STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING
This qualitative study investigates students’ perceptions about paraphrasing and their cognitive and meta-cognitive processes in paraphrasing. Four Indonesian advanced EFL students enrolled in Applied Linguistics course of a graduate program in English Language Teaching of a state university in Mala...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2013-07-01
|
| Series: | TEFLIN Journal |
| Subjects: | |
| Online Access: | http://journal.teflin.org/index.php/teflin/article/view/323/262 |
| _version_ | 1818878290302074880 |
|---|---|
| author | Beleven Khrismawan Utami Widiati |
| author_facet | Beleven Khrismawan Utami Widiati |
| author_sort | Beleven Khrismawan |
| collection | DOAJ |
| description | This qualitative study investigates students’ perceptions about paraphrasing and their cognitive and meta-cognitive processes in paraphrasing. Four Indonesian advanced EFL students enrolled in Applied Linguistics course of a graduate program in English Language Teaching of a state university in Malang were voluntarily willing to participate in thestudy. These four subjects did a paraphrasing task requiring them to do concurrent verbal reports whileparaphrasing three sentences and one paragraph.Following this, the subjects responded to a questionnaire and then participated in a retrospective interview. The data from the questionnaires were described qualitatively, whereas the verbal reports were transcribed andanalyzed for identification of cognitive and meta-cognitive strategies based on the framework of learning strategies by Chamot and Kupper (1989). The subjects’ perceptions about paraphrasing appeared to be in line with the widely accepted definition and criteria of proper paraphrases. Additionally, the results of verbal reports show that the subjects used 21 cognitive and seven meta-cognitive strategies, reflecting the fact that most of the cognitive strategies used in the sentence level were applied in the paragraph level with some additions of strategies specific to paragraph development and synthesis such as finding the main idea and summarizing. |
| first_indexed | 2024-12-19T14:11:50Z |
| format | Article |
| id | doaj.art-c776401f6c1642e3b1180908cacc3a49 |
| institution | Directory Open Access Journal |
| issn | 0215-773X |
| language | English |
| last_indexed | 2024-12-19T14:11:50Z |
| publishDate | 2013-07-01 |
| publisher | Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
| record_format | Article |
| series | TEFLIN Journal |
| spelling | doaj.art-c776401f6c1642e3b1180908cacc3a492022-12-21T20:18:07ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2013-07-01242135157STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASINGBeleven KhrismawanUtami WidiatiThis qualitative study investigates students’ perceptions about paraphrasing and their cognitive and meta-cognitive processes in paraphrasing. Four Indonesian advanced EFL students enrolled in Applied Linguistics course of a graduate program in English Language Teaching of a state university in Malang were voluntarily willing to participate in thestudy. These four subjects did a paraphrasing task requiring them to do concurrent verbal reports whileparaphrasing three sentences and one paragraph.Following this, the subjects responded to a questionnaire and then participated in a retrospective interview. The data from the questionnaires were described qualitatively, whereas the verbal reports were transcribed andanalyzed for identification of cognitive and meta-cognitive strategies based on the framework of learning strategies by Chamot and Kupper (1989). The subjects’ perceptions about paraphrasing appeared to be in line with the widely accepted definition and criteria of proper paraphrases. Additionally, the results of verbal reports show that the subjects used 21 cognitive and seven meta-cognitive strategies, reflecting the fact that most of the cognitive strategies used in the sentence level were applied in the paragraph level with some additions of strategies specific to paragraph development and synthesis such as finding the main idea and summarizing.http://journal.teflin.org/index.php/teflin/article/view/323/262paraphrasingperceptionscognitive strategiesmeta-cognitive strategies |
| spellingShingle | Beleven Khrismawan Utami Widiati STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING TEFLIN Journal paraphrasing perceptions cognitive strategies meta-cognitive strategies |
| title | STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING |
| title_full | STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING |
| title_fullStr | STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING |
| title_full_unstemmed | STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING |
| title_short | STUDENTS’ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING |
| title_sort | students perceptions about paraphrasing and their cognitive processes in paraphrasing |
| topic | paraphrasing perceptions cognitive strategies meta-cognitive strategies |
| url | http://journal.teflin.org/index.php/teflin/article/view/323/262 |
| work_keys_str_mv | AT belevenkhrismawan studentsperceptionsaboutparaphrasingandtheircognitiveprocessesinparaphrasing AT utamiwidiati studentsperceptionsaboutparaphrasingandtheircognitiveprocessesinparaphrasing |