Name : Abdul Azis

NIM : 125110501111030
Class : C

CASE STUDY RESEARCH

Exploring Management Strategies to Reduce Cheating in Written
Examinations
A Case Study of Midlands State University, University of Zimbabwe, University of
Zimbabwe, Elinah Mandimika University of Zimbabwe
Inroduction
The concept of academic dishonesty is so common to listen. These include plagiarism,
allowing a colleague to copy your assignment, impersonation and presenting someone else's
work as your own. This study focused on cheating in higher education institutions
specialising with Midlands State University (MSU). Literature reviewed established the fact
that academic dishonesty is an international problem that is facing colleges or higher
education institutions like universities. The pattern that appears to be emerging is that
cheating is a global problem affecting educational institutions. cheating presents two
problems at institutional level. The first problem is that of equity and efficacy of instruction.
Thesecond problem is that cheaters reduce their level of learning and will in future be less
prepared for advanced study or operating in their fields of specialisation.
Research Question
how do students engage in cheating behaviours in an examination venue that has several
invigilators milling around?
Method
The method used in this research is sampling method. This permitted the researchers
to specify the probability of each unit being included in the research. Stratified sampling
assisted the researchers to represent all the different units in the population i.e. administrators,
lecturers, students and examinations office staff and to pick participants randomly and thus,
eliminating bias. There were thirty-five administrators who run examinations; forty assistants
and three hundred and seventy-five lecturers and teaching assistants (Human resources office statistics July 2010).
Total sample used was 70 consisting of 45 students and twenty five staff members.
Seventy questionnaires were sent to randomly selected participants in the respective strata. Of
these 40 were returned by the students and 23 were returned by the staff members. Academic
records in the form of minutes from the student disciplinary and quality control committees
were also reviewed. One of the researchers was an observer as students were writing
examinations.
Result and Disscussion
Response Rate
The participants are 70 students consist of 56.6% were female, 43.4% were male. The
data shows that gender plays no part in cheating distribution. The higher level of study is the
more little its case of cheating. It is shown in this research that business major students tend
to cheat mre than another faculties.
The data shows that the most commonly used methods are the use of small papers
they call CDs (95.6%) followed by writing on body parts (65.7%), exchanging answer

sheets (38.6%) and leaving notes in toilets (20%). There were 2 methods with low
frequencies but have the potential of earning the university negative publicity. These were
taking into the examination venue an already written answer script and knowing the
examination beforehand.
The factors that affect to cheat are students are not being prepared for examinations,
over- crowded venues and fear of failing and repeating given high fees. The strategies that
can be used to reduce cheating based on this researh are forty eight comma six of all
respondents suggested training for staff who handle examinations. Only 2.3% of staff
suggested observance of strict rules during preparation of question papers. 42.8% of
respondents expressed the opinion that the University could improve on examination
monitoring and reduce cheating by motivating staff who handle examinations. Five penalties
or punishments that will be got by the students who are cought cheating are suspension,
disqualification, expulsion, counselling and nullification of results. Suspension is considered
as the most effective penalty.
Conclusion
The study set out to find out management strategies that can be used to reduce
cheating in written examinations. These strategies could not be deduced without first finding
out the distribution of cheating, factors influencing cheating and methods of cheating. The
background to the study established whether students do cheat in written examinations and
how and why do they do it. An attempt was made at comparing what is happening in various
universities worldwide including American, European, Australian and Asian universities and
what is happening at Midlands State University. This study also established several penalties
that are used as deterrent measures to cheating. In light of the forgoing discussion, it emerged
that to curb cheating to reasonable levels, the institution, students and members of staff need
to be more vigilant to curb or reduce cheating.

