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All Journal PREMISE: Journal of English Education and Applied Linguistics Language Literacy: Journal of Linguistics, Literature, and Language Teaching JCES (Journal of Character Education Society) Jurnal Edukasi AUD Scope: Journal of English Language Teaching Jurnal Sains Riset Jurnal Sosial Humaniora Sigli Community Development Journal: Jurnal Pengabdian Masyarakat Getsempena English Education Journal IJORER : International Journal of Recent Educational Research JURNAL ILMIAH GLOBAL EDUCATION Studies in English Language and Education Beujroh : Jurnal Pemberdayaan dan Pengabdian pada Masyarakat
Intan Zuhra
Universitas Almuslim
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : PREMISE: Journal of English Education and Applied Linguistics

 1 
AN INVESTIGATION OF PLAGIARISM IN EFL THESIS GRADUATES OF ALMUSLIM UNIVERSITY Zuhra, Intan; Nofriati, Eli; Dewi, Silvi Listia
Premise: Journal of English Education and Applied Linguistics Vol 12, No 1 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i1.6933

Abstract

Along with many plagiarism issues in the academic world, types of Plagiarism and its linguistic patterns are still under investigation. This study focuses on how Almuslim University EFL graduates perceive Plagiarism. The data for this study were gathered through documents and interviews using a descriptive qualitative design. Fifteen theses were used as samples to determine Plagiarism types and linguistic patterns, and 15 respondents were interviewed to determine the factors that influence Plagiarism. The documents were coded based on the types of Plagiarism, and the respondents were asked five questions during the interview. The findings revealed that 12 of the 15 theses samples had plagiarism rates greater than 25%, and three were found to have a small percentage of Plagiarism. According to the samples, most EFL graduates completed their theses using patchwriting instead of verbatim Plagiarism. In both types of Plagiarism (literal Plagiarism and intelligence).Furthermore, the interview results revealed that Plagiarism could occur due to various factors, including a lack of information, a desire to finish it quickly, an adverse environmental influence, and viewing the thesis as a graduate formality. Furthermore, the findings of this study can be used to educate others about the various types, causes, and contributing factors to Plagiarism. As a result, lecturers and universities can take precautionary measures to avoid Plagiarism in the future. 
IMPLEMENTING FLIPPED CLASSROOM MODEL WITH PEER GROUP TO STRENGTHEN EFL UNIVERSITY STUDENTS' WRITING ACHIEVEMENT Zuhra, Intan; Agustisa, Mutia; Darwis, Muhammad
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.12117

Abstract

This study was designed to assess students' writing achievement in the third semester of the Syiah Kuala University Paragraph Writing Course in 2021. This study used a quasi-experimental design. Pre-tests, post-tests, and questionnaires were employed as the research instruments. The data were analysed quantitatively. The results indicate that the mean score of the post-test for the experimental group (83.52) is higher than that of the control group (68.76).Furthermore, the percentage of questionnaire results showed that 27.3% strongly agree and 51.1% agree that this teaching model motivates students in learning writing. It can be concluded that there is a significant difference in the writing achievement of students between the experimental and control groups. In other words, the Flipped Classroom Model with Peer Group is an effective teaching model. Hence, the implementation of the Flipped Classroom Model with Peer Group in teaching writing could improve students' learning results and increase students' writing motivation.
Co-Authors Agustisa, Mutia Amy Mastura Chalil As'ari Cut Nelly Daiyadi Daiyadi Erywati, Erywati Fariza Wati Farizawati Farizawati Farizawati Hayati, Rahmi Iqbal Marlisa Aini, Rizka Miftahul Jannah Misnar Misnar Misnar Misnar Misnar Misnar Misnawati Misnawati Misnawati Misnawati Muh. Darwis Mustaqim, Muhammad Haris Najmuddin MA, Najmuddin Nofriati, Eli Nurfadillah Nurjannah Nurjannah Nurjannah Nurjannah Nurjannah Rahma, Rahma Said Miftahul, Fahmi Saudah Saudah Silvi Listia Dewi Wiwik Handayani Zahria Amalina Zulkifli Zulkifli Zulkifli