scholarly journals Status Hukum Ghostwriter dan Pemegang Hak Cipta dalam Plagiarisme Menurut Undang-Undang Hak Cipta

2020 ◽  
Vol 9 (2) ◽  
pp. 429
Author(s):  
Atiekah Achmad ◽  
Kholis Roisah
Keyword(s):  
Writing Skills ◽  
The Other ◽  
Additional Payment

Ghostwriting is an act by the writer intended to be used on the other party's benefit. A person who does ghostwrite is called a ghostwriter. They are an anonymous writer who wrote on behalf of other people to write what they are asked to. Ghostwriter also can be told as a paid writer, who does work to write something from people who do need their skill in writing. As a writer, the ghostwriter does not have any rights over his writings or books that are published. The rights they have merely the fee and any kind of additional payment when the profit from the book selling’s reached a certain level according to the agreement between them. Due to selling his writing skills is the same as erasing his identity as the writer. Through the approaching method, the writer aimed for the research can help others to identify or to be used as an object to identified plagiarism which is committed by the same act as in this research.  Act number 28 years 2014 is used to identify copyright violations. Due to its variant view about the legality of the ghostwriting act, the writer also applying the viewpoint few journals that have a similar problem. Ghostwriting adalah perbuatan yang dilakukan penulis untuk digunakan demi kepentingan orang lain. Pelaku ghostwriting dikenal sebagai ghostwriter. Mereka adalah penulis anonym yang menulis untuk kepentingan karya tulis milik orang lain. Ghostwriter bisa dikatakan sebagai penulis bayaran, yang bekerja dibayar bakat menulisnya untuk menuliskan sebuah karya tulis bagi yang memiliki kepentingan. Sebagai penulis, ghostwriter tidak memiliki hak atas karya ciptaannya setelah diterbitkan. Hak yang dimiliki oleh ghostwriter hanya sebatas berupa fee yang dijanjikan dan insentif tambahan apabila terdapat keuntungan dari penjualan buku yang diterbitkan mencapai suatu level tertentu sesuai dengan perjanjian yang mereka setujui. Dengan menjualbelikan keahliannya bersamaan dengan itu dia menghilangkan identitasnya sebagai pencipta. Melalui Metode Pendekatan normative-empiris yang digunakan dalam penelitian ini bertujuan agar penelitian ini dapat dijadikan acuan atau petunjuk untuk mengidentifikasi bentuk plagiarisme menggunakan jasa ghosrtwriter. Hal ini tidak hanya dijadikan acuan untuk mengidentifikasi bentuk pelanggaran hak cipta sebagai mana di dalam Undang-undang nomor 28 tahun 2014. Melalui Undang-Undang dapat diidentifikasi apakah seseorang melakukan plagiarisme dengan menggunakan jasa ghostwriter. Juga dengan alasan sulitnya perbuatan ini dikatakan sebagai pelanggaran hak kekayaan intelektual penelitian ini ditulis dengan mempelajari pendapat mengenai ghostwriting. Adanya berbagai pandangan dan kasus-kasus yang pernah ada di berbagai negara menjadi tolok ukur dalam mengidentifikasi masalah yang diangkat penulis dalam penelitian.

scholarly journals THE IMPACT OF THE ACQUISITION OF THE LETTERS IN A SYSTEMATIC LITERACY ON WRITING SKILLS

2014 ◽  
Vol 61 (1) ◽  
pp. 98-104
Author(s):  
Marija Ropič
Keyword(s):  
Key Words ◽  
Prior Knowledge ◽  
Writing Skills ◽  
The Other ◽  
Simultaneous Treatment ◽  
And Gender ◽  
The Impact ◽  
Initial Literacy

Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined. Key words: literacy, the process of acquiring letters, 2nd class, 3rd class, prior knowledge, writing skills.

scholarly journals The Effect of Schoology on the Students’ Writing Interest

2020 ◽  
Vol 7 (2) ◽  
pp. 111-129
Author(s):  
Agustin Apriliani
Keyword(s):  
Experimental Design ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Writing Skills ◽  
The Other ◽  
Teaching Writing ◽  
Test Results ◽  
Writing Ability ◽  
Media Platform ◽  
And Control

