SILABUS PRA KULIAH

BAHASA INGGRIS

1. Intoduction to the course

2. How to avoid Plagiarism: Quoting, paraphrasing, summarizing
3. Exercises: paraphrasing
4. Finding Topic and Main idea
5. Reading strategies: Skimming and Scanning
6. Dealing with difficult words
7. Writing: my childhood memories
8. Phrasal vocabulary
9. How to write abstract
10. Reading (toefl)
Introduction

Plagiarism is an issue in the academic environment and beyond. As the following real-life
examples demonstrate, using information without crediting its original source can harm your
credibility.

What is Plagiarism

 Plagiaris is the act of stealing someone else’s work and attempting to “pass it off” as your
own. This can apply to anything, from term papers to photograps to songs, even ideas.
 Plagiarism means using another’s work without giving them credit and saying that it is
your own.
 Plagiarism is the act of presenting the words, ideas, images, sounds, or the creative
expression of others as your own.
 Most simply, plagiarism is intellectual theft.

How serious is the problem?

A study of almost 4.500 students at 25 schools, suggests cheating is ……a significant problem in
high school - 74% of the respondents admitted to one or more instances of serious test cheating
and 72% admitted to serious cheating on written assignments. Over half of the students admitted
they have engaged in some level of plagiarism on written assignments using the Internet.” Based
on the research of Donald L. McCabe, Rutgers University.

Two types of plagiarism

 Intentional
 Copying a friend’s work
 Buying or borrowing papers
 Cutting and pasting blocks of text from electronic sources without documenting
 Media “borrowing” without documentation
 Web publishing without permissions of creators
 Unintentional
 Careless paraphrasing
 Poor documentation
 Quoting excessively
 Failure to use your own “voice”

Rationale for academic integrity

 When you copy you cheat yourself. You limit your own learning.
 The consequenses are not worth the risks
 It is only right to give credit to authors whose ideas you use
 Citing gives authority to the information you present
 Citing makes it possible for your readers to locate your source
 Education is not “us vs them” game. It’s about learning to learn
  Cheating ia unethical behavior

How to avoid plagiarism – three strategies:

 Quoting
 Parapharing
 Summarizing

To blend source materials in with your own, making sure your own voice is heard.

Quoting

Quotation are the exact words of an author, copied directly from a source, word for word.
Quotations must be cited!
Use quotations when:
 You want to add the power of an author’s words to support your argument
 You want to disagree with an author’s argument
 You want to highlight particurarly eloquent or powerful phrases or passages
 You are comparing and contranting specific points of view
 You want to note the important research that precedes your own

Paraphrase

 A paraphrase is a restatement in your own words of someone else’s ideas. Changing a few
wrds of the original sentences does NOT make your writing a legitimate paraphrase.
 You must change both the words and the sentence structure of the original, without
changing the content.
 Also, you should keep in mind that paraphrased passages still require citation because the
ideas came from another source, even though you are putting them in your own words.
 The porpose of paraphrasing is not to make it seem like you are drawing less directly from
other sources or to reduce the number of quotations in your paper.
 It is a common misconception among students that you need to hide the fact that you rely
on other sources.
 Actually it is advantageous to highlight the fact that other sources support your own ideas.
 Using quality sources to support your ideas makes them seem stonger and more valid.
 Good paraphrasing makes the idea of the original source fit smoothly into your paper,
emphasizing the most relevant points and leaving out unrelated information.

Paraphrasing means rephrasing the words of an author, putting his/her thoughts in your own words.
When you phraprase, you rework the source’s ideas, words, phrases, and sentence stuctures with
your own. Like quotations, paraphrased material must be followed with in – text documentation
and cited on your Works Cited page.

Paraphrase when:
 You palan to use information on your note card and wish to avoid plagiarizing.
 You want to avoid overusing quotations
  You want to use your own voice to present information

Good paraphrases:
1) Change the order & structure of sentences
2) Use synonyms/different forms of words
3) May change the voice or perspective

Example:

Change the order & structure of sentences

ORIGINAL
Instead of analyzing data with an exploratory factor analysis (where each item is free to load on
each factor) and potentially facing a solution inconsistent with initial theory, a CFA can give the
investigator valuable information regarding the fit of the data to the specific, theory-derived
measurement model (where items load only on the factors they were designed to measure), and
point to the potential weakness of specific items.

PARAPHRASE
If the focus of the investigation is the connection between data and the theoretical model being
used for measurement, a CFA is abetter choice than an exploratory factor analysis, as the CFA is
more likely to provide results that show the connection between data and theory 9Mueller &
Hancock, 2001)

Use synonyms/different forms of words

ORIGINAL
Optimizing peak bone mass during the early years is thought to be a key factor in preventing
osteoporosis later in life.

PARAPHRASIE
To prevent osteoporosis, experts believe it is important to build bone mass before adulthood
(Johnson et al., 2008).

