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Jumat, 25 Desember 2009

"NO MORE ROOM"



No more room

For the fragile one

Cruel is the key of life

To expose an innocence gate

Sit among the pretender*

Lay down in the heart of room

To taste sweet and bitter struggle

No more room

To rest an arrogant mind

Even to organize a set of talent

Then stare at the vanisher’s life spot room

All room are rented by secular

Just a narrow space in the attic

That only belong to the Lord

And left no more room to my soul

Name : WOEEL MAYA

Reg. No : 0810732049

Poetry Class

Kamis, 25 Juni 2009

Plagiarism in University: Will You?


Written assignment in form of essay is one common type of assignments in university. Essay can be used for coursework or examination purposes (Smith, 2000, p. 13-16). Through making an essay, students are guided to develop their analysis ability and witting skill. It also helps students to be independent, because it emphasizes students to gather the information, to elaborate ideas, and to compose the whole things together on their own. More over, making essay leads students to train themselves in making intellectual and academic products, as well as prepare them to deal with their research paper that will be required for their graduation. Thus, essay assignment is actually covers all aspects that university students need to learn about (Meyers, 2005, p. 9).

Day by day, as the rise of SCL method—in which students are forced to be actively involved in teaching-learning process, essay assignment becomes more frequently used in university. Unfortunately, all the advantages that an essay may bring are often lost, slip out of the students’ hands, simply because they are not willing to undergo the long-exhausting-process of making it. Many students tend to plagiarize rather than to make their own. Many students prefer to copy others’ works or borrow someone else’s original ideas and pretend as if they are theirs.

The word ‘to plagiarize’, according to the Merriam Webster Online Dictionary, can be translated as: “to steal and pass off (the ideas or words of another) as one's own; to use (another's production) without crediting the source; to commit literary theft; to present as new and original an idea or product derived from an existing source” (Merriam-Webster, 2009 ). Or simply put, as written in plagiarism.org, “plagiarism is an act of fraud. It involves both stealing someone else’s work and lying about it afterward” (What is Plagiarism?, (n.d.))

Plagiarism is surely a huge issue in nowadays education. Adam Beam wrote in his article, “a survey conducted by a Rutgers University professor found that 38 percent of college students have participated in the cut-and-paste style of online plagiarism during the past year [2002]”. He also wrote, “Forty percent of students surveyed also said they had plagiarized from written sources, and 25 percent of the 2,175 graduate students surveyed admitted to [commit] some form of Internet or written plagiarism” (Beam, 2003). These are only small observable phenomena in western countries. What about those cases which are not observed? What about those in other countries, especially developing countries? Maybe the percentage is higher since the copyright laws there are less strict. For short, relying on these facts, it is make sense to say that plagiarism has become a habit for university’s students.

Generally, there are two kinds of plagiarism: the unintentional plagiarism; and the intentional one.
Unintentional plagiarism happens due to students’ unawareness of it. Some students still do not know that taking someone else’s work and idea without giving proper credit is actually a crime against the law of copyright and academic ethics. In other extend, unintentional plagiarism occurs because of citing confusion. For example, students are often confused about which fact needs to be cited, which fact needs not; how to paraphrase an idea; or does paraphrased sentence still has to be cited or not. Another example is, some students with bad note-taking skill often sloppily mix up their own notes with notes that hey copy from other sources into their essays.
Intentional plagiarism means that students deliberately plagiarize someone else’s work for a particular purpose. They know that their doings are wrong, but they keep carry on with that. The problem is, why do students plagiarize intentionally?

Many reasons may be pointed as the causes of intentional plagiarism. One of them is deadline problem. For most of the times, students are given a lot of assignments at the same time, while the deadlines are coming quicker than they expect. Then, for students, plagiarizing is a short cut to handle such situation. They can easily copy other’s works; submit it on the due date, and save more time for other activities.
Another common reason is lack of self-confidence. Some students think that their own ideas in their own words will not seem as good as those which have been published as articles or books. Then, taking the already done works of others will be better, they think. Grade issue is also commonly become the reason to plagiarize. Some students are willing to do anything in order to achieve high grade for their assignments, including cheating and plagiarizing, though they know it is a wrong deed.


Within the last decades, plagiarism seems to be growing worse. More and more students take plagiarism as a common act. In some situations, students even consciously let their peer to plagiarize their works. As written in plagiarism.org, “The State of Americans: This Generation and the Next (Free Press, July 1996) states that 58.3% of high school students let someone else copy their work in 1969, and 97.5% did so in 1989” (Facts about plagiarism, (n.d.)). Of course, there are aspects that enable plagiarism-growth to take place.

