summary so that the reader can comprehend the material. This problem happened because the students did not have the skill to paraphrase. They become so
unconfident in translating the message into their own words and chose to stick with the original words of the author. To overcome this problem, students can practice
paraphrasing more often and find the guidelines in making paraphrase. Students can also practice paraphrasing in groups to have a peer feedback. Students can review
each other paraphrase and see whether it is understandable and acceptable.
d. Lack correspondence between in-text citations and references
Seven out of fifteen papers were found to have lack of correspondence between the source in-text citations and references. Some papers have sources that
appeared in the references but did not appear in the text. If this case happened, maybe the title “references” could be replaced by the word “bibliography”. It is because in
the APA Style Manual, the term “references” means all the sources that are cited in the text
, in the other hand, “bibliography” consists of works that could be cited or just reviewed to give inspiration or additional information.
There were also some sources that appeared in the text but did not appear in the references. After being tracked down, some sources were secondary sources that
the students did not put t he words “as cited in….”. The students might also forget to
write the sources in the references list.
e. Case of plagiarism
From examining fifteen papers, the researcher finally found some students who did plagiarism. There are two kinds of plagiarism that is meant in this part. The
first one is mentioning the direct quotation without putting the quotation marks around them. The rules varied in countries and institutions, though. However, it is
clear that APA Style Manual and PBI Thesis Guidelines mentioned that all direct quotation must be put inside quotation marks. That way, the original words of the
author are still respected. In additional, what is called as paraphrasing is using the writer’s own words. If direct quotation is treated the same with paraphrase, it means
that the writer claims that the sentences inside the paragraph are his. This case would also be categorized as stealing or more specifically, plagiarism. Three students were
found doing this kind of plagiarism. Here is the example: Paper 7
Below is the original text from Campbell, Stuart. 1988. Translation into the second language
. New York: Longman to compare:
It can be seen that the student took all paragraph to be put in his or her first paragraph. Although the student gave information about the source, he or she did not
put quotation marks around the direct quotation. That is a plagiarism, and it happened to paper 1 and 9 as well.
The second kind of plagiarism is the straight plagiarism itself. The student deliberately copied and pasted from the source. He or she did put some citation but
those were not adequate. Here is the example: Paper12
Students have no clear information about which the teacher is explaining. They do not understand what and why they should do. To help the students to know
what and why they should do, the teacher should spend more time explaining why the materials are taught, and why the topic, approach, and activity is important,
interesting, and worthwhile. The teacher should explain more exactly what is expected on an assignment and activity. Thereby, the students will understand how
they should place themselves during the class to reach the goal that has been made. The two activities are in a way mirror images. In translating from a
second language, the main difficulty is in comprehending the source text; it is presumably much easier to marshal one’s first language resources to some up
with a natural looking target text. In translating into a second language,
comprehension of the source text is the easier aspect; the real difficulty is in producing a target text in a language in which composition does not come
naturally. It is probably wise to assume at the outset that perfectly balanced bilinguals are so rarely found that virtually all human translation activity falls into
one of the two categories – into or from the second language.
Below is the original text from Harris, Robert. 2010, October 14. Some ideas for motivating students.
Retrieved from http:www.virtualsalt.commotivate.htm
It can be seen from the paper and the original text that the student did what is Harvey 1998 called “mosaic plagiarism”. In this plagiarism, the student took some
sentences from a source and mixed them with his or her own words.
2. Students’ problems in citing based on the students’ answers in the
