scholarly journals PERSEPSI MAHASISWA PRODI PENDIDIKAN BAHASA INGGRIS UIN AR-RANIRY TENTANG PLAGIARISME TUGAS KULIAH

2018 ◽  
Vol 18 (2) ◽  
pp. 205
Author(s):  
Syamsul Bahri ◽  
Ika Kana Trisnawati
Keyword(s):  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
English Language ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Campus Policy ◽  
The University

This study aimed to investigate the student perceptions of plagiarism and the reasons that led to plagiarism in the students’ assignments. The population of the study included the students of English Education Department at UIN Ar-Raniry Banda Aceh, with 166 students randomly selected as the sample. Questionnaire was used as the instrument for collecting data. The data were then analyzed with the SPSS in order to obtain their descriptive statistics. The results of the study showed that there were various students’ perceptions about the notion of plagiarism and the underlying reasons for their plagiarism. It was generally understood that plagiarism wa the use of words/ideas of others recognized as one’s own. Further, the major causes of plagiarism in the assignments were due to lack of English language skills and lack of time management. In addition, the behaviors of lecturers and the university involvement in socializing the concept of plagiarism also became the causes for the higher proportion of academic dishonesty among the students. These findings are expected to be the input for the creation of campus policy so that academic integrity and better lecture system can be achieved in any university.

scholarly journals The Access to and Use of ICT in Learning English: A Case of University Students

2021 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Cici Adeliani ◽  
Alamsyah Harahap ◽  
Dedi Sofyan ◽  
Ildi Kurniawan ◽  
Azhar Aziz Lubis
Keyword(s):  
English Language ◽  
English Education ◽  
Language Skills ◽  
Sampling Technique ◽  
Study Program ◽  
Sequential Mixed Methods ◽  
Education Study ◽  
The University ◽  
English Students ◽  
English Language Skills

This research aimed to find out the students’ access to ICT application and how far ICT application helps students in mastering English language skills faced by English students of English Education Study Program at the University of Bengkulu in the 2020/2021 academic year. This research was an explanatory sequential mixed methods design. The population of this research was English students of English Education Study Program at the University of Bengkulu. The sample of this research was selected by using purposive sampling technique, totaling 80 students for questionnaire and 24 students for interview. The data were collected by using questionnaire and interview. The instruments were consisted of 15 items adapted from Dang Hoang Tri and Nhung Hong Thi Nguyen (2014). This research used Microsoft Excel to analyze the data.  The result of this study showed that students access 15 ICT applications in English learning. Also, researcher found that the majority of students have positive perception towards ICT application can help students in mastering English language skills.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

scholarly journals Academic integrity of university students during emergency remote online assessment: An exploration of student voices

2021 ◽  
Vol 6 ◽  
Author(s):  
Anne H. Verhoef ◽  
Yolandi M. Coetser
Keyword(s):  
University Students ◽  
South African ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
Online Assessment ◽  
Student Voices ◽  
Online Assessments ◽  
African Context ◽  
Feeling Overwhelmed

Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.

Academic Integrity

2017 ◽  
pp. 306-326
Author(s):  
Mingsheng Li
Keyword(s):  
Language Proficiency ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Academic Integrity ◽  
Group Discussion ◽  
University Graduates ◽  
Situational Variables ◽  
Student Plagiarism ◽  
Language Writing ◽  
The University

Student plagiarism is a pervasive issue at all levels of study in Higher Education Institutions (HEIs) around the world. Plagiarism is considered as a cultural phenomenon and students from certain cultures are often stereotyped as ‘persistent plagiarists'. This chapter reports the findings of a research project and examines the issues of academic dishonesty reported by Chinese students in New Zealand universities. Four lecturers and six university graduates participated in the interviews and the focus group discussion. The study has identified seven forms of disguised plagiarism deriving from four interrelated variables: inadequate language proficiency, lack of discipline knowledge and conventions, issues of assessment, and situational variables. The university is morally responsible to teach the students the concept of Academic Integrity (AI) and plagiarism, discipline conventions and rules of games in academic writing, and develop their language, writing, and research skills to help them avoid the traps of plagiarism.

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

scholarly journals Student Perceptions of the Importance of Athletic Teams in Creating Soft Skills: The Case of Rodeo

2018 ◽  
Vol 8 (4) ◽  
pp. 52
Author(s):  
Ben Walker ◽  
Joey Mehlhorn ◽  
Sandy Mehlhorn ◽  
Rachna Tewari ◽  
Philip Smartt
Keyword(s):  
Student Perceptions ◽  
Time Management ◽  
Positive Impact ◽  
Full Time ◽  
Student Athlete ◽  
Negative Effects ◽  
Grade Point ◽  
University Of Tennessee ◽  
Athletic Teams ◽  
The University

Being a collegiate student athlete is known to be more difficult and hindering on grade point averages then being the typical full-time student. However, it is also thought that being a part of a team can help improve communication skills and thus, assist in receiving a job or simply be more organized in life’s day to day activities. This study surveyed alumni and current members of the University of Tennessee at Martin Rodeo Team on their views of how being a student athlete affected their college experience. In this survey, 77 participants were asked questions about the social, academic, and athletic views on being a student athlete at the University of Tennessee at Martin. Another extension to this survey is to show the positive and/or negative effects athletic teams bring a university. This survey questioned athletes on why they chose the university and if they if they perceived being part of the team helped them succeed in future careers. The study gave insight on how student athletes experience college and how universities can help improve the student athlete experience. The study revealed that rodeo had a positive impact on student time management skills and ability to work with others. Results show that a majority of survey participants had a positive and valuable experience being a student athlete at the University of Tennessee at Martin. 

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals RESEARCHING STUDENTS’ ORAL PERFORMANCE: What’s wrong with their use of grammar, vocabulary and pronunciation?

2019 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Amiruddin Amiruddin
Keyword(s):  
Public Speaking ◽  
English Education ◽  
Native Speakers ◽  
Oral Performance ◽  
Education Department ◽  
Speaking Test ◽  
Verb Agreement ◽  
The Third ◽  
Speaking Performance ◽  
The University

This study was conducted to investigate errors in oral performance among the third year English Education Department students of UIN Ar-Raniry. It was aimed at two folds of research objectives. First, it sought to investigate the most frequently-committed error of the third year English Education Department students of UINAr-Raniry. Second, it attempted to identify the causes of students’ errors in their oral performance. This study employed qualitative research methods. The participants of this study were 20 students registering in Public Speaking Course. To investigate the students’ errors, a speaking test was used as a research instrument. The test was in the form of individual speaking performance on a topic of “Do we need native speakers in our Tarbiyah Faculty?” The participants were required to speak about the issue, which lasted for 10 minutes each. 20 oral performances were transcribed to enable the analysis of the errors. To analyze the student’s oral performance errors, the content analysis was used. This process was followed by analyzing the different aspects of language: grammar, pronunciation, and categories of error causes in communication. The results revealed that puzzling vowel insertion was the most commonly committed error (316/62.7%) compared to shifts in tense (10/2.0%), word order (19/3.8%), subject verb agreement (14/2.8%), and case of referent (15/3%). These errors were identified to have been caused by interlanguage factor. In an effort to respond to these compelling issues in the students’ speaking performance, lecturers who teach English at the University are required to give their maximum attention in order to improve their students’ oral performance.

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