No Penulis/Judul/ Variabel/construct/ Grounded Theory Hasil Role

Tahun item

151 Effects of SRSD 1. Goal setting 1. SRSD essay Following instruction, students Dukungan
college entrance 2. self-instructions entrance increased quality of their plans, Sitasi
essay exam 3. self-evaluation examination number of argumentative
instruction for high 4. self-reinforceme instructions for elements, overall ACT essay
school students students with score, number of words, and
with disabilities or disabilities number of transition words in
at-risk for writing their ACT essays. Students were
difficulties positive about the strategy,
learning process, and its effects.

152 Answering the 1. goal setting 1. SRSD instruction Outcome measures included Dukungan
challenge: SRSD 2. self-monitoring in reading texts for genre elements, holistic quality, Sitasi
instruction for close 3. self-instructions students who have number of words written, and
reading of text to 4. self-reinforcement difficulty writing complexity of plans for writing.
write to persuade All students showed meaningful
with 4th and 5th gains on the writing outcomes,
Grade students with the exception of length,
experiencing which varied, as predicted.
writing difficulties Limitations and directions for
future research are considered.
153 Transcription skills 1. Handwriting 1. written This analysis revealed that in pen Dukungan
and written 2. Spelling transcription and mode, handwriting fluency and Sitasi
composition in 3. Narrative Writing composition skills spelling directly contributed to
Spanish beginning 4. Writing Fluency in writing writing fluency in free
writers: pen and ( sentence ) composition at the sentence level,
keyboard modes with handwriting fluency
contributing less than spelling
and spelling contributing both to
narrative writing and writing
 fluency. As regards writing by
keyboard, typing flu- ency and
spelling, both taken together and
separately, contributed to writing
fluency.
154 Writing across the 1. transitive 1. writing in This finding is attributed to the Dukungan
academic 2. intransitive academic language overall quality of and experiences Sitasi
languages: with writing instruction across the
introduction grades
155 Untangling Chinese 1. Pinyin 1. associations Findings suggest an important Dukungan
preschoolers’ early 2. PA between initial role of Pinyin knowledge in Chi- Sitasi
writing 3. Vocabulary reading, executive nese children’s early writing
development: 4. Word writing functioning, and development and point to the
associations among early writing skills importance of examining the con-
early reading, tribution of domain specific EF
executive skills to Chinese early reading
functioning, and and writing development.
early writing skills
156 Effects of linguistic 1. Reading 1. the influence of The results revealed that reading Dukungan
and affective comprehension linguistic and comprehension is the most influ- Sitasi
variables on middle 2. Grammar affective variables ential contributor to writing
school students’ knowledge on writing proficiency, followed by
writing 3. Previous writing performance grammar knowledge and previ-
performance in the instruction ous writing instruction. Although
context of English 4. Writing cognitive/linguistic value and
as a foreign apprehension were found to be
performance
language: an significant predictors, the
5. Intrinsic/interest
approach using remaining three affective
structural equation 6. Utility variables—intrinsic value, utility
modeling 7. Cognitive/linguistic value, and self-efficacy—were
8. Apprehension not. The findings suggest that
9. Self-efficacy improv- ing language-specific
 knowledge is an essential
prerequisite for developing the
EFL writing performance of
middle school students having
limited linguistic knowledge.
157 Relationships 1. Age 1. the relationship While findings support that Dukungan
between reading 2. Verbal between reading stronger readers appeared to be Sitasi
profiles and comprehension profiles and also stronger writers, questions
narrative writing index narrative writing remain about differences in the
abilities in 3. Perceptual skills writing skills of individuals with
school-age children reasoning index ASD with specific or broad
with autism 4. Full-scale reading difficulties. Implications
spectrum disorder for researchers and practi- tioners
intelligence
are discussed regarding the need
quotient
for continued examination into
5. Contextual the reading and writing abilities
conventions of children with ASD.
6. Story composition
7. Spontaneous
writing index
158 Exploring 1. Selecting 1. explore the The results showed that the Dukungan
Students’ 2. Organizing Reading and system functioned to scaffold Sitasi
Integrated Reading 3. Integrating Writing Summary students’ integrated reading and
and Summary Process writing with the SOI functions,
Writing Processes providing them with
Through an Online opportunities for repeated review
System of the selected vocabulary, main
ideas, and important sentences.
These were the funda- mental
factors in facilitating summary
writing processes. Pedagogical
implications are discussed.
159 Biliteracy 1. including 1. development of Through this initial analysis of 24 Dukungan
development in borrowing biliteration in student essays, we consider the Sitasi
Mexican primary 2. language mixing writing interrelationship among literacy
education: 3. sentence structure skills in two languages, the
analysing written 4. morpho-syntactic impact of this educational
expression in complexity. initiative in terms of biliteracy
P’urhepecha and development, as well as practical
Spanish implications for educational
practices at the bilingual schools.
