Danang Hastomi (A1B214071) Academic Writing (A)4

Name :Danang Hastomi

Reg. Number :A1B214071

Academic Writing (A4)

Would Punisment Changes or Prevents Cheating?

     Academic cheating nowadays becomes a serious problem in every level of education. It attracts people to give opinions about. While some people agree with the academic cheating as common thing in world of education, other said disagree. They might think that the academic cheating is common, but I say it is as a serious problem which should be solve. For me, punish the academic cheaters strictly is a best solution so far. School authority must be strengthen up. Similarly Cotton states that Schools should also allow secondary students to think and to develop problem-solving skills, including rationales that lead to their conclusions, consideration of other points of view, and analysis of various reasoning processes (Cotton, 1997, p. 6).

     Most of students cheat because of behavior in their environment they’re study. Giving punishment will change their perspective about cheating. Some students cheat in some case just to follow the other students. Finally, once students have learned the skill, they are taught them when it is appropriate to use each skill – meta-cognition (Candace Davies 2011). The punishment may freak them out and slowly but sure, it will changes their mentality about the academic cheating and help them to think critically. Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member of (Geert Ten Dam Monique Volman 2004). Attitude changing is first step for behavior change.

   The punishment also may become a warning for the other students, so they will not dare to cheating. When a student got punishment, she or he becomes an example for the others and the others would aware off also think twice before doing the cheating. The other students said if they did the cheating because they cannot remmember or forgot to know background knowledge. Originally developed by Tulving (1985), the Remember–Know paradigm describes two main types of retrieval response, Remember versus Know. By contrast, knowledge which is Known is recalled, retrieved and applied without any such additional contextual associations and ‘‘thus, is information which is simply based on a certainsense of just knowing or familiarity [. . .].’’ (Noyes & Garland, 2003, p. 415) One important implication is that the Remember type of memory is thus more vulnerable to fading with time, than knowledge which is Known.

     While some people think that the cheating occurs in every aspect of life like education, economy, social and etc. So, it is not big deal, cause it happens around us. They said to get used with it more alike accept it as behavior or even worse as culture. I have different mind about it then. Claim bad thing as behavior or culture is absolutely wrong. If there something wrong around us, then we have to fix it or solve it. To change behavior, we must change the mentality, habbits and perpectives. The punishment for the academic cheating is one of many ways to fix or solve the wrong things which occured around us.

     It does not matter if the academic cheating is common problem nor serious problem. It is still problem and need to be fixed up. The punishment may be the solution so far. It is not just to punish the cheaters, also be the warning for the other cheaters and it means a prevented action. The students should consider again about the punishment and the teachers should select which kind of the punishment that should be used. So, it will not hurt the student’s mentality to deeper and create a traumatic. In term to break the chains, cutting action is needed, to stop it, still that the punishment is the best one so far. 

  

Refferences 

C. P. L. & Lee Tay Y. (2003) The Journal of Educational Multimedia and Hypermedia, Vol.12,   Davis, C. (2004) Teaching Students Higher Order Thinking Skills.

http://teachers-career-edge.com/articles/article/teaching-students-higher-order- thinking-skills-94-1.html

Geert ten Dam and Monique Volman (2009) Critical thinking as a citizenship competence teaching  strategies. 

http://www.sciencedirect.com/science/article/pii/S0959475204000076

Noyes, J. M., & Garland, K. J. (2003). VDT versus paper-based text: Reply to Mayes, Sims and Koonce. International Journal of Industrial Ergonomics, 31, 411–423.

Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 26, 1–12.

http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_Search 

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