Academic dishonesty becomes a big concern for the lecturer when it is dealing with the assessment which is done by the students. The suspicious address to students whether they really do their assessment or have practice the act of dishonesty such as cheating or copying from other fellow students or resources. Thus the research was conducted to find out how students do their learning assessment and project. The research was conducted in descriptive design where the sample covers 156 students of English Department of Universitas Pamulang. The data was collected using questionnaire and was analyzed in descriptive statistic. The research found that the some students do not really know what sort of things which is classified as plagiarism or academic dishonesty. They think that taking the ETODA information from the internet is allowed. The act of kindness as helping the friend is another reason found in doing academic dishonest. The research also found that the students have done the act of academic dishonest often and have never been caught by the lecturer.
This research was conducted to increase students' writing ability and motivation using cooperative and collaborative learning. It was aimed to reveal; 1) To what extent cooperative and collaborative learning can improve students’ writing ability? 2) How is students’ motivation in writing lesson after implementing the cooperative and collaborative learning? 3) What are factors that influence the improvement of ability and motivation of students in writing? The research was conducted using classroom action research design and the data were divided into qualitative and quantitative data. Qualitative data were taken from observation, questionnaire and interview while quantitative data were taken from writing assignment and test. Thus, it was found that students’ writing ability and motivation was increased after using cooperative and collaborative learning. The factors that influenced the improvement were classroom activities, classroom management and lecturer’s strategy in teaching. Keywords: Cooperative and Collaborative Learning, Motivation and Writing
This research aims to describe the subject-object and writer-reader positions in the short story "Sepasang Mata Dinaya yang Terpenjara" by Ni Komang Ariani. This research is qualitative descriptive research. The subject of this research is the storyteller, who is the one who tells the story to the reader. The object of this research is how Diyana's position as a child from childhood has been positioned as a person who only accepts reproaches from her mother without resistance and how her position in her husband's eyes is not considered her presence. This research data was collected by analyzing short stories published in Kompas newspaper on May 20, 2010, using Sara Mills' critical discourse analysis. This research's instrument is the researcher who captures the language style conveyed in the short story. The results of this study show how the subject-object position in the story where the object of the story is more likely to accept her condition, although there is a little resistance but only in his mind. While the subject-object position here is that the subject leads the reader to accept the author's ideas and sympathize with the object.
This Community Service Activities (PKM) in Madina Zone, Jampang English Village, Jampang Bogor aims to improve students' speaking ability in English in public. This PKM uses English speaking training methods using Drama training medium by involving 30 respondents from the elementary or junior high school students who are from several elementary to junior high school students scattered in the Madina JEV Zone area. From the results of this PKM activity it was found that the English language training method with a mentoring approach, technical training in role playing and the practice of drama entitled "Red Riding Hood" had a positive impact on students' confidence and comfort in speaking English in public.
Debaters need to plan, speak fluently, and think critically during a debate. However, a common error occurs during debates known as slips of the tongue. They are caused by nervousness, tension and unpreparedness. This research aimed to identify types of slips of the tongue and their units of error through a descriptive qualitative study. The data were collected from the video recording of an English Debate Competition at a university. The data were analyzed using two theories by Gleason and Ratner Click or tap here to enter text.and by DardjowidjojoClick or tap here to enter text. to investigate units of error in slips of the tongue. The second theory was presented by Altiparmak and Koruoglu which described nine types of slips of the tongue: shifts, exchanges, anticipations, persistence, additions, deletions, substitutions, blends, and deviations. There were 78 data points found in slips of the tongue - 39 units of error and 39 types of error. The units of error found in slips of the tongue were 11 distinctive feature errors, 9 syllable errors, 6 phonetic segment errors and 14 word errors. Types of the slips of the tongue were 15 deletions, 9 substitutions, 11 blends, and 4 deviations. Keywords: Debate, Slips of Tongue, Unit of Error
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