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This study aims to examine the application of artificial intelligence (AI) in learning to write scientific papers and its impact on the level of originality of students in the Indonesian Language and Literature Education Study Program (PBSI) Semester VI at Bina Bangsa University. This study uses a qualitative method with a descriptive approach, which was conducted through reference searches and interviews with 30 of the total 35 students. The results of the study indicate that AI is utilized functionally as an aid in the writing process, such as compiling outlines, paraphrasing, developing ideas, and reviewing writing. Based on the interview results, the use of AI platforms is dominated by Chat GPT at 50%, followed by Perplexity at 27%, and Gemini.ai at 23%. These findings indicate that students do not rely on a single platform, but rather utilize various technologies adaptively according to their needs. In terms of discussion, the use of AI has a positive impact in the form of improved writing quality, time efficiency, development of creative ideas, increased digital literacy, and the provision of instant feedback. However, there are also challenges that arise, such as the potential for decreased originality, dependence on AI, the risk of violating academic ethics, information bias, and data privacy issues. Therefore, AI should be used as a tool, not a substitute for students' critical thinking skills. This research emphasizes the importance of using AI wisely, critically, and responsibly so that students can produce original, high-quality, and integrated scientific work in the digital age.

This study examines how Grammarly AI helps students improve their writing and avoid plagiarism in digital learning. As more academic work is done online, students need quick and clear feedback to guide their revisions. This research focuses on students’ perceptions of Grammarly and how they respond to its feedback. A survey was conducted with 30 university students using Likert scale and open-ended questions. The results show that most students find Grammarly helpful for correcting grammar, improving clarity, and motivating them to revise their writing. Students also reported that the paraphrasing and similarity checking features help them maintain originality and understand academic integrity better. These findings are supported by the Technology Acceptance Model (TAM), which explains that students respond positively when a tool is useful and easy to use, and by feedback theory, which highlights how learners process corrective input. Overall, this study concludes that Grammarly functions not only as an error-correction tool but also as a learning support system that strengthens writing skills and promotes responsible writing practices in digital environments.

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

This study explores the psycholinguistic processes underlying foreign language sentence production, focusing on how EFL learners transform thoughts into spoken language. Using a qualitative phenomenological approach, twelve English Education students from a university in Medan participated in speaking tasks, think-aloud protocols, and semi-structured interviews. Thematic analysis revealed three major processes: cognitive planning and conceptualization, lexical retrieval and formulation, and monitoring and repair in speech. Learners experienced high cognitive load due to limited working memory, leading to pauses, reformulations, and simplifications during speaking. To cope, they employed compensatory strategies such as segmentation, paraphrasing, and self-correction to maintain communication flow. The findings indicate that fluency and accuracy depend on the balance between linguistic knowledge and cognitive capacity. This study contributes to psycholinguistic understanding by illustrating how thought, language, and cognition interact in real-time sentence production and provides pedagogical implications for promoting automaticity and cognitive awareness in EFL speaking instruction.

This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

Instagram allows users to include captions of up to 2,200 characters beneath posted visual content, including images and videos. These captions provide a space for users to offer explanations, contextual information, or personal viewpoints related to the accompanying visuals. This research analyzes the English translation of people-pleasing behaviors mentioned in Tom Lembong’s Instagram caption. In the target language (English), there are two linguistic units: “reluctance to offend” and “fearing to offend.” These two translation units prioritize the intended meaning over preserving the original terms, which may result in deviations from the source terminology, thereby reflecting the use of paraphrasing. The researcher hopes that the findings of this study will contribute to the field of translation, particularly to the translation of behavioral terms.

Translation has an important role in this modern era, it can help the readers or audiences from different countries understand about the meanings that want to be delivered. The purpose of this research is to analyze the translation strategies in You’ll be in my Heart Song lyrics from English into Indonesian that is on Indolirik YouTube channel. You’ll be in my heart is very popular song and it became the original soundtrack of Tarzan movie in 1999. The song has reached more famous after it is being sung by Niki for Sportify Singles. The aim of this research is to find out the translation strategies in You’ll be in My Heart song lyrics on Indolirik YouTube Channel. The researcher used descriptive qualitative as a research method to analyze the data. This research used translation strategies from Gorlee (2005). There are 4 song verses in this song lyrics that are transcribed into 55 lines of lyrics. The result of this research shows that there are 6 strategies of 7 strategies used, namely paraphrasing 27 data, specification 3 data, neutralization 3 data, information reduction 9 data, functional reinterpretation 1 datum, explication 12 data, and no data for formatting. The most strategy used is paraphrasing for You’ll be in My Heart song lyrics by Niki version on Indolirik YouTube channel.