The first aspect is the growth of internet. An unlimited amount of information is now available on the internet. Some students may see this as a change to make their job easier. “A national survey published in Education Week found that 54% students admitted to plagiarizing from the internet”, says plagiarism.org (Facts about plagiarism, (n.d.)). From online sources, students can take any article from popular sites or from the most unknown sites, edit it a little, then claim it as theirs. The second aspect is lecturers’ ignorance toward the issue. “Another survey published in Education Week found that 47% of students believe their teachers some times choose to ignore students who are cheating. A study conducted by Donald L. McCabe in 2003 found that 55% of faculty “would not be willing to devote any real effort to documenting suspected incidents of student cheating”” (facts about plagiarism, (n.d.)). If lecturers/teachers are ignoring plagiarism committed by students, then who will stop the students from doing so?

The last aspect that allows plagiarism grows is the feeling of ‘every one else is doing it’. This one happens to both students and lecturers. Students tend to judge plagiarism by seeing that it is fine when their peer does it, then it will be just fine for them as well to do the same. While for lecturers, they justify by seeing that other lecturers are ignoring the issue, then why should they sweat over looking for websites and articles trying to figure out if a paper is plagiarized or not? (Plagiarism FAQs, (n.d.))

Plagiarism is a thread for education. Academic standard of intellectual honesty is an absolute requirement to be fulfilled in education. If students are accustomed to plagiarize, how can they surpass the standard? In addition, plagiarism habit will psychologically make students lazy and unproductive. If we let this going on and on, it will gradually decrease the quality of university’s graduates. Then, what can we expect from our graduates?


After all, we have to fight this habit. To prevent and overcome plagiarism may seem to be a hard work, but it is not a mission-impossible. The most important steps to do are: become aware of reasons that causes plagiarism occurs, then help students to deal with them by supporting and encouraging them; identify different forms of plagiarism, then apply a proper reward-and-punishment mechanism to disciplinize the students; and integrating plagiarism prevention techniques into the courses. The biggest responsibility to do all of these is certainly lies on the lecturers’ shoulders, because it is their job to hold a well-managed education. And in the end, all it takes is only willingness.

So, will you fight plagiarism?




Reference List

Beam, Adam. (2003). Survey shows plagiarism is up. Retrieved June 17, 2009, from http://media.www.dailygamecock.com/media/storage/paper247/news/2003/09/17/News/Survey.Shows.Plagiarism.Is.Up-467467.shtml
Facts about plagiarism (n.d.) Retrieved June 3, 2009, from http://www.plagiarism.org/plag_article_facts_about_plagiarism.html
Meyers, A. (2005). Gateways to academic writing: effective sentences, paragraphs and essay. Ney York: Peasson Education, Inc.
Plagiarism FAQs (n.d.) Retrieved June 3, 2009, from http://www.plagiarism.org/plag_article_plagiarism_faqs.html
Plagiarize, v. (2009). Merriam-Webster.com. retrieved June 22, 2009, from http://www.merriam-webster.com/dictionary/plagiarize
Smith, P. (2000). Writing an assignment: reflective ways to improve your research and presentation skills (4th ed). Plymouth: How to Books
What is Plagiarism? (n.d) Retrieved June 3, 2009, from http://www.plagiarism.org/plag_article_what_is_plagiarism.html

Kamis, 05 Februari 2009

Richard Cory

Richard Cory

Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean-favoured and imperially slim.

And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good Morning!" and he glittered when he walked.

And he was rich, yes, richer than a king,
And admirably schooled in every grace:
In fine -- we thought that he was everything
To make us wish that we were in his place.

So on we worked and waited for the light,
And went without the meat and cursed the bread,
And Richard Cory, one calm summer night,
Went home and put a bullet in his head.

(Edwin Arlington Robinson)







Analysis of Richard Cory

Before we discuss about this poem from certain aspect, let we see several common elements that arrange it. First is about the rhyme. We know rhyme is the repetition that occurs in poem in order to create sound musical that affect to the aesthetical aspect of the poem it self, and in The Elements of Writing about Literature and Film book, it is define as ‘repeating similar sounds in an effective scheme.’ If we relate about this definition and the poem above we find this poem consists of true rhyme or it also called perfect rhyme. True or perfect rhyme occurs when the first consonants change, but the following consonants or vowels stay the same (How to Interpret Poetry by Laurie E. Rozakis). Let we see the poem above, its rhyme is abab. Next is about the figurative language. Figurative language is used by the poem to deliver his idea because one word can interpret to more than one meaning. Most of the figurative language that used in the poem above use metaphors, such as ‘He was a gentleman from sole to crown (line 3), And he was always human when he talked (line 5), And he was rich, yes, richer than a king (line 9)’. However, we can find other figurative language in that, such as personification ‘And Richard Cory, one calm summer night (line 14) and many more. Then we move to another discussion.