ABSTRACTThis research aimed to determine the effect of using Schoology as learning media on students’ writing interest. The research was done in a 2x2 experimental design with experimental and control classes selected as participants using purposive random sampling.  The two groups had the same writing ability but received different learning media treatments, Picture Series for the control class, and Schoology for the experimental class. The Tukey’s test results showed that qobtain between columns A1 and A2(3.46) was higher than qtable (2.92) proving that using Schoology in teaching writing was significantly different from Picture Series. On the other hand, qobtain between cells A1B1and A2B1(4.47) was higher than qtable (3.08) proving that using Schoology differed significantly from Picture Series in teaching writing for students who had high interest. Then qobtain between cells A1B2and A2B2(0.41) was lower than qtable (3.08) proving that using Schoology did not differ significantly from Picture Series in teaching writing for students who had low interest. This study concludes that learning writing skills using Schoology affects students' levels of learning interests. Schoology, therefore, could be an alternative learning media platform for teaching and learning writing skills.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran Schoology terhadap minat menulis siswa. Penelitian dilakukan dalam rancangan eksperimen 2x2 dengan kelas eksperimen dan kelas kontrol dipilih sebagai partisipan dengan menggunakan purposive random sampling. Kedua kelompok memiliki kemampuan menulis yang sama tetapi mendapat perlakuan media pembelajaran yang berbeda yaitu Picture Series untuk kelas kontrol dan Schoology untuk kelas eksperimen. Hasil uji Tukey menunjukkan bahwa qobtain antara kolom A1 dan A2 (3,46) lebih tinggi dari qtabel (2,92) yang membuktikan bahwa penggunaan Schoology dalam pengajaran menulis berbeda secara signifikan dengan Picture Series. Di sisi lain, qobtain antara sel A1B1 dan A2B1 (4,47) lebih tinggi dari qtabel (3,08) membuktikan bahwa penggunaan Schoology berbeda secara signifikan dengan Picture Series dalam pengajaran menulis untuk siswa yang memiliki minat tinggi. Kemudian qobtain antara sel A1B2 dan A2B2 (0.41) lebih rendah dari qtabel (3.08) membuktikan bahwa penggunaan Schoology tidak berbeda secara signifikan dengan Picture Series dalam pembelajaran menulis untuk siswa yang memiliki minat rendah. Penelitian ini menyimpulkan bahwa pembelajaran keterampilan menulis menggunakan Schoology berpengaruh terhadap tingkat minat belajar siswa. Oleh karena itu, Schoology dapat menjadi platform media pembelajaran alternatif untuk pembelajaran keterampilan menulis.

Normen in Schriftelijk Taalgebruik

1983 ◽  
Vol 16 ◽  
pp. 36-50
Author(s):  
Piet Van de Craen ◽  
Chantal Vertommen
Keyword(s):  
Attitude Change ◽  
Educational Psychology ◽  
Writing Skills ◽  
The Other ◽  
Invented Spelling ◽  
School Teachers ◽  
New Techniques ◽  
Educational Aims ◽  
Preliminary Results ◽  
The One

In this paper, part of the preliminary results of a spelling survey project are presented along with some general theoretical consider-ations about writing. In the first part it is argued, that until recently, spelling research had either psycholinguistic or educational aims. There is now a growing awareness of the importance of trying to incorporate various factors, originating on the one hand from psycho- and sociolinguistic research, and on the other hand from educational psychology. As a result the acquisition and development of writing skills is now looked upon from a broader angle. However, school teachers are reluctant to adopt these insights, first, because this means a radical attitude change toward the traditional idea of "writing correctly", and second, because up to now, little didactic support is offered in this respect. In the second part, part of the examination results of 664 compositions from 183 pupils from two schools, one in Louvain and one in Antwerp, are discussed. We did not just look at spelling failures but also at lexicological, morphological and syntactic shortcomings. Moreover we looked at the teacher and the didactic methods. The general results are discussed, as well as certain details such as the dropping of the final -n, letter changes and verb ending in the simple present. Apart from differences between the schools, there are a number of differences compared to previous Dutch research as well. In the final part some theoretical aspects of "invented spelling" are discussed. It is argued that current didactics should devote more time to stimulating writing procedures than to inventing new techniques for the teaching of spelling.

scholarly journals Early Bifrontal Brain Injury: Disturbances in Cognitive Function Development

2010 ◽  
Vol 2010 ◽  
pp. 1-14 ◽  
Author(s):  
Christine Bonnier ◽  
Aurélie Costet ◽  
Ghassan Hmaimess ◽  
Corinne Catale ◽  
Christelle Maillart ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Executive Function ◽  
Brain Injury ◽  
Cognitive Function ◽  
Cognitive Functions ◽  
Writing Skills ◽  
The Other ◽  
Frontal Brain ◽  
Executive Deficits

