Minimizing Plagiarism of Undergraduate Students’ Thesis Proposal by Using Quillbot Paraphraser
DOI:
https://doi.org/10.35877/454RI.eduline4070Keywords:
Plagiarism, QuillBot, ParapharasingAbstract
This qualitative study investigates how undergraduate students use the QuillBot Paraphraser to minimize plagiarism in the process of writing their thesis proposals. Conducted in December 2024 at the English Education Department of STKIP YPUP Makassar, the research employed purposive sampling to select five students who were actively working on their proposals and had prior experience using QuillBot. Data were collected through semi-structured interviews and supported by document analysis using Turnitin plagiarism reports. The findings revealed that students generally follow a structured paraphrasing process. Students reported significant improvements in sentence structure, vocabulary use, and a noticeable reduction in similarity percentages on Turnitin. The study concludes that QuillBot can effectively support the minimization of plagiarism and improvement of academic writing quality.
References
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Zhou, J., & Bhat, S. (2021). Paraphrase generation: A survey of the state of the art. In Proceedings of the 2021 conference on empirical methods in natural language processing (pp. 5075-5086).
Zuhri, N. A., Salija, K., & Sakkir, G. (2022). THE IMPACTS OF SPEAKING ANXIETY ON STUDENTS’LEARNING PROCESS. Journal of Technology in Language Pedagogy (JTechLP), 1(3).
Chui, H. C. (2022). The QuillBot Grammar Checker: Friend or Foe of ESL Student Writers? Journal of Creative Practices in Language Learning and Teaching, 10(1), 10-31. Retrieved from https://cplt.uitm.edu.my/v1/images/v10n1/Article2.pdf
Creswell, J. W. (2012). Research Design Pendekatan Kuantitatif, kualitatif, dan mixed. Yogyakarta: Pustaka Pelajar.
Dewi, U., Hasanah N., Julaika S., & Sambas E. C. M. (2024). Using QuillBot Paraphraser in EFL Writing: The Effectiveness from Students' Perceptions. English Journal for Teaching and Learning Vol. 12 No. 01 June 2024.
Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65-78.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications. Pearson
Haryoko, S., Bahartiar, B., & Arwadi, F. (2020). Analisa Data Penelitian Kualitatif: Konsep, Teknik, Prosedur Analisis (2020).
H??ng, N. T. (2022). S? d?ng công c? di?n gi?i tr?c tuy?n nh?m c?i thi?n k? n?ng vi?t lu?n cho sinh viên khoa Qu?c t?, Tr??ng ??i h?c Giao thông v?n t?i. T?p chí Giáo d?c, 22(23), 37-41. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/604
Junaidi, M., Hisbullah, M., Burhanudin, M. I., Hovia, B. S., & Azizurrohman, A. (2022). Learners’ Engagement and Perception on Corrective Feedback of Online Tools Towards Students’ Essay Writing in EFL Context. Humanities: Journal of Language and Literature, 9(1), 175-189. doi: https://doi.org/10.30812/humanitatis.v9i1.2401
Khaled, F., & Al-Tamimi, M. S. H. (2021). Plagiarism detection methods and tools: An overview. Iraqi Journal of Science, 2771-2783.
Khalil, M., & Er, E. (2023). Will ChatGPT get you caught? Rethinking of plagiarism detection. arXiv preprint arXiv:2302.04335.
Miranda, D. (2022). The Impact of Paraphrasing Tools on Students Paraphrasing Skills (Doctoral dissertation, UIN Ar-Raniry).
Muis, S., Salija, K., Nur, S., & Sakkir, G. (2023). Translanguaging in EFL Classroom at A Private University in South Sulawesi. EduLine: Journal of Education and Learning Innovation, 3(3), 396-406.
Nunan, D. (Ed.). (2003). Practical English language teaching. New York: McGraw-Hill Education.
Nurmayanti, N., & Suryadi, S. (2023). The Effectiveness of Using QuillBot in Improving Writing for Students of English Education Study Program. Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 8(1), 32-40.
Nurrahmi, N., Muhayyang, M., & Sakkir, G. (2022). STUDENTS’PERCEPTION OF THE USE OF SOCIAL MEDIA FOR LEARNING ENGLISH DURING COVID 19 PANDEMIC. Journal of Technology in Language Pedagogy (JTechLP), 1(4), 470-486.
Rahman, H., Sakkir, G., & Khalik, S. (2021). Audio-Lingual Method to Improve Students’s Speaking Skill at Smp Negeri 1 Baranti. La Ogi: English Language Journal, 7(1), 31-40.
Sakkir, G., Dollah, S., & Ahmad, J. (2022). Students’ perception of the presentation activities in online speaking class. EduLine: Journal of Education and Learning Innovation, 2(3), 255-260.
Sentleng, M. P., & King, L. (2012). Plagiarism among undergraduate students in the Faculty of Applied Science at a South African higher education institution. South African Journal of Libraries and Information Science, 78(1), 57-67.
Sulaiman, M. R., Korompot, C. A., & Sakkir, G. (2024). IMPROVING STUDENTS’SPEAKINGSKILL THROUGH QUESTIONING TECHNIQUES. International Journal of Business English and Communication, 2(4), 108-114.
Usman, R. (2015). Penggunaan metode parafrase untuk meningkatkan kemampuan menulis parafrase puisi ke prosa terhadap hasil belajar siswa kelas II SMP Al-Ittihat Pekanbaru. Sorot, 10(2), 169-178.
Yang, Q., Huo, Z., Shen, D., Cheng, Y., Wang, W., Wang, G., & Carin, L. (2019). An end-to-end generative architecture for paraphrase generation. In Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP) (pp. 3132-3142).
Zhou, J., & Bhat, S. (2021). Paraphrase generation: A survey of the state of the art. In Proceedings of the 2021 conference on empirical methods in natural language processing (pp. 5075-5086).
Zuhri, N. A., Salija, K., & Sakkir, G. (2022). THE IMPACTS OF SPEAKING ANXIETY ON STUDENTS’LEARNING PROCESS. Journal of Technology in Language Pedagogy (JTechLP), 1(3).
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Published
2025-06-30
How to Cite
Wahyuni, S., Dollah, S., & Amin, F. H. (2025). Minimizing Plagiarism of Undergraduate Students’ Thesis Proposal by Using Quillbot Paraphraser. EduLine: Journal of Education and Learning Innovation, 5(3), 343–352. https://doi.org/10.35877/454RI.eduline4070
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