.This study explores the strategies and challenges involved in translating English idioms into Indonesian, using the animated film Up (2009) as a case study. Idioms often carry cultural meanings that are difficult to render directly, especially in audiovisual media such as subtitles, which face spatial and temporal constraints. This research analyzes ten idioms from the film along with their Indonesian translations, identifying three main strategies applied by the translator: paraphrasing, literal translation, and substitution with equivalent idioms. The findings indicate that paraphrasing is the most frequently employed technique, effectively retaining meaning and ensuring clarity for the target audience. However, some idioms lose their original nuance or emotional impact when translated literally. This research emphasizes the crucial role of cultural sensitivity and contextual awareness in translating idioms, especially in subtitling, where clarity and naturalness of language are essential due to space and time limitations.

This study aims to analyze the methods and translations used in translating news from Al-Jazeera entitled “كولومبيا تعين أول سفير لها في فلسطين” into Indonesian with the title “Colombia elects rookie ambassador to Palestine”. The focus of the study is how semantic and communicative methods are applied by translators to convey the original meaning in different cultural and political contexts. Through a qualitative literature study approach, the author examines the elements of language, ideological media, and the structure of the translated information. The results of the analysis show that semantic methods are widely used to maintain the accuracy and ideological content of the source text, while communicative methods are applied to adjust the message to the target readers. Translation techniques such as modulation, amplification, and paraphrasing are also identified as important strategies in bridging cultural and political differences between languages. This study confirms that translating international news requires high linguistic and ideological sensitivity. Translators must understand the global context so that the message remains factual, neutral, and culturally acceptable to the target audience.

Plagiarism remains a critical challenge in academia, including in religious-based educational institutions like Islamic boarding schools (pondok pesantren). This Community Service Program (PKM) aimed to enhance students' awareness and skills in avoiding plagiarism through scientific writing ethics training at Miftahul Khaer Islamic Boarding School. The method employed capacity building via interactive workshops covering plagiarism definitions, types, impacts, citation techniques (APA Style), paraphrasing, and plagiarism detection tools (e.g., Turnitin). Post-training evaluations revealed significant improvements: participants’ understanding of plagiarism rose from 14.3% to 74.3%, with average comprehension scores increasing from 2.97 to 4.76. Knowledge of plagiarism types achieved an average score of 4.51, though technical proficiency with detection tools remained lower (score: 3.14). Despite internet connectivity limitations, printed learning materials ensured training effectiveness. The initiative successfully fostered an ethical academic culture, with recommendations for sustained programs integrating practical case studies, digital tools, and curriculum integration to strengthen academic integrity in the pesantren environment.

The translation of idioms is one of the most challenging aspects of translation, as their meanings often differ from the literal interpretation of their components. This study analyses the translation of idioms in Adele's album 21 as translated by Tribunnews, focusing on the strategies employed using Mona Baker's (2011) translation theory. A total of 26 idioms were identified and examined to determine the methods used to adapt them into Indonesian. The results show that paraphrasing was the most frequently used strategy, applied to 13 idioms, followed by other strategies such as omission and using an idiom with similar meaning and form. The frequent use of paraphrasing indicates an effort to retain the meaning and emotional impact of the text while ensuring cultural relevance for the target audience. This research highlights the complexities of idiom translation in artistic works and contributes to a deeper understanding of idiom translation strategies in the media.

This study investigates the application of David B. Resnik's ethical principles—honesty, objectivity, integrity, carefulness, and openness—in academic writing and research among students. Utilizing a mixed-methods approach, surveys and student paper analyses were conducted to measure awareness, adherence, and challenges. The results indicate that 95% of students are aware of general ethical principles in academic writing, yet only 70% are familiar with Resnik’s specific framework, leaving 30% unaware of these detailed concepts. Regarding practice, 100% of respondents consistently cited sources correctly, but 66% admitted to paraphrasing without proper attribution, showing gaps between ethical knowledge and application. Challenges identified include maintaining honesty (51%), avoiding plagiarism (29%), ensuring openness (11%), and minimizing bias (9%), often influenced by external pressures and resource limitations. To address these issues, students suggested practical solutions such as workshops, seminars, and digital guides to enhance understanding and compliance with ethical standards. This study emphasizes the importance of ethics education, institutional policy enhancements, and accessible resources to strengthen the implementation of academic integrity, bridging the gap between awareness and consistent ethical practice.

