STUDENTS’ PERCEPTION OF PARAPHASING IN WRITING: COGNITIVE, AFFECTIVE AND CONATIVE
AbstractThis study aimed to find out students’ perception of paraphrasing by seeing cognitive, affective, and conative aspects. It involved 20 English students who had taken an academic writing course in the year 2020/2021 in one of private universities of Yogyakarta. By carrying out a descriptive quantitative design, the questionnaire was used to gain the data. The result showed that the students had a good knowledge of paraphrasing. It shows 80.7% related to the cognitive aspect. They comprehend the concept of paraphrasing as rewriting and technique to avoid plagiarism in writing. In the affective aspect, the majority of students (79%) were influenced by their emotions to paraphrase text. The students’ feeling has correlation with the affective values that give impacts to the how students write the paraphrase. Furthermore, the conative aspect had a percentage of 76.8% which showed students' attitude of paraphrasing. This aspect has affected students’ performance on paraphrasing constantly in their writing. Thus, it is essential to familiarize paraphrasing skills to enhance student’s quality in writing.