160 Rebus and 1. nouns 1. Rebus and We further highlight that the Dukungan
acrophony in 2. verbs acrophony in tendencies discerned from Sitasi
invented writing 3. adjectives or even writing on theory deciphered writing systems
adverbs provide ways to test hypotheses
in the study of iconic writing
systems which are undeciphered,
such as the Indus Valley script
and the Rongorongo of Easter
Island.
161 Language 1. insertion 1. Language The analysis shows how the Dukungan
Socialization in 2. deletion socialization in digitally mediated collaborative Sitasi
Digitally Mediated 3. comment Collaborative writing process supported the
Collaborative Writing on theory socialization of students into the
Writing: Evidence disciplinary culture of the law.
from Disciplinary The analysis identifies socializing
Peer and Teacher feedback on research process,
Feedback disciplinary content, discourse
and lexico-grammar, and also
finds that socializing functions
were performed by both experts
and novices in the community of
practice.
162 Multimodal 1. computer science 1. multimodal The findings revealed that Dukungan
 Composing and 2. mechanical writing on theory traditional writing elicited Sitasi
Traditional Essays: engineering syntactically more complex
Linguistic 3. chemistry writing than DMMC using two
Performance and 4. biology measures (i.e. the number of
Learner words per T-unit, the number of
Perceptions clauses per T-unit). However,
there was no significant
difference in the accurate clause
rate between the two conditions.
Students had generally positive
perceptions of DMMC,
particularly regarding its effective
role in meaning making.
However, mixed perceptions
were found in terms of
helpfulness in improving writing
skills. Pedagogical implications
for English for academic
purposes (EAP) contexts are
discussed.
163 Difficulties faced 1. paper edited 1. difficulties in the The Process Writing Approach is Dukungan
by the 2. spelling process of writing a difficult and time- consuming Sitasi
undergraduate 3. punctuation on theory approach in writing. It is found in
students in the 4. grammar this study that drafting and
process writing revising are problematic stages
approach for undergraduate students. Thus,
it is thought that it will be better
for teachers to warn students to
prepare enough before the
production stage. Also, having
separate lectures on the
organization of paragraphs before
 the application of the approach
will be useful for students.
164 Errors in written 1. Identification 1. a systematic The results of the systematic Dukungan
expressions of 2. Separation review of theory review indicated that the errors Sitasi
learners of Turkish 3. Suitability that were most frequently made
as a foreign by foreign students in writing
language: A were related to spelling and
systematic review punctuation (40%), followed by
grammatical errors (34%). While
lexical errors constituted 14% of
errors, syntactic errors constituted
12% of the errors. At all levels,
lexical and syntax errors were
fewer than other types of error.
165 Identifying the 1. Descriptive coding 1. identification of We found that the participants (30 Dukungan
needs of 2. Interpretative academic writing Turkish postgraduate students of Sitasi
postgraduate coding courses on theory English) obtained a clear idea of
students: The first 3. Overarching the disciplinary conventions and
step of academic themes the importance of communication
writing courses with readers in academic genres
but they did not seem to develop
awareness of building stance in
academic genres. There was not a
statistical difference between MA
and PhD students’ academic
writing needs. Apparently,
academic writing courses in post-
graduate programs should place
heavy demands on more specific
needs-based curriculum to meet
their students’ target needs.
166 THE 1. content ideas 1. EFFECTIVENES Results found that under the Dukungan
 EFFECTIVENESS 2. organization S OF THE USE hybrid condition students Sitasi
OF USING A 3. language use OF HYBRID significantly outscored the
HYBRID MODE 4. evaluation criteria MODE IN learners with the AWE program.
OF AUTOMATED 5. evaluate WRITING
WRITING 6. grade writing
EVALUATION
SYSTEM ON EFL
STUDENTS’
WRITING
167 THE EFFECT OF 1. topic sentence 1. THE Findings indicated that a Dukungan
FLIPPED 2. supporting details INFLUENCE OF statistically significant difference Sitasi
CLASSROOM 3. organization and THE FLIPPED existed between the control and
INSTRUCTION IN transitions CLASSROOM experimental groups and, more
WRITING: A 4. language use INSTRUCTIONS specifically, the students of the
CASE STUDY 5. mechanics. IN WRITING experimental group performed
WITH IRAQI EFL better on the writing tests than the
LEARNERS students of the control group. The
majority of the learners’ attitudes
towards FCI were positive.
