Ainagul Mukhtarkhanova; Gulzhakhan Tazhitova; Dina Kurmanayeva; Jannat Sagimbayeva; Nursulu Belessova; Saltanat Akhtanova; Zhuldyz Abisheva
Abstract
This article considered the issues of the use of English language sources by master’s degree students in Kazakhstan. The aim of this study was to identify the challenges master’s students face when using sources and provide recommendations for improvement. A questionnaire was used with a ...
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This article considered the issues of the use of English language sources by master’s degree students in Kazakhstan. The aim of this study was to identify the challenges master’s students face when using sources and provide recommendations for improvement. A questionnaire was used with a total of 85 respondents. The study provided an overview of the most common barriers to using sources encountered by master’s students and highlighted the importance of overcoming these challenges in order to improve the quality of their research and writing. The research found that master’s students frequently struggle to identify relevant and reputable sources, as well as to select them, and have weaknesses in finding controversies while working with sources. It is also difficult for master's students to properly integrate sources into their own work. The challenges of the study’s findings are presented in detail in the article. The article provides recommendations for improving master’s students’ source use skills.
Edhy Rustan; Hisban Thaha
Abstract
This study examines the effectiveness of reflective writing pedagogy and elucidates students’ plagiarism behavior, causality, and compositional resources. Drawing on a mixed-methods sequential exploratory design, it addresses the problem of student plagiarism using second-semester graduate students ...
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This study examines the effectiveness of reflective writing pedagogy and elucidates students’ plagiarism behavior, causality, and compositional resources. Drawing on a mixed-methods sequential exploratory design, it addresses the problem of student plagiarism using second-semester graduate students at IAIN Palopo, Indonesia, as a sample and data collected via writing tests, interviews, and documentation studies using Turnitin software. A combination of descriptive and inferential statistical methods was used for evaluation, and a qualitative description was used to analyze the behavior and needs. The results show a 33.13% decrease in plagiarism following attendance of reflective writing classes, with a considerable value of 0.001. Students’ most ubiquitous form of plagiarism was direct quotations without proper citations. The factors driving plagiarism include difficulties with paraphrasing, crafting coherent paragraphs, time constraints, and incorrect utilization of Turnitin software. The study concludes that reflective-writing instructions are imperative for reducing plagiarism propensity as students require writing guidance.