DESCRIPTIVE QUALITATIVE RESEARCH

Language Learning Strategies Employed by Good Indonesian EFL
Learners
Sri Mulyani Haryanto Syarifuddin Dollah State University of Makassar, Indonesia
Introduction
English as a foreign language in Indonesia has become a compulsory subject at
schools. It is taught from elementary to university levels. Unfortunately, there are many
researchers who uncover the failure of English learning in secondary and tertiary levels.
Despite the fact that many students are less successful in learning English after years,
there are some students who perform sophisticated results with the same period of time in
learning. Why some students are very successful at learning, while others always seem to
struggle is a question that many language teachers are still concerned with. William &
Burden (1997:144) argued that the only way to answer such question is by investigating
language learning strategies.
In relation to the background above, this study attempts to present a profile of good
English as foreignlanguage (EFL) learners in Indonesian context by exploring their learning
strategies and characteristics.

Research Question
1. What characteristics do the good Indonesian EFL learners have in common?
2. What learning strategies do the good Indonesian EFL learners use in their learning
English?
3. How do good Indonesian EFL learners plan, monitor, and evaluate their learning?
Method
This study was categorized as qualitative research applying case study approach. It was
conducted at State University of Makassar. Three English graduate program students
participated in this research. They have a good performance at four language skills which are
assessed through pre-interview, writing archival documents and objective English
standardized test scores namely TOEFL and (or) IELTS. Their TOEFL test scores are above
550 and their IELTS band score are 6 and above. Primary sources of data were collected
through individual in depth-interviews. There were 12 other informants in this research,
which consisted of participants parents, teachers, lecturers, and friends. The secondary
sources of data were observations and document examinations. Document examinations were
purposed to obtain information about participants achievements in English and participants
strategies in learning English.
Findings and Discussion
The characteristics of the participants
The three participants of this research belong to 23-26 age groups. Two of them are female
and one is male. All of them come from graduate English education program and have been
learned English in formal institution for around fourteen years. All of the participants came
from ordinary families All of the participants had a positive attitude and high motivation to
learn English because they expressed strong liking for or interested in it. However, they also
reported that they experienced a kind of shifts in their attitude and motivation. Therefore,
this section explains the kinds of shift that they experienced in their attitude and motivation.
Positive attitude, positive to negative attitude, negative to positive attitude, classroom
mootivation, intregative motivation, instrumental motivation.
Participants had a diverse aptitude and some common distinguished personality traits. Based
on the document examinations and interviews with participants themselves and the
informants, it was found that all participants have good achievement in general subjects since
they were in senior high school. They had different learning actions as an extra effort to
improve their English they could find their own ways in learning that make them more
enjoyable and successful. All participants confirmed that joining English meeting clubs is one
of the ways to enhance their English proficiency. All participants reported that they actively
participated in English competitions such as English debate, story telling, writing and
quizzes. Rana reported that teaching was also one of learning actions she took to learn
English. All of participants in this research had a very high self confident. Based on the
analysis of interviews and document examinations, the participants always tried to make their
learning process as personal and meaningful to themselves.
Learning strategies
The participants most often cognitive strategies in learning pronunciation. The participants
used various strategies in learning vocabulary. It was found that participants in this research
learn grammar by using various strategies. As for listening and speaking, all participants
reported that they tended to seek opportunities to practices speaking and listening. Again for
strategies for reading and writing, participants stated that they often used formal and
naturalistic practices such as write in diary, write in blog, write status in social network
accounts (facebook and twitter) and write lessons (note taking) by using English. The result

from interviews and an observation when being requested to perform language tasks such as
listening, speaking, reading and writing the participants tend to plan for the tasks, a
manifestation of metacognitive strategy use.