168 INDIVIDUAL OR 1. Reference 1. FLIPPED The results suggest that teaching
COLLABORATIV 2. Substitution CLASSROOM cohesion using a flipped approach
E WHATSAPP 3. Ellipsis MODEL OF EFL through collaborative WhatsApp
LEARNING? A 4. Conjunction WRITING learning activities may serve as
FLIPPED 5. Lexical cohesion INSTRUCTIONS one of the suitable alternatives to
CLASSROOM improve EFL learners’ cohesion
MODEL OF EFL in writing.
WRITING
INSTRUCTION
169 DEVELOPING 1. Topic 1. DEVELOPING The findings revealed that the Dukungan
EFL 2. Organization EFL WRITING participants in both groups Sitasi
ELEMENTARY 3. Paragraphs SKILLS showed considerable
LEARNERS’ 4. Sentences improvement on the immediate
 WRITING SKILLS 5. Vocab and delayed writing post-tests;
THROUGH 6. Grammar however, on average, those in the
MOBILE- 7. Punctuation experimental MALL group were
ASSISTED 8. Spelling shown to have outperformed the
LANGUAGE students in the control group
LEARNING significantly. Not surprisingly,
(MALL) the learners in the treatment
group had made fewer errors on
the targeted grammatical
structures like the use of
adjectives, possessives and
simple present tense compared to
those in the control sample.
Finally, the results of the post hoc
interview reflected that MALL
learners felt positively about the
utility of mobile technology in
writing classes. Essentially, the
findings could be of great help to
EFL teachers, EFL learners, and
course designers.

170 EFFECT OF 1. Writing Ability 1. EFFECT OF The results of the study showed Dukungan
BLENDED BLENDED that the writing ability of the EFL Sitasi
LEARNING LEARNING students taught by using blended
USING GOOGLE USING GOOGLE learning using Google Classroom
CLASSROOM ON CLASSROOM was better than that of the other
WRITING group. Besides, the high
ABILITY OF EFL autonomous EFL students
STUDENTS outperformed the low
ACROSS autonomous EFL students in their
AUTONOMY writing ability.
 LEVELS
171 Writing approaches 1. meta-interactive 1. writing approaches The findings indicate that Dukungan
and strategies used 2. interactive and strategies in teachers mostly used a process Sitasi
by teachers in 3. turn-taking writing approach to writing, which is in
selected South line with their curriculum. The
African English study also found that teachers
First Additional generally used a question and
Language answer method to teach writing,
classrooms which entails teachers controlling
the interactions in the classrooms
through a nomination-response
cycle. Analyses of lessons also
suggest that teachers creatively
employed code-switching to
explain writing concepts better.
172 A Case Study of 1. Organization 1. Case Study The results showed the students’ Dukungan
Teacher Feedback 2. Grammar/ Feedback on Essay active engagement in responding Sitasi
on Thai University Mechanics Writing to the teacher feedback, and this
Students’ Essay 3. Content/ Discourse tends to assert the crucial roles of
Writing teachers’ knowledge of students’
learning experiences, English
proficiency levels, feedback
preferences and classroom
settings on the success of written
corrective feedback. Though the
findings might not be generalized
in other EFL settings, they show
how in-service teachers adjust
feedback strategies in their actual
teaching situations to prepare
EFL students to become self-
regulating writers.
173 Word Meanings in 1. communicative 1. Oral and Written The results are presented in two Dukungan
Oral and Written situation Psychiatrist- parts. Part 1 focuses on the word Sitasi
Psychiatrist-Patient 2. in particular Patient meaning in an oral clinical
Communication 3. institutional setting Communication interview. We analyze examples
4. status and roles of mental patients’ utterances
5. subject matter of from clinical interviews and
the exchanges describe how psychiatrists elicit
6. formality of the meanings from their patients’
style, utterances in a clinical setting. In
7. communicative Part 2 we describe the different
channel ways in which words are used
8. mental mechanisms and interpreted by patients and
relevant clinicians in written
communication mediated by a
psychiatric clinical research
questionnaire. We conclude this
article by interpreting our results
with regard to the objectives and
values of the clinical discourse,
and discussing whether or not the
new ways of word usage boost
the institutional capacity of
mental health care.
174 Kelantan 1. Language 1. Kelantan, While their higher level of Malay Dukungan
Peranakan Chinese 2. Physical Peranakan language proficiency vis-à-vis Sitasi
Language and appearance Language and mainstream Chinese is readily
Marker of Group 3. Food & foodways Identity Markers in acknowledged, findings from
Identity 4. Building design theory content analyses of qualitative
5. Religion data collected in a focus group
discussion also suggest that such
proficiency in Malay language is
achieved due to it being pivotal to
 the continuity of their identity as
both Kelantan Peranakan Chinese
and Kelantanese. In short, the
Kelantan Peranakan Chinese
community is a good example
that proficiency in Malay
language as national language can
exist in tandem with the group’s
mother tongue language, and thus
should be celebrated and
supported towards building a
common identity as part of
nation-building in Malaysia.
