NO Judul/Penulis/Tahun Variabel/Contruct/Item Grounded Theory Hasil Role

61 Writing proficiency 1. Function 1. proficiency in writing Each sample is analyzed Dukungan

profiles of heritage 2. Accuracy profiles of Chinese, employing a review form Sitasi
learners of Chinese, 3. Content/context Korean, and Spanish through which floor and
Korean, and Spanyol 4. Text type relics ceiling criteria are identified,
and the strengths and
"menulis profil weaknesses of writing while
kemahiran peserta didik attempting next-level
peninggalan Cina, functions are made evident.
Korea, dan Spanyol" The proficiency profiles
resulting from this analysis
are used to propose
pedagogical practices in
support of literacy
development.
62 The Impact of Marginal 1. Instructional 1. the ability to write a The results revealed that Dukungan
Glosses and Network techniques summary of EFL learners in the NTAO group Sitasi
Tree Advance 2. Summary writing learners on theory outperformed their
Organizers on EFL counterparts in the other two
Learners’ Summary groups (i.e., the MG group,
Writing Ability and control group). The
study points to the relative
"Dampak Glosarium effectiveness of the
Marginal dan utilization of different
Penyelenggara Jaringan instructional techniques to
Tree Advance terhadap promote the learners’
Kemampuan Menulis summary writing ability. It
Ringkasan Pembelajar is also argued that the visual
EFL" sketch of the materials
presented through the
NATOs could pave the way
for more elaborate and
 detailed information
processing and prompt
language learners to
properly prioritize, organize,
and classify information.
63 Multimodal 1. Individual 1. Implications for Based on the results, we Dukungan
assignments in higher 2. Group multimodal writing discuss pedagogical Sitasi
education: Implications 3. Group and individual assignments implications regarding the
for multimodal writing work design of multimodal
tasks for L2 writers writing tasks for L2 aca-
demic writers.
"Penugasan multimoda
dalam pendidikan
tinggi: Implikasi untuk
tugas penulisan
multimoda bagi penulis
L2"

64 Toward an integrative 1. language 1. integrative framework Using a writing sample from Dukungan
framework for 2. visual image for understanding an English learner in an Sitasi
understanding 3. gesture multimodal L2 writing elementary science
multimodal L2 writing 4. listening classroom, we illustrate the
in the content areas 5. reading potential of an integrative
6. speaking framework for pro- viding a
"Menuju kerangka kerja 7. writing more nuanced and
integratif untuk comprehensive
memahami penulisan L2 understanding of multimodal
multimoda di bidang L2 writing in the content
konten" areas. Implications of an
integrative framework and
promising directions for
future re- search are also
 discussed.
65 Assessing digital 1. Creativity and 1. assessment of digital The article proposes a Dukungan
multimodal composing originality multimodal writing in process-based model for the Sitasi
in second language 2. Organization writing on theory assessment of digital
writing: Towards a 3. Language multimodal composing,
process-based model 4. Delivery which shows how processes
5. Modal interaction of instruction, design
"Menilai penulisan 6. Variety activity and assessment
multimoda digital dalam 7. Genre interact. Assessment can be
penulisan bahasa kedua: planned at different stages of
Menuju model berbasis the design activity, draw on
proses" formative and summative
strategies, and must take into
account the orchestration of
multimodal affordances.
66 Empowering learners in 1. Cognition 1. Empower students in Our results revealed that the Dukungan
the second/foreign 2. Metacognition second / foreign intervention group Sitasi
language classroom: 3. Social Behaviour language classes outperformed the control
Can self-regulated 4. Motivational group in the post- and
learning strategies-based Regulation delayed post-writing tests
writing instruction make with a decreased effect size.
a difference? They became more active in
using an array of SRL
"memberdayakan strategies (e.g.,
peserta didik di kelas metacognitive strategies,
bahasa kedua / asing: social behavior strategies,
Dapatkah pembelajaran and motivational regulation
mandiri berbasis strategies). It is also reported
pembelajaran mandiri that the SRL strategies-
dapat membuat based instructional model
perbedaan?" contributed to increased
levels of linguistic self-
 efficacy and performance
self-efficacy. Pedagogical
implications are also
discussed.
