Students’ Perception of Plagiarism in Academic Writing Class: A Case Study

Salma Yonalia Hasna, Joko Nurkamto, Hefy Sulistyawati


This article explored undergraduate students’ perceptions toward plagiarism and undergraduate students’ strategies to prevent plagiarism in academic writing class. The participants of this study were fifth-semester students in article writing class. The researcher collected the data from questionnaire and interview. Drawing upon the evidence from the individual interview with nine students, the present study identified students’ perceptions toward plagiarism and their strategies to avoid plagiarism in academic context writing. All of the students had the same perception of plagiarism. They believed plagiarism is an unacceptable and illegal action because it took someone’s idea and works without citing its source and recognized them as their own. From this perception, students did some strategies to avoid plagiarism in their writing. Students used quotation marks for direct quotations, cited the sources, and paraphrased the sources to avoid plagiarism. The students paraphrased more often when they found the sources. However, the students had a misunderstanding about paraphrasing with changes in word choices, and grammar did not include plagiarism. This research may help other researchers to conduct a similar study with deeper information and larger participants.


Academic writing; perceptions; plagiarism.

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