Available online at http://journal.um.ac.id/index.php/jph
ISSN: 2338-8110 (print)/2442-3890 (electronic)
Reasons for English Undergraduate Students to Plagiarize
Dwi Puji Septiarini, Muhammad Adnan Latief, Suharmanto English Language Teaching-Universitas Negeri Malang Jl. Semarang No.5 Malang 65145, Indonesia. E-mail: dwipijiseptarini@gmail.com
Abstract:
Plagiarism is associated with a form of research misconducts that falsify another’s concepts, opinions, or words and recognize it as private property without giving proper citation of the original source. This article is a part of a larger study on English undergraduate students’ attitude toward plagiarism which emphasize on the main reasons that might appear for doing plagiarism. This study was conducted at universities in Malang. The data comes from English undergraduate students’ questionnaires.
The result shows that the students present their confusion in determining their attitude toward plagiarism. This confusion were at least associated with two main reasons; external and internal factors.
Further, recommendations for universities are provided.
Key Words: plagiarism reason, undergraduate students, reasons, universities in Malang
Abstrak:
Plagiarisme merupakan salah satu bentuk pelanggaran dalam pemalsuan ide atau kata-kata seseorang yang selanjutnya diklaim sebagai hasil karya pribadi tanpa memberikan pengakuan sebagai sumber asli. Artikel ini merupakan penjabaran dari penelitian utama, yaitu sikap mahasiswa jurusan bahasa Inggris terhadap tindakan plagiarism. Penelitian ini berfokus pada alasan utama yang mungkin muncul ketika mahasiswa melakukan plagiarism. Penelitian dilakukan di beberapa universitas di Malang. Data didapatkan dari angket mahasiswa. Hasil menunjukkan bahwa mahasiswa mengalami kebingungan dalam menentukan sikap mereka terhadap kasus plagiarism. Kebingungan ini dikaitkan dengan dua
alasan utama, faktor eksternal dan internal. Selanjutkan, peneliti memberikan rekomendasi untuk universitas. Kata kunci: alasan plagiarisme, mahasiswa sarjana, universitas di malang
Randomized Group Vs Heterogeneous Group in Developing EFL Argumentative Essay
Joni Alfino1, Mohammad Adnan Latief2, Utami Widiati2, and Ali Saukah2
Abstract
A theory states that writing is a complicated task and highly complex skill. This theory supports a research finding saying that writing is considered difficult by most of students. Pair work is considered to be able to help EFL students to minimize their problem in EFL writing. This study was intended to compare which group performed the higher score in developing an argumentative essay. There were 23 students (randomized group) and 23 students (heterogeneous group) as the subjects of this study. Before the two groups experienced the treatment, the groups were given a pre-test to see the homogeneity of the groups. The instrument used in this study was
a writing test adapted from IELTS test. The result showed that the subjects in subjects in randomized group (M = 68.87, SD = 13.815) performed better significantly than those in heterogeneous group (M = 57.13, SD = 11.190). Based on the result, randomized group technique is recommended to be employed in EFL writing class.
Reading Dynamic Patterns of Silence as a Communication Strategy and Impediment in the EFL Classroom Interaction
International Journal of Instruction October 2019 ● Vol.12, No.4
e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X
pp. 183-200
Eka Fadilah (Post Graduate Student of English Education and Teaching, Universitas Negeri Malang, Indonesia, mref3k4@gmail.com)
Utami Widiati (Universitas Negeri Malang, Indonesia, utami.widiati.fs@um.ac.id)
Mohammad Adnan Latief (Universitas Negeri Malang, Indonesia, a.adnanlatief@gmail.com)
This study aimed to investigate the dynamic patterns of two concepts of silence explicated as a communication strategy and impediment in a task-based instruction. A novel approach, Retrodictive Qualitative Modeling (RQM) tied in a Dynamic System Theory (DST), was utilized to identify learners’ archetypes, to highlight the dynamic patterns underlying their silence, and to unveil the factors affecting the two concepts as dynamic signatures. Of eighteen learners of English department, we took three participants relying on their salient archetypes. Those participants were nominated based on the Focus Group Discussion (FGD) encompassing three lecturers. Furthermore, a stimulated recall interview was carried out on the three participants to get overarching factors affecting their silence. The results revealed twofold: (1) the participants’ dynamic patterns of classroom trajectory explicating the variability of elements underlying the learners’ silence vary across the learners’ archetypes, (2) signature dynamics modeled manifest and distinguish the two concepts of silence. The implication of this study entails the EFL lecturers to have a background knowledge in distinguishing the two concepts of silence that encompass dynamic and fluctuative signature dynamics of motivation, cognition, English proficiency, positive and negative emotions interacting with the classroom contexts. Likewise, further study might provide more overarching factors underlying those two concepts of silence to provide a finer-grained result delineating such concepts.
Keywords: silence, classroom interaction, retrodictive qualitative modeling, communication strategy, EFL
EFL Learners’ Self-regulated Learning in a Technology-Mediated Language Learning Setting
International Journal of Innovation, Creativity and Change. www.ijicc.net
Volume 10, Issue 10, 2020
Yusup Supriyonoa, Ali Saukahb, M. Adnan Latiefc, Utami Widiatid, Nunung Suryatie, aUniversitas Siliwangi, b,c,d,eUniversitas Negeri Malang
This study is aimed at investigating self-regulated learning when technology-mediated learning occurs in the EFL classroom. Online Likert-scale questions by Lai and Gu, (2011) and technology acceptance model by Fred Davis & Venkatesh (1996) were administered to 102 EFL learners of a higher education institution in Indonesia to acquire data of self-regulated learning and the participants’ technology acceptance. Using correlation analysis, it is revealed that there is significant correlation between technology acceptance and self-regulated learning and there are variations of use of technology on the aspects of self-regulated learning in terms of goal commitment, metacognitive, affective, social, resource, and culture. This study is expected to contribute to the development of theories about integration of technology into language learning and self-regulatory skills in education field