67 English writing skills of 1. Independent 1. English writing skills of These findings are discussed Dukungan
students in upper 2. Integrated students in secondary with regard to im- plications Sitasi
secondary education: 3. Country education for English writing curricula
Results from an 4. Gender and teacher education in an
empirical study in 5. Language Background international context.
Switzerland and
Germany

"Keterampilan menulis
bahasa Inggris siswa
dalam pendidikan
menengah atas: Hasil
dari studi empiris di
Swiss dan Jerman"
68 Grammatical 1. Mean length of clause 1. the complexity of Our finding suggests that Dukungan
complexity: ‘What Does 2. Mean length of grammar in writing L2 grammatical complexity has Sitasi
It Mean’ and ‘So What’ sentence on theory been theorized from two
for L2 writing 3. Mean length of T-unit primary perspectives: an
classrooms? 4. Clauses per sentence independent perspective that
"kompleksitas tata 5. Clauses per T-unit grammatical complexity is
bahasa: 'Apa Artinya' 6. Complex T-units per static across different
dan 'Jadi Apa' untuk T-unit contexts and a dependent
kelas menulis L2?" 7. Dependent clause per perspective that grammatical
clause complexity should be
8. Dependent clause per investigated in response to
T-unit specific registers. Also,
 9. Coordinate phrases per gramma- tical complexity
clause has been observed from
10. Coordinate phrases per primarily the clausal level to
T-unit the clausal, phrasal and
11. T-unit per sentence morphological levels,
12. Complex nominals per echoing Norris and Ortega’s
clause (2009) claim that
13. Complex nominals per grammatical complexity
T-unit should be studied as a multi-
14. Verb phrases per T- dimensional construct.
unit Moreover, we have
identified four main
parameters used by existing
literatures to define
grammatical complexity:
length, ratio, index and
frequency. The change of
each parameter is
summarized with details in
our review. At the end, we
also discuss pedagogical
implications for L2 writing
instruction in the EAP
context.
69 Re-writing the 1. identity 1. new context, identity, As the articles in this special Dukungan
doctorate: New 2. authority and genre in rewriting issue of the Journal of Sitasi
contexts, identities, and 3. agency Second Language Writing
genres 4. voice demonstrate, the experience
"menulis ulang doktor: 5. ideology is harrowing for many
Konteks baru, identitas, 6. intersectionality students and, often, for their
dan genre" 7. epistemology supervisors as well. And the
challenge is increased if
8. culture
 9. race students are writing in a
10. language second or additional
11. community language. This article offers
12. mental health an overview of this special
13. creativity issue, and identifies some of
the most troubling aspects of
doctoral writing.
70 Investigating 1. Finite Dependent 1. the complexity of In summary, although we Dukungan
grammatical complexity Clauses grammar in research recognize the utility of Sitasi
in L2 English writing 2. Non-finite Dependent writing English L2 omnibus complexity
research: Linguistic Clauses measures for purely
description versus 3. Dependent phrases predictive purposes (e.g., to
predictive measurement (non- clausal) assess L2 writing
"menyelidiki proficiency), we argue that a
kompleksitas tata comprehensive linguistic
bahasa dalam penelitian description of grammatical
penulisan Bahasa structures and uses is
Inggris L2: Deskripsi required to fully understand
linguistik versus the characteristics of student
pengukuran prediktif" texts and the nature of
student writing
development.
71 Engagement in Doctoral 1. analysis 1. involvement in the The results indicated that the Dukungan
Dissertation Discussion 2. discussion Discussion Section by examined writers used Sitasi
Sections Written by Native Speakers of various dialogic resources to
English Native Speakers English engage themselves in
"keterlibatan dalam dialogue with their potential
Bagian Diskusi interlocutors. They also
Disertasi Doktor yang preferred to limit the
Ditulis oleh Penutur possibility of being rejected
Asli Bahasa Inggris" or challenged by using
dialogically contractive
 Engagement resources more
than dialogically expansive
ones.
72 The use of English 1. Corpus and lexical 1. English prepositions in Results show that Korean Dukungan
prepositions in lexical bundles lexical bundles learners rely heavily on a Sitasi
bundles in essays 2. Core expression small number of PP-based
written by Korean approach bundles and underuse those
university students 3. Errors with that are characteristic of
"penggunaan preposisi prepositions in lexical academic prose. A
bahasa Inggris dalam bundles subsequent error analysis of
bundel leksikal dalam prepositions in the learner
esai yang ditulis oleh bundles reveals an error rate
mahasiswa Korea" of approximately 7% in 13
bundle types. More than
70% of the errors are
preposition misuses. Based
on these findings, this study
offers suggestions for
classroom materials and
further research topics
centering on PP-based
lexical bundles.