We describe six psychomotor, language, and neuropsychological sequential developmental evaluations in a boy who sustained a severe bifrontal traumatic brain injury (TBI) at 19 months of age. Visuospatial, drawing, and writing skills failed to develop normally. Gradually increasing difficulties were noted in language leading to reading and spontaneous speech difficulties. The last two evaluations showed executive deficits in inhibition, flexibility, and working memory. Those executive abnormalities seemed to be involved in the other impairments. In conclusion, early frontal brain injury disorganizes the development of cognitive functions, and interactions exist between executive function and other cognitive functions during development.

scholarly journals THE IMPLEMENTATION OF COLLABORATIVE STRATEGY WITH INTEGRATED WRITING SKILLS IN ENGLISH LANGUAGE CLASSROOM AT MERCUBUANA UNIVERSITY

2018 ◽  
Vol 2 (01) ◽  
pp. 79-90
Author(s):  
Budiarto Budiarto
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Writing Process ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Process Research ◽  
The Other ◽  
Peer Reviewing ◽  
Language Classroom ◽  
The Right

The purpose of this study is to investigate on how the teaching of integrated writing skills can be implemented through collaborative strategy. Writing skills need to be combined with other skills, because students need a lot of reading in order to obtain information, ideas and examples of correct writing. On the other hand feedback and ideas can also be gained by listening to what the teacher or a friend says. Fellow students can also discuss their writing and work together to develop ideas, discuss the use of grammar, the right words and rules in writing. Since writing skills requires a lot of rules and a long process, the collaboration is expected to reduce the burden experienced by the students. However, teachers should ensure that the collaboration is actually done by students properly by observing their activity, participation,  and motivation in writing. Peer-reviewing activities can be used to monitor on how students actively engage in the writing process. Research was conducted at Mercubuana University is a qualitative research that focuses on how a lecturer teaches the students writing skills as an integrated skill, how she facilitates students to actively participate in collaborative writing, and how effectively she encourages the students to do peer reviewing.

scholarly journals Teaching a Second or Foreign Language Based on Literacy Notions

2017 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Rama Dwika Herdiawan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Writing Skills ◽  
Foreign Language Teaching ◽  
The Other ◽  
Literary Interpretation ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Reading And Writing

Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which reflect notions of literacy its self. However, there are still handicaps as well as constraints towards the implementation of literacy in terms of non native language teaching, the finding in various studies show the evidences which are related to the function of literacy as supplementary sucject or course in certain schools or colleges. Regarding the study, literacy is considered to be the affective as well as innovative strategy that can function to assist the students in acquiring the second or foreign language. Thus, notions of literacy not only conveys the traditional limits of reading and writing skills but also beyond the skills of text-centric literary interpretation.

scholarly journals A STUDY ON THE DISTINCTION BETWEEN EXTROVERT VS INTROVERT IN LEARNING ENGLISH

2021 ◽  
Vol 14 (2) ◽  
pp. 159-172
Author(s):  
Fitri Mauliddiyah Hayati
Keyword(s):  
Reading Skills ◽  
English Education ◽  
Descriptive Analysis ◽  
Writing Skills ◽  
Qualitative Approach ◽  
The Other ◽  
Research Subjects ◽  
Advantages And Disadvantages ◽  
The Third ◽  
Learning English

This paper aims to examine the differences abilities between extrovert and introvert personality in learning English. This study describes the differences in the ability of speaking, writing, listening and reading. The approach used in this study is a qualitative approach. Data were obtained by conducting observations and interviews with research subjects. The subjects of this study were students of the third semester of English Education at IAIN Pekalongan. The analysis in this study uses a descriptive analysis related to the differences in English skills in extroverts and introverts. The results showed that the differences between extroverted and introverted personalities on the ability to learn English. In speaking skills, extroverted students are more mastery than introverted students. While writing, listening, and reading skills introverted students are more mastered. But in the aspect of pronunciation accent, extroverts' vocabulary and fluency are superior than introverts. Introverts good in grammar, and comprehension. On the other hand, introverts have superior writing skills in terms of vocabulary, content, and expression. whereas extroverts only excel in terms of content and expression. The spelling and grammar is not influenced by the personality.Therefore each personality have own skills or advantages and disadvantages.

scholarly journals Pengaruh Metode Outdoor Learning terhadap Keterampilan Menulis Puisi Siswa di Kelas IV SDN Kalipang 3 Kabupaten Blitar