175 Tagging L2 1. Lexical choice 1. L2 writing The study adopts the procedure Dukungan
Writing: Learner 2. Verb conjugation marking on theory employed by van Rooy and Sitasi
Errors and the 3. Article Schäfer (2002).CLAWS was used
Performance of an 4. Number in noun to automatically POS tag a subset
Automated Part-of- phrase of the Malaysian Corpus of
Speech Tagger 5. Clause type Learner English (MACLE), and
6. Resumptive the texts were then analyzed for
tagging accuracy.CLAWS was
pronoun
found to perform less well on
7. Infinitive
learner text than on native
8. Omission speaker texts, but still with an
9. Preposition accuracy rate of over 90%. The
10. Spelling sources of error are traced, and
11. Overgeneration spelling errors are found to be the
12. Word form most common source. Closer
13. Word order inspection indicates that
14. Others successful tagging is likely to
lead to problems downstream in
later processing, which suggests
 that to optimize performance,
some modifications will be
required in tagger design.
176 Students’ 1. Sentence Structure 1. student responses The analysis of students’ writing Dukungan
Responses to Tutor 2. Word Choice to Teacher and tutor feedback reveal that Sitasi
Feedback: 3. Punctuation Feedback in error type and feedback type
Focusing on Their 4. Article writing seem to affect a student’s
Writing and 5. Conjunction incorporation of feedback; in
Perceptions 6. Preposition particular, students incorporated
7. Plural content-oriented, indirect, and
coded types of feedback more
8. Citation
than the other feedback types.
9. Verb Tense
The questionnaire data show that
10. S-V most students valued the tutor
11. Pronoun feedback; however, low
12. Fragment incorporators had more problems
13. Repetition in incorporating tutor feedback.
14. Contents Based on these results,
15. Elaboration suggestions on tutor feedback and
implications for future studies are
discussed.
177 Context and 1. Reference 1. context and culture In addition, two articles from the Dukungan
Culture via 2. Substitution in writing Independent and the Guardian on Sitasi
Cohesive Devices 3. Ellipsis the same topic were also
in Higher 4. Conjunctions discussed. Comparative analysis
Education 5. Repetition was conducted on the six articles
Students’ and 6. Collocation vis-à-vis the use and functions of
Professional 7. Hyponymy cohesive devices. The analysis
Writers’ Opinion involved four categories: person
8. Synonymy
Articles deixis, spatial deixis, temporal
9. Antonymy
deixis, and the definite article.
10. Meronymy The findings showed that
 exophoric and homopohric
cohesive devices were employed
abundantly, with exophora
occurring in more instances. The
study also revealed the relevant
functions that have evident
implications about assumptive
and supportive roles of cohesive
devices.
178 Does Focused 1. General discourse 1. Improve the results show that the treatment Dukungan
Teaching of NP functions Competency in the learners received enhanced Sitasi
Elaboration 2. Narrative discourse Writing Narrative their narrative writing skills in a
Enhance Young functions in English number of ways. Text 3, in
Learners’ Narrative contrast to Text 1, does not only
Writing display an increase in text length,
Competence in but also a growth in the number
English as a of post-modifying prepositional
Second Language? phrases and relative clauses (the
latter primarily having general
discourse functions but also
narrative discourse functions), as
well as an increase in NP and VP
coordination, all being signs of
more advanced narrative writing.
179 Prepositions in L2 1. Enclosure as 1. prepositions in L2 The results of the study suggest Dukungan
Written English, or containment English Written on that the teaching of prepositions Sitasi
Why on Poses 2. Geographical theory should take into account
More Difficulties location (non-)congruence of prepositional
than in 3. Enclosure of meanings between the learners’
communicative mother tongue and their L2.
nature Social
inclusion or
 belonging
4. Mental and
emotional states
conceptualized as
enclosures
180 Reading L1 and L2 1. previewing 1. reading L1 and L2 While these findings corroborate Dukungan
Writing: An Eye- 2. skimming Writing on theory prior research comparing the Sitasi
tracking Study of 3. scanning rating of L1 and L2 writing, they
TESOL Rater 4. inferring words promise to expand our
Behavior 5. Rhetoric understanding of rating processes
6. Organization by reflecting the teachers’ reading
7. Word Choice practices and attentional focus
while rating. Moreover, the study
8. Grammar
demonstrates the potential for
using eye- tracking research to
unobtrusively investigate the
reading behaviors involved in
assessing L1 and L2 writing.