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
Note: s = subject
dic = using dictionaries or thesaurus kw =using keyword from the original
source. ovl = over viewing and linking with
already known material. el =elaborating or associating unknown
words from the original source. ipt = identifying the purpose of a
language task ct = citing original sources
sm = self-monitoring for the mistakes or problems in paraphrasing
rd = reading to gain understanding se
= self-evaluating
for checking
paraphrasing work dgp = recognizing and using different
formula and pattern from the original source to the paraphrase work.
tr = taking risk in using unknown cues rsy =recombining the synonym
dcu = developing cultural understanding to the nature of paraphrasing.
to = translating the original source. so = summarizing the original source.
= the percentage of the strategy used by eight subjects to finish the current
task.
a. Direct Strategies
1 Memory Strategies
a Using Keyword from the Original Source
Finding or using keyword as a strategy in paraphrasing was applied by subject 1. He took “production tempo” speed, “increase” to be greater, and “multi word” much more
word as the key words. The words “sophisticated” high, “repertoire” vocabularies understanding and “mushrooming” increasing became keywords on task 4. “Complex
structur
es” complex understanding and expand enlarge became keyword on task 5. Dealing with this study, however not all subjects used key words as their strategy to
paraphrase. Subject 2, 3, 4, 6, 7, and 8 did not approve this strategy although they admitted using keywords in the interview. When the researcher interviewed Subject 3 after doing the
verbal report, she admitted finding the key words as her method of paraphrasing. While in fact, she actually only found the difficult words. Here we found some misunderstanding about the
terms of key words.
b Elaborating or Associating Unknown Words from the Original Source.
This strategy is a part of the direct strategy where the subjects associating the unknown word, phrases or even a sentence to elaborate unknown information from the source sentence. In
other words, when subjects may not be familiar with a given theme they might associate the phrases or sentences by elaborating the ideas of the sentences. The example of using elaboration
to associate unknown words was performed by Subject 3. When Subject 3 got difficulties in deciding the word “what come to be known”, she tried to elaborate this meaning by taking
account to the previous words or phrases. She started to translate the sentence in Bahasa Indonesia to have text understanding but in vain. This was caused by her limitation on
vocabulary mastery. Her effort to translate the vocabulary was only based on her prediction without checking dictionary. Finally, she decided to elaborate the sentence by connecting each
phrases to its context.
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
c Using Citation
Taking citation to acknowledge the author writer ideas is very important to account. In order not to commit in plagiarism, an appropriate paraphrasing should provide the information
of from whom the ideas originated. As being discussed in problems of the study number 1, from the conducted interview, mostly all subjects were aware the important of putting citation. They
were also aware of their task to paraphrase the six sentences. However, only two of them realized the important of putting the citation. They admit that they only concentrated on
transforming a sentence using their own words or phrases and maintaining the original meaning from the source. This condition can be seen from the following interview excerpt from Subject
3:
Interviewer : Clark 2003 what does it means?
Subject 3 : So, it is from his opinion.
Interviewer : So when we paraphrase, is it important to contribute the name?
Subject 3 : yes, actually… but at the previous time I do not focus on the name.
… I only focus on how to transform the sentence.
2 Cognitive Strategies
a Reading Text to Gain Understanding
Reading the text carefully was the strategies that applied by all the subjects. To gain comprehension of the text, they read and reread the original sentence they would paraphrase.
They identified and grouped words or phrases logically in order to understand the idea of the text. To comprehend the idea of the sentence completely, they often looked up dictionary to find
the meaning of words that was not understood. The applied example of this strategy performed by Subject 1 when he was paraphrasing task 1:
The first quotation I found was: Modern research on child language acquisition dates back to the latter part of the Eighteenth century, after the German
philosopher Dietrich Tiedemann recorded his observation of the psychology and linguistics development of his young son”. The word that I still do not understand
here is dates back, latter part, and acquisition. However after I searched in the dictionary, acquisition here in my understanding is related to language abilities or
language skills and of course dealing with children.
b Recognizing and Using Different Formula and Pattern from the Original Source to
the Paraphrase Work Recognizing text structure in this case refers to understanding meaning through analyzing
the cohesive devices and discourse markers that contribute to the logical relation of ideas. Usually the aims of these strategies were to make syntactic shift of paraphrased sentence. As
they realized that syntactical shift is needed in paraphrasing, all the subjects of the study applied this strategy to make their paraphrase appropriate.”When we borrow ideas from outside sources
or another person’s text we should write that ideas using our own language and sentence pattern without changing the original meaning” Subject 3
c Recombining the Synonym and Grammar Change in Paraphrasing
Finding and recombining synonyms seem to be one of the most productive processes in the paraphrasing tasks conducted by all of the subjects Subject 1 to 8 since they really
understood the important of using this the strategies to make appropriate paraphrasing. Before deciding to use a particular synonym of a word, subjects took some specific processes such as
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 the appropriateness of the level of formality, accuracy in certain contexts, and word choices. Some of them found the synonyms from dictionary, some of them took the facility of
finding synonyms on Microsoft Word program to guess the meaning of the words or check for certain synonyms. The data below reflect such a cognitive strategy:
I try to reverse the construction … later than the German philosopher Dietrich Tiedemann.. this one recorded.. for the word recorded I will use surveillance.. of
psychological and linguistic improvement of his little young oh sorry little son. So, the paraphrasing of this sentence would be improvement of his little son.. the new
research for child language acquisition come from. So at the eight century.. OK, I will put this word in front …. So.. of the eighteen century later than .. I will try to
write the paraphrasing… Of the eighteen century, later than the German Philosopher Dietrich Tiedemann surveillance of the physiological and linguistics
improvement of his little son, the new research for child language acquisition come from Subject 6.
d Translating the Original Source
Translating the original source is a strategy of paraphrasing used by all subjects. Using this strategy, students could bridge their lack understanding and the rules of Standard English.
This cognitive strategy allows learners to use their own native language as a basis for understanding the new vocabularies or words in the second foreign language. Since all the
subjects are not English native, this strategy is very helpful in transforming the source idea.
For subjects who have low quality paraphrasing, Subject 7 and Subject 8, translating seemed to be the main strategy to paraphrase after reading the original quotation. Subject 7 for
example, when the researcher revealed her first strategies used in paraphrasing, she admitted to translate the original sentences first to Bahasa Indonesia than she paraphrased it still in Bahasa
Indonesia. To make English paraphrasing, off course, she just definitely translated her paraphrase she already did in Bahasa Indonesia to the target language English.
The first thing I did in paraphrasing was translating the sentence into Bahasa Indonesia than paraphrase it also in Bahasa Indonesia. After that to have English
paraphrasing, I directly translated my paraphrased sentence in Bahasa Indonesia to English Subject 7
e Summarizing the Original Source
As one of paraphrasing strategies, summarizing the original source was conducted to reduce or to simplify the original source and to capture the gist or idea of the paragraph. After
analyzing the key information and difficult vocabulary in task 1, Subject 2 directly reduced or simplified the original source.
To make it simple, this sentence emphasized on how the increase of children’s vocabulary increased day by day to be combined into a sentence. So it can be written as
the child acquisition can be seen by their development on vocabularies day by day Subject 2.
This strategy, however, was not widely used by the subject. They prefer to translate the original sentences in order to uncover the ideas of sentence rather than to summarize. Only
Subject 5 and 7 applied this strategy to paraphrase. 3
Compensation Strategies
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
