Studi Komparasi Penyelesaian Wasiat Wajibah di Indonesia dan Malaysia

A will is a legal document that outlines how a person's assets will be distributed after their death.   In some countries, the distribution of assets is regulated by law and not solely based on the wishes of the deceased. This is known as a mandatory will, which limits the amount that can be given to certain parties to no more than one-third of the total assets. Indonesia and Malaysia are countries that regulate the matter of mandatory wills. The purpose of this journal is to identify the similarities and differences in the provisions of mandatory wills in Indonesia and Malaysia, to determine the Islamic legal basis for mandatory wills, and to examine the development of mandatory wills in both countries.

Implementing Indirect Error Correction Strategy to Enhance Grade 8 Esl Learners Written Compositions

Error feedback is perhaps the most investigated area by ESL researchers. However, there seemed a dearth of studies on ways of implementing indirect error feedback in ESL classrooms to improve students' written compositions in context. Therefore, the aim of the study was to implement indirect error feedback on ESL learners' written compositions through the use of codes, organizing error conferences and maintaining grammar logs. The study utilized the action research design within the qualitative paradigm. It used a sample of 3 students and an ESL teacher of an elementary class in a private secondary school in GB. Data collected from document analysis, classroom observations, informal conversations, students' composition samples and interviews with the subject teacher and students formed the basis of reflections and analysis. Thus, the study looked for ways on how to synthesize indirect feedback activities according to the contextual needs. The findings of the study showed that implementing indirect error feedback requires well developed theoretical and pedagogical understanding of using indirect error correction strategy to improve the quality of learners' written compositions. Furthermore, the data indicated that students found indirect error correction fruitful as it ensured their involvement in correcting their own errors. It was also revealed that the use of these strategies led to improve quality of learners' written compositions by increasing their motivation and confidence in self-correction. The supports the argument made on Schmidt's Noticing Hypothesis and social constructive theory that the amount of attention an ESL learner is paying to the form focused feedback given by a more competent person or peers may influence the production of L2 to some degree. This study is significant in guiding ESL teachers and teacher educators in Pakistan to reflect and modify their error correction methods according to learners' needs. It also provides deep insights to future researchers to study indirect error correction in other contexts as well.