Name
Class/NPM
: Arina Sabela
: PBI V A / 0630092412
Academic Writing Mid Test Assignment
Answer :
1.
a.
b.
c.
d.
e.
Plagiarism is the practice of claiming credits for the words, ideas, and concept of
others
Self-plagiarism is the practice when someone claiming credits for the words, ideas,
and concept of his/her own previously published work.
Direct quotation is the practice when someone take the theory from a source
without changing the original word from the source.
Paraphrasing is when we take the idea from a source, but we use our own word
Reference list is a list the works of specific compilation for an information which
identification of author, editions, data of issue and other written material.
2.
No
Source
Author (s)
Quotation and
Citation
Journal article
(printed)
Cucu Sutarsyah
Sutarsyah, C. (2010:7)
says that teacher as a
Co-learner means the
teacher learns together
with the student.
2.
Journal article
(online)
Claudia Felser,
Leah Roberts,
Theodore
Marinisi and
Rebecca Gross
Felser, C. et al (2003)
found that advanced L2
learners are able to
make use of lexical–
semantic information
during processing.
3.
Online
newspaper
article
1.
Maxde Lotbiniere
Lotbiniere, M. (2012,
November 13).
The teaching of
Paraphrasing
Teacher as a Co-learner
means that the teacher
learning along with the
students. So the teacher not
only stand and deliver the
material, but they also
provide the opportunity for
the student to seek and share
the information.
Advanced L2 learners are
able to use of lexicalsemantic information during
the proccessing means that
when L2 learners proccess
L2 sentences, they directly
use the lexical-semantic
information.
English would no longer be
a subject taught in primary
school due to curriculum
development. The primary
4.
5.
6.
English in Indonesia’s
primary school will end
next years as the
government attemps to
reverse falling
standards in Bahasa
Indonesia.
school student would be
focused in their L1 first
rather than mastering the
foreign language.
Printed book
(two authors)
Jack C Richards
and Theodore S
Rodgers
Richards, J. C and
Rodgers, T. S (2001:
73) say that Total
Physical Response
(TPR) is a language
teaching method built
around the coordination
of speech and action; it
attemps to teach
language through
physical (motor)
activity.
Total Physical Response
method is a method which
the role of the teacher is as a
director of all student
behaviour, and the student
as a imitator of teacher’s
inverbal model.
Printed book
(group as
author)
Monterey institute of
International Studies
(1991:120) explain that
comprehensible input is
Monterey institute
a term to the fact that
of International
not all the target
Studies
language to which
second language
learners are exposed in
understandable.
Comprehensible input
means that L2 learners may
understand most of the
target language input which
are presented to them, but
not understanding all the
words and the structure in it.
Electronic –
only book
Glenn Fulcher
and
Fred Davidson
Fulcher, G and
Davidson, F. (2007: 24)
explain that the main
difference between
classroom assessment
and large-scale
educational assessment
is the context of the
classroom.
Classroom assessment plays
an important role in student
achievement. Classroom
assessment can help teacher
to know how far the student
understand about the
material, whereas largescale educational
assessment is measuring of
student progress at the local,
state or national level. Both
of the assessment have a
similarity that is measure
student ability, but the
difference is in the different
context.
7.
8.
Proceeding
published in
book form
Final project
Nina Inayati and
Erlyna Abidasari
Tomi Agus
Sulistyonigsih
Photos can be use to
Inayati, N. and
improve students ability in
Abidasari, E. (2011: 35) writing. By giving students
said that photos tell
a photo, they can see the
stories that students can certain situation on the
develop any kinds of
photo and they directly can
text based on the
describe or giving an idea
photos,photos can help what is the photo about. If
the students generate
they already have the idea, it
ideas for writing class
will be easier for them to
purposes.
create some words.
When we teach English to
Indonesian students, there
will be some points that
must be considered. First, it
is about the differences of
Sulistyonigsih, T. A
language structure. As
(2012:8) said that there
we’ve known, the use of
are some points must be
pronoun in bahasa is same
considered in teaching
whether they are placed as a
English to Indonesian
subject or object, such as
students. First, it is
“saya”. In English, pronoun
about the difference of
that placed as subject or
the language structure.
object will be different, like
Second, it is about the
“I – me”.Second, it is about
meaning of many
meaning of many words. In
words. Third, the
bahasa, we have loan words
spelling or
which is kata serapan.loan
pronounciation of
word isnt the original word
Engish words is
in bahasa. Third, it is about
sometimes difficult for
the spelling or
students.
pronounciation.There is no
‘th’ sound in bahasa. So,
learn about pronounciation
of English words is difficult
for Indonesian student.
3. Reference list
Claudia, F., Roberts, L., Marinis, T., & Gross, R. (2003). The Processing of
Ambiguous Sentences by First and Second Language Learners of English.
Applied Psycholinguistics,24, 478. doi : 10.1017.S0142716403000237
Fulcher, G., & Davidson, F. (2007). Language Testing and Assessment.
Retrieved from http://www.eBookstore.tandf.co.uk/html/index.asp
Inayati, N., & Abidasari, E. (2011). Asia Writing Creative Conference: Creative
Interactive Language Classroom through Creativity, Exploration, & Self Idenity
in the Asian Context. Enhancing Student’s Creative Writing through Photos
(p.35). Malang, East Java: Regional Creative Writing Group.
Lotbiniere, M. (2012, November 13). Indonesia to end teaching of English in primary
school. Learning English moves Online. Retrieved from
http://www.theguardian.com/education/2012/nov/13/elt-diary-novemberindonesia-english
Monterey institute of International Studies. (1991). Focus on the Language
Classroom. Cambridge, UK: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Method in Language
Teaching. Cambridge,UK: Cambridge University Press.
Sulistyonigsih, T. A. (2012). Improving the English Teaching and Learning Proccess
of Conversation through pictures: A Colaboration Classroom Action Research at
the Fifth Grade Student of SDN Kesesirejo 01 in the Academic Year of 2011/2012
(Final Project). Pekalongan: University of Pekalongan.
Sutarsyah, C. (2010). Linguistika. Communicative Language Teaching
Paradigm,01, 07. doi: 2087-2097