Plagiarism Practices As Conducted By Higher Education Students In Academic Writing: Lecturers’ Perception
Abstract
This research aims to investigate the lecturers’ perception toward plagiarism practices as
conducted by higher education students in Academic Writing. This research used thematic
analysis to analyze the data. Park (2003) frames were used to investigate the lecturers’
perception about students’ plagiarism practices. The data were collected through interviews
with the lecturers who experienced teaching Academic Writing for more than three years,
which means they met more higher education students and their writing. The researcher found
that both of the lecturers perceived that students' plagiarism practices in Academic Writing
should not be the single factor of assessing their students’ works. The misconduct tends to be
affected by several factors such as the limited knowledge of what plagiarism is and an
undisciplined task completion. The forms of plagiarism, such as copying the text without
proper acknowledgment and paraphrasing without crediting the sources should be treated as a
learning process, by which the lecturers should create an assessment system that makes
students aware of plagiarism practices and the risks of plagiarism itself. Both lecturers, who
have notable experiences in teaching and practicing academic writing, perceived that learning
design matters.