2021 ◽  
Vol 1 (3) ◽  
pp. 204-212
Author(s):  
Nadya Dita Veronica ◽  
Alif Mudiono ◽  
Sri Murdiyah
Keyword(s):  
Writing Skills ◽  
The Other ◽  
Control Group ◽  
Outdoor Learning ◽  
Learning Method ◽  
Gain Score ◽  
Group Research ◽  
Lecture Method ◽  
And Control ◽  
Bahasa Indonesia

Abstract: The results of the observation in 4th grade at SDN Kalipang 3 Kabupaten Blitar is known that the learning Indonesian language especially writing a poetry, the teacher used lecture method, discussion, and assignment. Some students become less competent in writing skills. Sometimes, the teacher does the Outdoor Learning method on the other material, but it is hard for the teacher to manage the students who busy playing and not pay attention while the teacher is explaining. The purpose of this research is to find out the influence of Outdoor Learning method on writing poetry skill of 4th grade students in SDN Kalipang 3, Kabupaten Blitar. This research used nonequivalent control group research design by used experiment quasi research two groups, include experimental class and control class. Both classes have different results. The results of the data used N-gain score who said that the value of sig. (2-tailed) equal variances not assumed with the value 0.463 bigger than 0.05. It is concluded that there is not influence of Outdoor Learning method on writing poetry skills’ students in 4th grade in SDN Kalipang 3, Kabupaten Blitar. Abstrak: Pada hasil observasi dikelas IV SDN Kalipang 3 Kabupaten Blitar diketahui bahwa pembelajaran bahasa Indonesia khususnya pada materi menulis puisi, guru menggunakan metode ceramah, diskusi dan penugasan. Sehingga terdapat beberapa siswa menjadi kurang terampil dalam menulis puisi, Sesekali guru melakukan metode Outdoor Learning pada mata pelajaran lain, tetapi guru sulit untuk mengelola siswa yang sibuk bermain dan tidak memperhatikan ketika guru sedang menjelaskan. Tujuan penelitian ini untuk mengetahui pengaruh metode outdoor learning terhadap keterampilan menulis puisi siswa dikelas IV SDN Kalipang 3 Kabupaten Blitar. Penelitian ini menggunakan desain penelitian nonequivalent control group dengan Jenis penelitian quasi eksperimen dua kelompok yaitu kelas eksperimen dan kelas kontrol. Karena terdapat perbedaan pada hasil kemampuan awal maka Hasil penelitian pengolahan data menggunakan N-gain score yang menyebutkan bahwa nilai sig. (2-tailed) equal variaces not assummed dengan nilai 0,463 lebih besar dari 0,05 hal ini dapat disimpulkan bahwa tidak terdapat pengaruh metode Outdoor Learning terhadap keterampilan menulis puisi siswa dikelas IV SDN Kalipang 3 Kabupaten Blitar.

scholarly journals Direct and Indirect Feedback in the L2 English Development of Writing Skills

2020 ◽  
pp. 163-173
Author(s):  
Silvia Sánchez Calderón
Keyword(s):  
Second Language ◽  
English Learners ◽  
Writing Skills ◽  
Corrective Feedback ◽  
L2 Writing ◽  
The Other ◽  
Indirect Feedback ◽  
Writing Accuracy ◽  
Over Time

The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.

scholarly journals Effectiveness of Tutorials in Improving the Academic Performance of English Language Learners

2020 ◽  
Vol 2 (3) ◽  
pp. 141-152
Author(s):  
Danebeth Glomo-Narzoles ◽  
Donna Glomo-Palermo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Private University ◽  
The Other ◽  
Survey Questionnaire ◽  
Working Students ◽  
Video Tutorials ◽  
E Learning

This study aimed to identify the effectiveness of an academic intervention, tutorial classes in particular, as perceived by the students specifically in improving their performance in their English subjects. This study made use of the Tutorial Survey questionnaire adapted from Xixi Lu, et.al. (2003). The questionnaire was distributed to the students who attended English language tutorial classes in a private university. In order to substantiate the information gathered through the questionnaire, interviews were also conducted to selected participants.  Results revealed that majority of students who availed the English language tutorials were males. On the other hand, there were more working students who attended the tutorials than the non-working students. The students noted that the tutorial classes for their English subjects were very effective. They perceived the tutorial classes and the faculty tutors positively. Moreover, they were also very satisfied with the tutorial venue and time. The students do not have further recommendations to improve the university’s tutorial classes. The students also added that these tutorials have improved their listening, speaking, reading, and writing skills. For the other academic interventions, the students suggested to have peer tutoring, additional activities or enrichment materials through e-learning sites, and video tutorials for those English subjects with lab components.

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