73 Understanding voice in 1. academic writing 1. understand sounds in Then it moves on to analyze Dukungan
Chinese students’ 2. voice English writing the influence of various Sitasi
English writing educational factors on
"memahami suara dalam Chinese students’ voice
tulisan bahasa Inggris development, which has
pelajar China" largely been overlooked in
previous discussion on this
topic. After examining how
the dynamic changes in
Chinese culture, language,
 and education in a
globalized society may
impact Chinese students’
voice development, the
article further suggests that
these broader contextual
factors interact with the
more immediate context of
writing to shape the
complexity of Chinese
students’ voice in English.
This work has implications
for curriculum, pedagogy,
and teacher development in
various writing
74 The expression of 1. subjective explicit 1. expression of obligation This sort of approach would Dukungan
obligation in student 2. subjective implicit in academic writing also benefit from Sitasi
academic writing 3. objective implicit and considering student and
"ekspresi kewajiban objective explicit lecturer perspectives on the
dalam penulisan appropriacy or otherwise of
akademik siswa" certain means of expressing
obligation. Finally, it would
be helpful to ascertain the
sorts of problems that
learners have, whether this is
achieved by consulting (or
constructing) an appropriate
corpus, through detailed
manual analysis of the type
carried out by Lee (2010), or
by surveying learners on
what issues they find most
 problematic.
75 Who’s afraid of phrasal 1. identification 1. the use of phrasal verbs An analysis of meanings of Dukungan
verbs? The use of 2. analysis in writing on theory the most frequent phrasal Sitasi
phrasal verbs in expert verbs in the corpus indicates
academic writing in the that in academic writing PVs
discipline of Linguistics are used in restricted and
"siapa yang takut sometimes metaphorical
dengan kata kerja senses which are less
phrasal? Penggunaan common in general language
kata kerja phrasal dalam use. We conclude our study
penulisan akademis ahli by suggesting some
dalam disiplin recommendations for
Linguistik" introducing phrasal verbs
into the teaching repertoire
of English for Academic
Purposes.
76 Big ideas & sharp focus: 1. Key concept & 1. researching and The fundamental value of Dukungan
researching and background developing academic SFL is recognised for its Sitasi
developing tertiary 2. Text Preview writing capacity to define both what
students’ academic 3. Thesis and how to teach, whenever
writing across the 4. Claim there is need to pay close
disciplines 5. Summary of relevant attention to students’
"ide-ide besar & fokus literature language development.
yang tajam: meneliti dan
6. Concluding statement
mengembangkan tulisan
akademik siswa tersier
di seluruh disiplin ilmu"
77 Local grammars and 1. e.g. 1. local grammar and It then argues that the Dukungan
discourse acts in 2. such as discourse actions in practice of local grammar Sitasi
academic writing: A 3. for example academic writing analysis helps to further
case study of 4. illustrate raise academic writers’
exemplification in 5. for instance awareness of the patterned
 Linguistics research 6. an example of nature of language in use,
articles 7. exemplify not only in terms of lexical-
"tata bahasa lokal dan 8. an instance of grammatical patternings, but
tindakan wacana dalam also discourse-semantic
penulisan akademis: patternings. Applications of
Sebuah studi kasus local grammar research on
contoh dalam artikel discourse acts in EAP
penelitian Linguistik" teaching are further
discussed.
78 An exploratory study on 1. Academic writing as 1. exploratory study of The findings revealed that Dukungan
factors influencing the norm “to write factors influencing undergraduate writing is Sitasi
