikoreksi sama dosen. Apakah pendapat kamu tentang kegiatan copy-pasting? Copy-pasting adalah suatu kegiatan yang sangat dilarang, karena bakal ketahuan kalau hal tersebut bukan kalimat kita sendiri, karena kalimatnya terlalu bagus. Menurut kamu apakah arti plagiarisme itu? Plagiarisme itu mengambil atau mencontoh dari pekerjaan orang lain tanpa mengubahnya terlebih dahulu, atau dengan kata lain benar-benar sama dengan aslinya tanpa ditambahi sedikitpun. Kesulitan apa saja yang kamu temui dalam mengutip sumber online? Untuk masalah kesulitan dalam mengutip, biasanya karena alamat web tidak atau kurang jelas,dan terkadang tidak ada nama pengarangnya sehingga sulit mengutipnya. Bagaimana caramu memecahkan masalah tersebut? Solusi bila ada kesulitan biasanya konsultasi ke dosen dan mendapat jawaban dari dosen. Adakah saran-saran yang dapat kamu berikan untuk kelas Academic Essay supaya plagiarisme dapat dikurangi atau bahkan dihilangkan? Sarannya untuk mahasiswa harusnya lebih banyak membaca,tidak langsung copy-paste sehingga bsa diambil intisarinya atau idenya baru kemudian diparafrase. Untuk dosen harusnya lebih keras, strict dengan jalan punishment lewat nilai.



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: Student Hall Sanata Dharma University : December 11th 2009 : Student G

Seberapa sering kamu menggunakan sumber online sebagai bahan tugas writing di kelas Academic Essay? Aku selalu memakai sumber online setiap ada tugas. Apakah kamu selalu menuliskan sumber online dengan benar dalam tugasmu? Tidak, aku menulis sumbernya belum benar dan tidak pernah mendapatkan koreksi.Walaupun sudah ada buku APA, tapi tetap aja tidak pernah dikoreksi. Darimana kamu mendapat informasi tentang cara mengutip sumber online? Dari teman-teman dan dari buku dosen ( APA style). Apakah kamu mendapat koreksi terutama di bagian kutipan ketika kamu menerima feedback dari teman atau dosen? Tetap saja sering tidak dikoreksi, mungkin karena ada hal yang lebih penting dari sekedar menulis references. Apakah pendapat kamu tentang kegiatan copy-pasting? Copy-pasting adalah suatu hal yang mudah dilakukan tetapi tidak jujur. Menurut kamu apakah arti plagiarisme itu? Plagiarisme itu mengambil tulisan orang lain sama persis dengan tidak menuliskan sumbernya di bagian referensi. Kesulitan apa saja yang kamu temui dalam mengutip sumber online? Untuk masalah kesulitan dalam mengutip, biasanya harus mengambil sumber yang scientific, terkadang ada yang bagus tetapi terbatas. Kesulitan yang lain adalah untuk penulisan referensi harus lengkap tetapi dari sumbernya sendiri tidak ada, kurang lengkpanya informasi dari sumber. Bagaimana caramu memecahkan masalah tersebut? Biasanya mencari sumber-sumber yang lain, dan ketika sudah benar-benar tidak ada baru cari di buku. Adakah saran-saran yang dapat kamu berikan untuk kelas Academic Essay supaya plagiarisme dapat dikurangi atau bahkan dihilangkan? Dosennya harus lebih teliti dengan jalan mengecek sumbernya secara langsung.


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: Student Hall Sanata Dharma University : December 11th 2009 : Student H

Seberapa sering kamu menggunakan sumber online sebagai bahan tugas writing di kelas Academic Essay? Sering, setiap ada tugas writing selalu ambil dari internet, terkadang dipadu dari buku. Apakah kamu selalu menuliskan sumber online dengan benar dalam tugasmu? Aku sudah berusaha menulis sumbernya dengan benar, tapi terkadang masih ada yang kurang karena memang tidak tahu, dan baru tahu setelah dikoreksi/dikumpulkan. Darimana kamu mendapat informasi tentang cara mengutip sumber online? Memperoleh informasi tentang cara mengutip yang benar dari buku panduan dosen, tapi kadang tidak lengkap sehingga kadang mencari dari internet tentang cara menulis sumber. Apakah kamu mendapat koreksi terutama di bagian kutipan ketika kamu menerima feedback dari teman atau dosen? Kutipanku dikoreksi di bagian-bagian tertentu, tetapi tidak semua model kutipan dikoreksi.. Apakah pendapat kamu tentang kegiatan copy-pasting? Sebenarnya adalah hal yang tidak boleh dilakukan, jadi sebaiknya jangan dilakukan. dan dia tidak pernah melakukannya di tugas writing. Menurut kamu apakah arti plagiarisme itu? Plagiarisme itu mengambil, meng-copy, mengambil langsung tulisan orang lain tanpa menyertakan sumbernya atau paraphrase dengan diubah kata-kata sendiri tanpa menyertakan sumbernya dan diklaim sebagai argument sendiri. Kesulitan apa saja yang kamu temui dalam mengutip sumber online? Biasanya dalam hal menulis kelengkapan sumbernya dan dalam memilih sumbernya apakah topiknya benar-benar academic.. Bagaimana caramu memecahkan masalah tersebut? Bila ada kesulitan biasanya tanya ke teman. Adakah saran-saran yang dapat kamu berikan untuk kelas Academic Essay supaya plagiarisme dapat dikurangi atau bahkan dihilangkan? Untuk dosen seharusnya memberikan informasi yang lebih banyak melalui penjelasan-penjelasan, tidak hanya melalui modul-modul. Sedangkan mahasiswa seharusnya lebih aktif bertanya.


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A STUDY ON STUDENTS PROBLEMS IN CITING THE ONLINE SOURCES ON ACADEMIC ESSAY CLASS. A Thesis

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