Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015
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Compensation strategies help students to use the language even they have large gaps in knowledge. This strategy was intended to make up for a lack of knowledge in the areas of
grammar and vocabulary. a
Using Dictionaries or Thesaurus Dictionary appears to be an important tool for almost all the subjects not only to find the
meaning of newly encountered words but also to confirm and check their understanding of meaning existing in their repertoire of vocabulary. During the task, all the subjects were
provided with dictionary either electronic through hand phone or Bilingual English-English dictionary. The following excerpt from Subject 1 shows the utilization of dictionary:
The word that I still do not understand here is Dates back, latter part, and the latter is acquisition. But after I searched the dictionary for word acquisition here in my
understanding related to language abilities or language skills and of course dealing with children or the children. And on the back dates, which I found here is
something that has done or something to do ... Subject 1
b. Indirect Strategies
1 Metacognitive Strategies
These strategies go beyond purely cognitive devices and provide the students with a way to coordinate their learning process. Metacognitive strategies have positive effects to
support cognitive strategies. Meaning the use of metacognitive strategies assists students in applying cognitive strategies in task completion.
a
Over Viewing and Linking with Already Known Material
This strategy dealt with over viewing comprehensively a key concept, principle, or set of materials in an upcoming language activity and associating it with what student has already
known. This strategy can be accomplished in many different ways, learning why the activity is being done, building the needed vocabulary, and making the associations. Below is the example
script taken from Subject 6’s verbalized report in case of linking with already known materials. “…if not mistaken, I ever known the word insight. It means wawasan perception. For the word
“derived” it comes from what come to be known as the series method” Subject 6. b
Identifying the Purpose of a Language Task
This strategy dealt with the subject consciousness in identifying the purpose of language task. All subjects of the study actually aware their purpose of doing the task. That was why before
starting their paraphrasing task they clarified what would they do concerning the task. This strategy helped the students maintained their purpose of doing task in order to fully aware of
what they doing. Quotation bellow represented the fact of her awareness of the task:
“Here, I will try to quote from many sources about Language Acquisition for Children” Subject 1.
Here I’d like to paraphrase for number one Subject 2, Subject 4 I have opinion that the key words of this para
graph “Modern” research on child language acquisition so I don’t need to change that sentence but I have to change
another sentence as usual I do in paraphrasing Subject 6
c Self-Monitoring for the Mistakes or Problems in Paraphrasing
When the subjects got difficulties in paraphrasing the original sentence, they performed many different strategies. Many subjects performed self-monitoring as a
metacognitive strategy, in order to take control over their mistakes or their difficulties when they paraphrased. Self-monitoring actually is an internal mental process in which individual
record data of what they were doing in order to adjust or encounter their difficulties. It involved
Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015
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Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015
checking, verifying and correcting of their performance during a paraphrasing task. Subject 3, Subject 5, Subject 6, Subject 7 and Subject 8 were the subjects who often practiced this strategy.
d Self-Evaluating for Checking Paraphrasing Work
Evaluating the full sentence of paraphrase was commonly the last step taken by all the subjects in both groups to check the accuracy of grammar and equality of meaning. This was
especially visible as this strategy occurred close to the reading of the full original text before the subjects decided to stop doing the task. Subjects 2, 3, 4, 6 and 7 applied this self-evaluating
strategy. Subject 4 and Subject 8 always used this strategy to check the completeness of their paraphrasing. The following excerpt reflects this strategy.
The paraphrase will be: Furthermore the German philosopher Dietrich Tiedemann made a note of his monitoring from his young son which is about expansion of the
psychological and linguistics to the last part of the century after seventeenth Subject 4
2 Affective Strategies
a Taking Risk in Using Unknown Cues
When subjects found unknown or unsolved words, even after consulting dictionary, to paraphrase the source, they tried to solve the meaning of the unfamiliar words by finding a gist
or hint, whether from the context or their previous understanding. In order to complete their paraphrasing finally they had to decide to use the unknown cues, even they might not
understand whether the cues was correct or not. “I want to shorten the words more and more words are spoken every day to language since the words already referred to language Subject
5.
In applying this strategy, Subject 5 had already taking risk to simplify the phrases. She made wrong generalization of the words “more words are spoken every day” to language since
language cannot replace the words “more and more words are spoken every day”. Whenever the subjects did not comprehend the appropriate meaning, when they did not
correlate to the sentence’s context mostly they often made mistakes. The example of this case is performed by Subject 4 when she must replace the word “repertoire” to “list of song”. Thus, this
effort leads the subject to wrong perception. 3
Social Strategies a
Developing Cultural Understanding to the Nature of Paraphrasing
This affective strategy provided learners a background knowledge of the culture of the speakers of the language for a better understanding of new vocabulary words and exploring
cultural and social norms. This strategy included questioning for clarification, asking for explanation, or verification to become aware of social norms.
Over here I find two new vocabularies the first one is tempo and the second is multiword. Ok I will look up at dictionary first. I find that the tempo word is speed ee
... maybe I can change it into speed but this related with the ability of speaking so I will change it into speed of speaking. Subject 1
Subject 1 noticed that there were two words that he didn’t know the meaning. For the first word, tempo, he looked up the meaning at dictionary, however he thought that the dictionary
meaning of the word didn’t match to the sentence meaning. He, then, considered background of the text and he came to an understanding of the word tempo into speed of speaking. The process
of considering background of the text might include into the condition of understanding
Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015
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vocabulary by exploring cultural or social norm. He took the way of verifying the word from dictionary.
How do the students ’ verified paraphrasing strategies relate to the quality of their
paraphrase?
This question links three domain areas. The first domain was conne cted to student’s
perceptions on paraphrasing, the second was related to student’s paraphrasing strategies, and the last domain was students’ paraphrasing quality. This discussion revealed how the relationship
between them in determining the quality of students paraphrases. The researcher has classified the subject into three categories or paraphrasing quality by finding the mean of their
paraphrasing quality from the two raters based on McInnis 2009: 48 qualification. The lowest achievement inappropriate paraphrasing was Subject 5, Subject 7 and Subject 8. Subject 2 and
Subject 6 ware in the classification of somewhat inappropriate. The best from all somewhat appropriate was Subject 1, Subject 3 and Subject 4.
a. Somewhat Appropriate Group