The ways to plan, monitor and evaluate learning

The participants reported different ways to plan, monitor and evaluate their learning.
Kira planned her learning by summarizing. Rana planned her learning by forming English
speaking clubs, listening to English listening materials and reading various English articles.
Randy preferred to learn or do something unintentionally. To monitor her learning Kira
checked her report or academic transcripts to know her progress in learning. In monitoring
her learning, Rana tried to find many ways to learn or practice the language. Randy
monitored his learning by taking English tests such as TOEFL or IELTS to measure his
learning progress. Kira evaluated her learning by comparing his academic records with her
classmates. Rana usually checked thoroughly her academic transcript or report and test result
and then arranged batter plan for the weak / low scores. Randy evaluated his learning the
same as Rana.
Conclusion
The characteristics of good Indonesian EFL learners are: (1) coming from ordinary families
and diverse family backgrounds, (2) having high motivation and positive attitude, (3) having
extrovert, sociable, confident and goal oriented personality traits and diverse language
aptitude, (4) having good intellectual competence (smart), (5) being able to take charge their
own learning by taking various learning actions (creative), (6) being actively participate and
not afraid of making mistakes and, (7) having willingness or ability to personalize the
language.
Good Indonesian EFL learners employed various strategies in their language learning such as
cognitive, metacognitive, social, memory, compensation and affective strategies.
Good Indonesian EFL learners planned their learning by setting goals and targets, preparing
for English lessons and exam, and seeking opportunities to learn and use the language. They
monitor their learning by checking their academic reports, consult with teacher, and taking
English proficiency test. One of Ranas also had parents monitoring and evaluation. They
evaluated their learning by checking their academic records, comparing the records with
others, and making better plan for future learning.

EXPERIMENTAL RESEARCH

Effect of Computer-Based Video Games on Children: An Experimental

Study
Tsung-Yen Chuang and Wei-Fan Chen
Introduction
The use of multimedia in education has significantly changed peoples learning processes.
Results from a number of research studies indicate that appropriately designed multimedia
instruction enhances students learning performance in science, mathematics, and literacy
(Gee, 2003). This study investigated whether computer-based video games facilitate
childrens cognitive learning achievement. todays children are starting to be exposed to
technologies and media at a much younger age than previously thought. Therefore, educators

investigations become critical concerning the impact of technologies and media on childrens
development.
Research Question
1. Can computer-based video games be instructional tools in early childhood education?
2. Should instructional strategies be modified to fit into young childrens media
experience?
Method
The chosen participants were from a middle/high socio-economic standard school district in
Tainan City, Taiwan. One hundred and eight third-graders participated in the study, 61 male
students and 54 female students. The instructional topic used for this study was fire-fighting.
Two different instructional materials: computer-assisted instruction and a computer-based
video game were used in this study. One independent variable was examined in this study:
type of instructional treatments. The dependent variables used in the study were the outcome
of participants post-test scores and the results of the three sub-categories in the post-test. The
experimental study required 115 third-grade students to compare two different types of
instructional treatment by looking at their learning performance. Participants in the control
group (CG) learned by interacting with computers individually. The purpose of this study was
to determine whether computer-based video games support students cognitive processes.
With this hypothesis, a game called Fire Captain was chosen for the experimental group
(EG). Participants were asked to take part in two instructional sessions. As the experiment
began, the researcher asked the participants to turn on their monitors. For the experimental
group at the beginning of the class, the researcher used five minutes to demonstrate the skills
of mouse control for the computer game. After receiving various instructional treatments,
each participant was required to take a quiz during the second session. A multivariate analysis
of variance (MANOVA) was performed to analyze the results. The data for this research was
collected from a random sample of third-grade students enrolled in the selected school in
Tainan City, Taiwan. most of the dependent variables have statistically significant
correlations with one another (p < .01) in the range considered appropriate by Tabachnick and
Fidell (2001). The data showed that most of the dependent variables had equal variances (p
> .05).
Findings and Discussion
The results of this study were subdivided into four sections: multiple-choice, matching,
application, and the post-test total scores. Multiple-choice: Univariate analysis results for
Part 1 show that significant differences between treatment groups exist (F = 5.288, p < .05).
Therefore, for Part 1, the null hypothesis should be rejected. Compared to the control group,
the experimental group on average had a significantly higher score. Matching: Univariate
analysis results for Part 2 show no significant differences between treatment groups (F =
1.292; p >.05). Therefore, for Part 2, the null hypothesis is retained. However, according to
Table 1, the experimental group (mean = 11.71; standard deviation = 4.08) on average still
had a slightly higher score than the control group (mean = 10.74; standard deviation = 4.71).
Application: Univariate analysis results for Part 3 show that significant differences between
treatment groups exist (F = 5.656; p < .05). Therefore, for Part 3, the null hypothesis should
be rejected. Compared to the control group, the experimental group on average had a
significantly higher score. Post-test total score: Univariate analysis results for the post-test
score show that significant differences between treatment groups exist (F = 7.036; p < .05).
Therefore, for post-test, the null hypothesis should be rejected. Analysis of the results shows
that the experimental group, on average, had a significantly higher post-test score when
compared with the control group.