undergraduate students’ well.” academic writing influenced by an array of
academic writing 2. Rule-bound nature of practice interrelating educational and
practices in Turkey academic writing contextual factors: (1) the
"sebuah studi eksplorasi 3. Selection of topic amount and nature of L1 and
tentang faktor-faktor 4. Planning stage L2 pre-university writing
yang mempengaruhi 5. Writing introduction instruction and experience,
praktik penulisan paragraph and (2) students’ perceptions
akademik mahasiswa conceiving a thesis about academic writing and
sarjana di Turki" statement. disciplinary-specific text
6. Writing stage genres, (3) prolonged
7. Adhering to academic engagement with the
writing conventions. academic context and
8. Using the academic discourse, and (4)
register. expectations of faculty
9. Translating from L1 to members. The insights
L2 gained from the study
10. Deadlines, time provide important
constraints implications for
11. Essay reconceptualization of
12. Response Paper writing instruction in
13. Review Turkey.
 14. Research Paper
15. Short story
79 Academic conflict in 1. Proposed claim 1. academic conflict in the The analyses revealed that Dukungan
Applied Linguistics 2. Inconsistency indicator discussion of Applied English papers (whether Sitasi
research article 3. Opposed claim Linguistic research written by native or non-
discussions: The case of 4. Conflict resolution articles native writers) included
native and non-native more academic conflict
writers structures compared to
"konflik akademik Persian research articles.
dalam diskusi artikel However, in terms of the
penelitian Linguistik distinct components of
Terapan: Kasus penulis academic conflict, English
asli dan non-asli" and Persian articles
contained a similar number
of recurrent proposed and
opposed claim structures.
The main area of difference
between English papers
(written by natives) and
Persian articles was in the
use of inconsistency
indicators and conflict
resolution.
80 ‘As we all know’: 1. Intermediate implicit- 1. the use of Chinese In addition to the Chinese Dukungan
Examining Chinese EFL explicit subjective learners' EFL EFL learners’ reliance on Sitasi
learners’ use of 2. Intermediate implicit- metaphors for such deontic, contracting
interpersonal explicit objective interpersonal grammar metaphors, this paper
grammatical metaphor 3. Explicit-subjective in academic writing explores their preference for
in academic writing 4. Explicit-objective subjective realizations and
"Seperti yang kita 5. Modal as thing identifies key areas for
semua tahu': Memeriksa pedagogical intervention.
penggunaan EFL
 pembelajar Cina
'metafora tata bahasa
interpersonal dalam
penulisan akademik"
81 Authorial identity in 1. frequency 1. The role of the The findings revealed the Dukungan
Turkish language and 2. discourse functions publication context in likely significance of the Sitasi
English language the choice of academic publication context in the
research articles in writer discourse discoursal choices of
Sociology: The role of academic writers.
publication context in
academic writers’
discourse choices
"identitas penulis dalam
artikel penelitian bahasa
Turki dan bahasa
Inggris di Sosiologi:
Peran konteks publikasi
dalam pilihan wacana
penulis akademik"
82 Remember that your 1. essay 1. Metadiscourse is The findings have led to a Dukungan
reader cannot read your 2. paragraph problem-oriented / revision of the model of Sitasi
mind: Problem/solution- 3. text solution-oriented in meta- discourse in which the
oriented metadiscourse 4. phras teacher feedback roles of the writer, audience
in teacher feedback on 5. sentence and text are
student writing 6. word multidimensional rather than
"ingat bahwa pembaca one-dimensional.
Anda tidak dapat
membaca pikiran Anda:
Metadiscourse yang
berorientasi pada
masalah / solusi dalam
umpan balik guru
 tentang penulisan siswa"
83 Error gravity analysis of 1. relevant 1. academic writing of This study suggests that Dukungan
IELTS students’ 2. extended IELTS students 2 writing instructors in Sitasi
academic writing task 2 3. supported ideas general, and IELTS teachers
"analisis kesalahan 4. Feedback in specific, introduce the
gravitasi tugas penulisan 5. Writing writing assessment rubrics
akademik siswa IELTS (IELTS writing band
2" descriptor for IELTS
candidates) to students fully
and analyze some sample
writings in their classrooms
for the students to
familiarize them with IELTS
examiners’ expectations. It
was concluded that teachers
should spend more quality
time on providing students
with task achievement
feedback as it tops the error
gravity list.