May change the voice or perspective (from passive to active)

Earth-friendly products are being purchased more often by consumers (passive)

Increasingly, shoppers are choosing to buy environmentally safe products (active)

Summarizing

Summarizing involves putting the main idea(s) of one or several writers into your own words,
including only the main point(s). Summaries are significantly shorter than the original and take a
broad everview of the source material. Again, it is necessary to attribute summarized ideas to their
original sources.
Summarize when:
 You want to establish background or offer an averview of a topic
 You want to describe knowledge (from several sources) about a topic
 You want to determine the main ideas of a single source

Exemple

ORIGINAL

Despite decades of research into the sociocultural model eating disorders, we still do not
understand how such sociocultural influences produce disordered eating in any given individual
(or why a similar person in the same culture milieu does not become disordered). Clearly, though,
one source of vulnerability lies in a women’s body image. To the extent that a woman’s self-image
is challenged or threatened by an unattainable ideal of an impossibly thin female physique, she
may well become susceptible to develop an eating disorder. In short, the sociocultural model
argues that exposure to idealized media images (a) makes women feel bad about themselves and
(b) impels women to undertake the sort of “remedial” eating patterns that easily and often
deteriorate into eating disorders.

SUMMARY

Polivy and Herman (2004) noted that we still do not know how or why sociocultural influences
like the media contribute to some individuals developing eating disorders while others do not. In
some cases, the ubiquitous message of thinness and ideal beauty broadcast by the media can
challenge a woman’s self-image, disrupting her sense of self-esteem. However, not all women are
influenced by the same media message in the same way. The sosiocultural model explores the
ways women internalize the media’s ideal of unattainable thinness and beauty, and how that
internalization in turn can result in disordered eating and a distorted sense of body image (pp. 1-
2).

Excerpts from Suzuki’s report:

Across Canada, air pollution causes thousands of premature deaths, tens of thousands of
hospitalizations, and hundreds of thousands of days absent from work and school annually.

The Ontario Medical Association (OMA) estimated that there were 5.800 premature deaths due to
air pollution in Ontario alone in 2005.

Excerpts from Dion’s Report:

In Canada, air pollution causes thousands of premature deaths, tens of thousands of

hospitalizations, and hundreads of thousands of days absent from work and school annually. The
Ontario Medical Association (OMA) issued a report in 2005 saying that every year 5.800 Ontarians
will die prematurely because of smog related illness.
Australian Prime Minister John Howard said
 “As the possession of weapons of mass destruction spreads, so the danger of such weapons
coming into the hands of terrorist groups will multiply.
 That is the ultimate nightmare which the world must take decisive and effective steps to
prevent.
 Possession of chemical, biological or nuclear weapons by terrorists would constitute a
direct, undeniable and lethal threat to Australia and its people.

Stephen Harper said

 “As the possession of weapons of mass destruction spreads, the danger of such weapons
coming into the hands of terrorist groups will multiply, particularly given in this case the
shameless association of Iraq with rogue non-state organizations.
 That is the ultimate nightmare which the world must take decisive and effective steps to
prevent.
 Possession of chemical, biological or nuclear weapons by terrorists would constitute a
direct, undeniable and lethal threat to the world, including to Canada and its people.”

Examples

ORIGINAL

Is it Eros, nor Agape, that loves in proportion to the value of its object. By the pursuit of value in
its object, Platonic love is let up and away from the world, on wings of aspiration, beyond all
transient things and persons to the realm of the ideas. Agape, as described in the Gospels as
Epistles, is “spontaneous and ‘uncaused’,”indifferent to human merit,’ and “creates” value in those
upon whom it is bestowed out of pure generosity. It flows down from God into the transient, sinful
world; those whom it touches become conscious of their own utter unworthiness; they are impelled
to forgive and love their enemies….because the God of grace imparts worth to them by the act of
loving them.*[footnote* is to Anders Nygren, Agape and Eros. (New York, 1932), pp. 52-56]

PLAGIARIZED VERSION

As Nygren set out to contrast these two Greek words he finds that Eros loves in proportion to the
value of the object. By the pursuit of value in its object. Platonic love is let up and away from the
world, on wings of aspiration, beyond all transient things and persons to the realm of the ideas.
Agape as described in the Gospels as Epistles, is “spontaneous and uncaused,” “indifferent to
human merit,” and creates value in those upon whom it is bestowed out of pure generosity. It flows
down from God into the transient, sinful world; those whom it touches become conscious of their
own utter unworthiness; they are impelled to forgive and love their enemies, because the God of
grace imparts worth to them by the act of loving them.*
[footnote* is to Anders Nygren, Agape and Eros, pp. 52-56]

ORIGINAL

The strike officially began on May 29, and on June 1 the manufacturers met publicly to plan their
resistance. Their strategies were carried out on two fronts. They pressured the proprietors into
holding out indefinitely by refusing to send new collars and cuffs to any laundry. Also the
manufacturers attempted to undermine directly the union’s efforts to weather the strike. They tried
to create a negative image of the union through the press, which they virtually controlled. They
prevented a few collar manufacturers in other cities from patronizing the unions’ cooperative
laundry even though it claimed it could provide the same services for 25 percent less. Under these
circumstances, the collar ironers’ tactics were much less useful.

PLAGIARIZED VERSION

The strike officially began on May 29, and on June 1 the manufacturers met publicly to plan their
response. They had two strategies. They pressured the proprietors into holding out indefinitely by
refusing to send new collars and cuffs to any laundry and they attempted to undermine directly the
union’s efforts to weather the strike. They also tried to create a negative image of the union through
the newspapers, which they virtually controlled. They prevented a few collar manufacturers in
other cities from using the union’s cooperative laundry even though it could provide the same
services for 25 percent less. Under these circumstances, the collar ironers’ tactics were much less
useful.1
1.Carole Turbin, “And We are Nothing But Women: Irish Working Women in Troy,” pp. 225 –
26 in Women af America. Edited by Mary Beth Norton (Boston: Houghton Mifflin, 1979).