Conclusion
This study was developed to investigate the effects of computer-based video games on the
cognition of elementary-level students. First, computer-based video games were applied to
cognitive improvement. The results from this study provided experimental evidence to
support that the use of computer-based video games can facilitate students cognitive learning
process. Second, of great theoretical and practical importance, childrens development and
learning could benefit from play. Even without the emphatic educational intention such as
CAI programs, children can still improve their cognition through playing computer and video
games. According to the findings of the study, future research should continue to investigate
the impact of computer-based video games along with different instructional strategies on
varied childrens learning achievements, such as facts, concepts, comprehension, problemsolving, or critical-thinking skills.

CLASSROOM ACTION RESEARCH

Using Jigsaw Strategy to Improve
Students Understanding on Simple Present Tense
(A Classroom Action Research at the Seventh Grade of MTs N 02 Semarang
in the Academic Year of 2012/2013)
Introduction
Language is the system of communication in speech and writing used by people of a
particular country.1 Language is very important to express and to communicate with other.
There are many languages which are spoken in the world today such as: Arabic, Mandarin,
Indonesian, France, English, etc. All of those languages are influenced many aspects of
human life. In Indonesian, English has been taught as the foreign language. One of the
language elements is grammar.Grammar of a language is the description of the ways in
which words can change their forms and can be combined into sentences in that language.
The grammar aspect becomes one of the essential requirements for people, in this case
especially for Indonesian learners, to able to communicate. Cooperative learning is one of
strategy that teacher should use in his or her class. It is an instructional program in which
students work in small groups to discuss one another master academic content. One of
cooperative learning methods that appropriate to teach grammar is
Jigsaw Strategy. Teaching English using Jigsaw Strategy is one of method in which students
are given chance to learn English more enjoy full.
Research Question
1. How is the implementation of Jigsaw Strategy to improve Students understanding on
Simple Present Tense ?
2. How is the improvement of Students understanding on Simple Present Tense after
being taught using Jigsaw Strategy ?
Method
The study uses Classroom Action Research. There are two cycles applied in this research.
There are four components in one cycle for doing Classroom Action Research. They consists
of (1) planning, (2) acting, (3) observing, (4) reflecting. The research was held at MTsN 02
Semarang. It is located on the street of Citandui Raya III, Mlatiharjo, Semarang. the subjects
are VII B class of MTsN 02 Semarang, which consists of 40 students. One of Classroom
Action Researchs specific characteristic is collaboration between teacher and researcher. The
procedure are:

Pre cycle: the researcher arranged the lesson plan and the material of research.
First cycle: it consists of planning:; acting; observing; reflecting
Second cycle: The second cycle was done based on the result of reflection from the
first cycle. The researcher planed some activities to get maximum result of the
research. He tried not to do same weakness such as the first cycle. Researcher and
teacher visited the classroom. The researcher introduced the Jigsaw Strategy. The
researcher gave overview and how to create this method. The researcher taught
Simple Present Tense using Jigsaw Strategy. The researcher asked students about the
problems on the previous lesson. The researcher gave the test to check their
understanding gave treatment. The researcher noted the reprocess of acting in
teaching Simple Present Tense by using Jigsaw Strategy. The researcher made the
notes from the result of second cycle.
In gaining the data, the researcher attempt to employ these following methods:
Observation: is an instrument to make observations on the activity and creativity of
learners in learning, both in class and outside the classroom.
Test: is an instrument to collect data learning achievement of students, either through
an oral, written, and deed.
Documentation: is a data collection techniques to collect and analyze the documents,
both written documents, images, and electronic.
Data analysis method used in this research is descriptive analysis that is presented and
analysis by factual information systematically. Qualitative data was gained from observation
note and interview. Quantitative data was gained from the test in every cycle, it is used to
know the students achievement of Simple Present Tense. Then, the score of students
achievement would be calculated using this following formula bellow:14
S=R
Explanation:
S = Score
R = Right Answer
Findings and Discussions
Pre cycle
Before doing cycle, the researcher collected the first data such as the students' name and the
score from the first test of students. The first score was taken from test before cycle. The test
score
was used to measure the students' ability and then it was used to divide students into several
groups. Based on test, it showed that students were still difficult to learn and understand of
grammar especially Simple Present Tense. They reached average score 63.25. There were 14
students reached the passing grade and 26 students didnt reached the passing grade (65). So
that Jigsaw Strategy through Classroom Action Research were needed to improve students
understanding on Simple Present Tense.
First cycle
Planning: The researcher made lesson plan, arranged worksheet, forming several
groups, made evaluation from the first cycle, arranged the observation checklist,
documenting, reflecting, and evaluating.
Acting: The teacher explained Jigsaw Strategy. After that the teacher divided students
randomly into 6 groups and then distributed the grammar text. The teachers spent time with
each group in turn and emphasize to students that they had a responsibility to their teammates
to be good teachers as well as good listeners. Each student in turn report the results of discuss

in to another friend in Jigsaw group. Finally, the teacher distributed the quizzes or test and
allow enough time
for everyone to finish. After all of the process had finished, teacher evaluated students by
giving
evaluation test.
Observing: In the first cycle, the researcher observed 5 aspects such as below: students
concerned toward teachers explanation, students cooperative in group, students activeness
in presenting the material, students concerned toward other friends presentation, students
were active to do on the assignment given by teacher.
Reflecting: teachers asked students to focus on their study and be moreactivein learning
process, teacher should manage class well, teacher made class condition well to get students
be more active, teacher noted all of activities in class in learning process, teacher completed
the evaluation sheet.
Second cycle
The researcher planed some activities to reach maximum result in the second cycle. The
researcher did some activities such as in the first cycle. The researcher observed students in
learning process in class by using observation instrument. This observation was doing in
learning process by using Jigsaw Strategy to teach Simple Present Tense. Teaching Simple
Present Tense by using Jigsaw Strategy was able to improve the students achievement. By
analyzing result of the research in the second cycle, this research was stopped by the
researcher. From the observation in the first cycle, it showed that there were 5 students had
very good participation or amount 12.5%, 27 students had good participation or amount
67.5%, and 8 students had enough participation or amount 20%. In the second cycle, it
showed that 30 students had very good participation or amount 75%, and 10 students had
good participation or amount 25%. It showed that the students more active in second cycle.
Conclusion
The implemention of Jigsaw Strategy to improve students' understanding on Simple Present
Tense was done two cycles. The teacher explained Jigsaw Strategy and how to apply this
method. After that the teacher divided students randomly into 6 groups and then distributed
the grammar text. Teaching Simple Present Tenses by using Jigsaw Staretgy was helpful in
improving students' understanding on grammar, especially in Simple Present Tense. As the
result in the tests that the students' improvement during the treatment through Jigsaw
Strategy, the average of the tests scores increased from 63.25 in pre cycle, it was becoming
71.75 in the first cycle, and then it was becoming 82.75 in the second cycle.