84 Applying group 1. observation 1. Dynamic group Qualitative data analysis Dukungan

dynamic assessment 2. interactions assessment to support indicated that most learners Sitasi
procedures to support 3. learners the development of and teachers held positive
EFL writing 4. content EFL writing attitudes towards the
development: Learner 5. organization efficacy of G-DA for
achievement, learners’ 6. vocabulary supporting EFL writing
and teachers’ 7. language use development. However, a
perceptions 8. mechanics few participants asserted that
"menerapkan prosedur the procedures were
penilaian dinamis unsystematic, stressful, time
kelompok untuk consuming, and
 mendukung inappropriate for large
pengembangan classes.
penulisan EFL: Prestasi
pelajar, persepsi peserta
didik dan guru"
85 Engaging in textbook 1. learning disabilities 1. metacognitive strategies This study provides insight Dukungan
writing as deliberate 2. literacy maintain periods of into how textbooks are Sitasi
practice: How two 3. mobility issues deliberate practice in written in practice and thus
expert ELT textbook 4. the reliability writing has implications for the
writers use 5. veridicality research field of materials
metacognitive strategies 6. reactivity development; the findings
while working to sustain also point to practical
periods of deliberate strategies that might be
practice utilized by those who write
"Terlibat dalam language learning materials.
penulisan buku teks
sebagai praktik yang
disengaja: Bagaimana
dua penulis buku teks
ELT ahli menggunakan
strategi metakognitif
sambil bekerja untuk
mempertahankan
periode praktik yang
disengaja"
86 Digital Authoring 1. Introduction elements 1. Digital Writing Support These results are discussed Dukungan
Support for 2. Argument elements for Argumentative with respect to the Sitasi
Argumentative Writing: 3. Global editing options Writing difficulties of studying the
What does it change? 4. Legend effects of digital tools on
"Dukungan Penulisan 5. Conclusion elements writing and learning in
digital untuk Menulis controlled first-use contexts
Argumentatif: Apa yang and the importance of
 berubah?" developing instructional
designs with explicit
learning outcomes that are
aligned to the instructional
principles embedded in
digital tools.
87 Metacognitive 1. Advising 1. Peer Review The result showed that, first, Dukungan
Instruction for Peer 2. Eliciting interactions in L2 metacognitive training in Sitasi
Review Interaction in 3. Reacting Writing peer review interaction
L2 Writing 4. Requesting helped change the
"Instruksi metakognitif clarification perception of these young
untuk Interaksi Peer 5. Instructing learners and increased their
Review dalam Menulis level of engagement and
L2" collaboration during the five
peer review task. Second,
metacognitive training
appreared to encourage
students to provide more
content-related feedback
than language-related
feedback during dyadic
interactions. Finally, it was
faound that the students
were able to seriously
consider their peer feedback
when revising the peer-
reviewed drafs, but written
feedback had a much higher
chance of being incorporated
than did oral feedback. The
pedagogical implications of
these findings were
 discussed.
88 Some Goal, Varying 1. Reading and Writing 1. Effectiveness of Suggestions are offered for Dukungan
Beliefs : How Students (RW) Feedback on Second ESL writing instructions to Sitasi
and Teachers See the 2. Writing Lab (WLab) Language Writing adapt their feedback for its
Effectiveness of 3. Content-based maximum effects.
Feedback on Second Instruction (CBI)
Language Writing 4. Freshmen
"Beberapa Tujuan, Compositiona
Memvariasikan
5. Writing Lab
Keyakinan: Bagaimana
6. English Academic
Siswa dan Guru Melihat
Efektivitas Umpan Writing (EAW)
Balik pada Penulisan
Bahasa Kedua"
89 Assessment of Authorial 1. Affective Dimension 1. Contributions of Voice The findings were discussed Dukungan
Voice Strength in L2 2. Ideational Dimension Components to Text regarding English L2 writing Sitasi
Argumentative Writing 3. Presence Dimension Quality within the Iranian context.
Task Performances:
Contributions of Voice
Components to Text
Quality
"Penilaian Kekuatan
Suara Authorial di L2
Pertunjukan Tugas
Menulis Argumentatif:
Kontribusi Komponen
Suara terhadap Kualitas
Teks"
90 Writing self-efficacy in 1. Linguistic Self-Efficacy 1. Writing self-efficacy in Results indicated that the Dukungan
English as a foreign 2. Self-Regulatory English as a foreign participants’ foreign Sitasi
language: Turkish Efficacy language language writing self-
Context 3. Performance Self- efficacy is moderate, and
"menulis self-efficacy Efficacy that their writing self-
dalam bahasa Inggris 4. Writing Self-Efficacy efficacy does not change due
sebagai bahasa asing: to their gender, or actual
Konteks Turki" English language
proficiency levels. Perceived
language proficiency seems
to play a more prominent
role than actual proficiency
level.