When we relate this poetry to the analysis of social classes in our society; we will find clear distinction between Richard Cory and the community around him. In this poem, the poet takes position as the lower class. He explains about a rich man named Richard Cory who always admired by every people in the town. In here, Robinson describes how Richard adored. Let us see in the first line of this poem, ‘Whenever Richard Cory went down town, We people on the pavement looked at him’.

The poet still gives detail about him in next stanza; even he said that ‘…he was rich, yes, richer than a king.’ Nevertheless, Robinson gives different tone in the last one. The poet in the last stanza, serve about the end life of the character in this poem. It is not only a comparison to the previous lines but also the continuation of the story that poet tries to build. Cory who admire by other people cannot find a reason to admire him self. ‘And Richard Cory, one calm summer night, Went home and put a bullet in his head.’
As we know, a person in this poem is a ‘true gentleman’, who was “quietly arrayed” and “always human when he talked.” He never publicly displayed his wealth and believed even the poorest man deserved his politeness and respect. He comes from the upper class, the class that dreamed by other people. ‘To make us wish that we were in his place.’ He also can attack people’s interest because ‘…we thought that he was everything’. The poet not only state directly about it but he also uses connotation. In line three ‘crown’ does not mean authority or power but it means head and ‘imperially slim’ has meaning Richard Cory has a masculine shape of king.

As I explain before, in this poem we can see the distinction of social classes in society. Robinson presents two classes in his work, common people as the lower class and Richard Cory as the representative of the upper class. Robinson state that the lower class people forever dream to be the upper class. In the other hand, he clarify that people from the upper class not always get everything in this life. Even I invent another meaning from Robinson’s work that people from the lower class luckier than the upper one. The classes in our society may have influence for our life but it depends on how we adopt a position to face it. Back to the poem above, the poet serve three stanza to present ‘people in down town’ opinion about Richard Cory. They admire him in every single thing that Cory has. His performing, attitude, riches, position is dreamed by everyone there. But, Robinson quite competent to build Cory’s character. The character that amazed by everyone not the one who arrogant because he have everything. If we look out over this poem, we may find that Robinson tries to serve about social injustice in modern life. I interpret this more as the moral value. The poet builds perfect condition that similar to our life. My first interpretation comes from people from lower class in that poem. Nowadays, people in our society think that being rich is a very lucky destiny. We may see it not only from the poem above but also in the reality. Then my second understanding comes from Richard Cory it self. He is regarded as a king even more than a king. It is another reflection of ‘unlucky society’s opinions face this life. People still consider wealth, power, and high-position as a fortune. We never notice that we still can be happy even when we have no everything like Richard Cory has and Robinson proof it in his work.

Then, when I state that a rich is not a guarantee for happy life, we may find that it is true. Imagine this, a wealthy man who is idolized by those who consider themselves less fortunate, commits suicide. A person from a certain social class like Richard Cory must have perfect reason to do this such as act. I interpret it that he depress to the situation of his life, because sometimes we do not realize that such as person have big problem than his wealth. We keep admire riches is a key in this life. Everything can buy with money because riches are the greatest power in this world that able to control everything. We are nothing without wealth; we are nothing without high-position.
Thus, I can conclude that in his work, Robinson tries to comment on the fundamental aspect in our life. He reflects it to the poem, which has moral value and teaches us that rich is not guarantee for joyful. He develops Richard Cory’s life in order to change reader’s mind about standard of happiness.



-Audrey-

Rabu, 21 Januari 2009

Titus Andronicus : Parenting Analysis

Titus Andronicus : An Analysis



* Good Parents / Bad Parents





  1. Titus Andronicus


In this play, the story shows us that Titus is a kind of horrible parents because he could have a heart to murder his own children. We can see this in some parts. At the first time he murder Mutius because he helps Bassianus and Lavinia to escape from the emperor. Titus presents Lavinia for Saturninus the emperor when he asks Lavinia as his wife as soon as he declared as the emperor. But the emperor’s brother, Bassianus is falling in love with Lavinia and claiming that Lavinia just right for him, he took Lavinia away with him by helping of Marcus and Titus three sons. Mutius try to obsecure Titus to catch Lavinia but he got murdered by his own father. In this part, Titus could have a heart to murder his son because of pride, which stated in :


Nor thou, nor he, are any sons of mine

Minggu, 11 Januari 2009

Analysis: Sonnet XLI

SONNET XLI

I, being bord a woman and distressed
By all the needs and notions of my kind
Am urged by your propinguity to fing
Your person fair, and feel a certain zest
To bear your body weight upon my breast
So subtly is the fume of life designed
To clarify the pulse and cloud the mind
And leave me once again undone, possessed
Think not for this, however, the poor treason
Of my stout blood against my staggering brain