CORRELATIONAL RESEARCH
Self-Esteem and Writing Achievements of Iranian EFL Learners
Introduction
The present study goal is investigating the correlation between self-esteem and
English writing achievement of Iranian EFL students. Self-esteem has always played a
crucial role in learning language in general and in writing in particular. This study focused on
English writing as one of the four language skills in EFL setting. Writing is defined as art of a
writer. The researcher said that learning of writing is one of the most important skills that
second language learners need to develop their ability to communicate ideas and information
effectively in target language.
However, proficiency in one's native language does not necessarily lead to proficiency
in L2 writing (cited in (Khansir et al., 2013)). Celce-Murcia (2001) indicated that many

native speakers find difficulties in mastering the writing skill. The factors such as motivation,
attitudes, anxiety or self-esteem can be positive or negative factors (Branden, 1994; Apter,
1998; Brown, 2000). Branden (2001) mentioned that self-esteem has two aspects: selfconfidence which is the sense of efficacy and self-respect which is the sense of worthy. So,
self-esteem reflects the student's feelings about one's self.
In discussion of statement of the problem is that the most Iranian students feel that
English language is a difficult subject. Self-esteem can help the students to improve their
language. The role of positive self-esteem is used among the students as an aspect of
motivation helps them show their ability to write their papers.
Research Question
The present study seeks to answer the following questions:
1. Is there a significant correlation between self-esteem and writing achievement of Iranian
EFL students?
2. Is there a significant correlation between self-esteem and writing achievement of Iranian
male and female students separately?
Method
The participants of the present study were 60 Iranian EFL male and 20 female students in the
age range of 16 to 30 of two English language Institutes in Borazjan city in Bushehr state in
Iran. In this study, the instruments used such as Self-esteem questionnaire (QSE) and Writing
achievement test (EWAT) developed to collect data. In order to achieve the aim of this study,
the following procedures were used: Development of the questionnaire; Administration of the
English writing test; Administration of self-esteem test and Analysis of collected data.
Result and Discussion
In this study, descriptive statistical is used for both Self-esteem and English Writing
Achievement Test. Data analysis used based on the correlations between self-esteem and
English Writing Achievement, in addition, Quantitative analysis is used to answer the
research questions.
For the first hypothesis in this study, the correlation of writing achievements and selfesteem of students was calculated and it revealed that there is significant correlation between
these two variables. The correlation coefficient between self-esteem and EFL students
English language writing achievements for the whole sample was 0.79, and thus; it can be
said that there was a significant positive relationship between the two factors. This showed
that there was a correlation between the two variables. Learners with higher levels of selfesteem had higher writing, but learners of low self-esteem had lower writing achievements
scores.
To answer the second research hypothesis, first the correlation of male and females'
writing and self-esteem was computed separately then, t-test was run. As the P-value of the
male and female's self-esteem and writing was lower than %5 so, it reveals that there is
meaningful relationship between self-esteem and writing achievement of male and female
learners. It can be inferred that self-esteem correlated (positively) with the writing scores of
female and males, but self-esteem correlated higher with writing achievement of females than
those of males. This can be attributed to the fact that females are more precocious than males
in emotional development.
Conclusion
Self-esteem is directly related to psychological and personality of learners in classroom
environment. According to Mortahan and Khan (2003) self-esteem can be used as the ration

of one's competencies or successes to one's pretentions, that is, the value that one place, on
success within each competence domain. In Iranian EFL setting, writing has important role in
learning English language, is that, the learners face problems how to write essay or every
piece of writing in target language (English), they are needed to have a good self-esteem to
overcome their writing problems in English writing and however, self-esteem seems to be
used an a psychological factor in EFL classroom. The result of the test showed that there was
significant relationship between Self-esteem and Writing achievements of Iranian EFL
learners. Outcome of this research indicated that there is a significant correlation between
self-esteem and the writing achievements of male and female students separately.

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