Utilization of Artificial Intelligence-Based Paraphrasing Improves Efficiency of Student Assignment Completion in Surabaya. In this era of over-evolving technology, artificial intelligence technology (AI) has made significant contributions in various fields, including education. One potential implemantation of artificial intelligence technology is an automated AI-based online paraphrasing tool in education 4.0 era. This research aims to examine the effectiveness of using AI-based online paraphrasing in improving the efficiency of student assigntment completion in Surabaya. The research metodolgy involved a survey with student from various universities in Surabaya with a descriptive approach technique. The results show that the use of AI-based online paraphrasing tools can significantlu reduce the time needed to complete assignments without reducing the quality of the content. This tools helps students to understand the material, develop writing skills, and avoid plagiarism. This research result is expected to encourage the use of digital technology in the learning process, which is expected to improve academic productivity. Thus, AI-based online paraphrasing tools can be part of a more modern and effective learning strategy.

Inner conflict is a conflict experienced by humans with themselves or commonly referred to as an individual's internal problems. Conflict is something unpleasant that occurs or is experienced by story characters. If the character has the freedom to choose, he will not choose the events/conflicts that happen to him. This study aims to analyze the inner conflicts experienced by Mentari figures in the pictorial book “Hari Ini atau Esok” by Astrid Savitri. The analytical knife uses the theory of Kurt Lewin's approach. This research focuses on the inner conflicts experienced by Mentari characters in the pictorial book. The method used in this study is a qualitative descriptive method by collecting data in the form of written words which will then be followed by an analysis that has a connection with the context of the character's inner conflict. Data collection was carried out by reading and then paraphrasing sentences about the inner conflict of indecision experienced by Mentari  figures in the Pictorial Book. The results of this study indicate that there is an inner conflict experienced by the main character named Mentari. Mentari figures in the process of his life he has gone through 3 forms of inner conflict, namely: 1.) Approach-approach conflict, 2.) Avoidance-avoidance conflict, 3.) Approachavoidance conflict ).  

Many researchers, including lecturers, teachers, students, and the general public, have adopted apps to help them write articles. Students are currently expected to produce scientific articles published in accredited journals or respected international journals as part of their final assignment. However, from the observations of the service team, there are several problems faced by the service partners, especially MPI students. They have difficulty preparing scientific article manuscripts and are less familiar with applications that can speed up the preparation process. To overcome this, the service was carried out through lecture, discussion, and mentoring methods using service-learning, which involved pre-implementation, implementation, and post-implementation stages. The results of this service showed that the training provided participants with understanding and knowledge about using the Perplexity application as a tool to speed up the preparation of articles and paraphrasing to avoid plagiarism. This is evident from the comparison of the participants' pre-test and post-test results before and after the training.  

This study aims to (1) explain the writing skills of class XI students at SMAN 4 Binjai before using the paraphrase technique, (2) explain the writing skills of class XI students at SMAN 4 Binjai after using the paraphrase technique, (3) describe the influence of paraphrasing techniques on the ability to write scientific papers at SMAN 4 Binjai. The method that used in this study is an experimental method with a one group pre-test post-test design. The population used in this study included all 170 students in class XI IPA at SMA Negeri 4 Binjai and the sample in this study was students in class XI IPA 1 with a total of 35 students. Data analysis techniques that researchers use to support this research are quantitative data by testing analysis requirements, homogeneity tests, and hypothesis testing. The results showed that the average results of students' paper writing skills before using the paraphrasing technique had a score of 53.97. For the average value obtained by students after using the paraphrasing technique, they obtained a score of 82.62 and belonged to the good category. Overall it can be concluded that teaching by using the paraphrasing technique has a positive effect on the ability to write scientific papers in class XI students of SMA Negeri 4 Binjai.  

Writing scientific papers is one of the most significant things a teacher can do, especially if they want to advance to functional positions. However, producing scientific papers is a barrier for many teachers, leading to teachers engaging in dishonest behavior while writing scientific papers. The goal of this service is to organize socialization, training, and mentorship for SD Negeri 4 Kedoyo instructors on the importance of ethical issues and codes of ethics in scientific paper writing. This service's implementation is divided into three stages: pre-implementation, implementation, and post-implementation. As a result of this activity, socialization, training, and support in scientific writing with three primary resources, namely plagiarism, paraphrasing approaches, and reference managers, have been implemented. The post-test questionnaire score increased by 42.67% for the plagiarism indicator, 43.18% for the paraphrasing technique indicator, and 47.74% for the reference manager indicator, indicating an increase in SD Negeri 4 Kedoyo teachers' knowledge and understanding of literacy violations, ethics, and the code of ethics in writing scientific papers.