Ayu Rini Tri Utari
16611046
Review of the 13th free reading
"Hong kong's poor live in house smaller than the prison cells"
Some poor people in Hong Kong live in tiny house, it is showed by a new study. Residents from a housing alliance fount that 204 families in tjeir area live in homes that are smaller than prison cells. They live in the Kwai Chung area of Hong Kong. The average living space per person was just 4,6 square meters, or about a half the size of a car parking space. About 50 per cent is the average of a prison cell for Hong Kong's maximum security prisioners. It is bigger than the size of the Kwai Chung homes.
Showing posts with label Ayu Rini Tri Utari. Show all posts
Showing posts with label Ayu Rini Tri Utari. Show all posts
Sunday, 7 January 2018
100th Article "Review of Android and iOS Tablet Apps in Spanish to Improve Reading and Writing skills of Children with Dyslexia"
Ayu Rini Tri Utari
16611046
Review of the 100th article
"Review of Android and iOS Tablet Apps in Spanish to Improve Reading and Writing skills of Children with Dyslexia"
The study want to shed light on the Apps in Spanish for children with dyslexia. They present research on developing literacy using fifteen tablet applications selected for working on literacy and mathematics in children with dyslexia. They have used an ad-hoc instrument that analyses the main elements of the apps, their pedagogical approach, game resources and approach to dyslexia. The results that they emphasize are that no application has a global approach; most apps consider only reading fluency or automated word recognition, the two are not integrated in the set of activities.
16611046
Review of the 100th article
"Review of Android and iOS Tablet Apps in Spanish to Improve Reading and Writing skills of Children with Dyslexia"
The study want to shed light on the Apps in Spanish for children with dyslexia. They present research on developing literacy using fifteen tablet applications selected for working on literacy and mathematics in children with dyslexia. They have used an ad-hoc instrument that analyses the main elements of the apps, their pedagogical approach, game resources and approach to dyslexia. The results that they emphasize are that no application has a global approach; most apps consider only reading fluency or automated word recognition, the two are not integrated in the set of activities.
99th Articlen "Kindergarten predictors of third grade writing"
Ayu Rini Tri Utari
16611046
Review of the 99th article
"Kindergarten predictors of third grade writing"
This article tell about the kindergarten oral language skill was related to narrative writing quality, kindergarten literacy skill was related to narrative and expository writing quality, kindergarten attention was not directly related to third grade writing.
The present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Structural equation modeling showed that kindergarten oral language and lexical literacy skills (for example; word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not independently related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
16611046
Review of the 99th article
"Kindergarten predictors of third grade writing"
This article tell about the kindergarten oral language skill was related to narrative writing quality, kindergarten literacy skill was related to narrative and expository writing quality, kindergarten attention was not directly related to third grade writing.
The present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Structural equation modeling showed that kindergarten oral language and lexical literacy skills (for example; word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not independently related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
98th Article ."Postpedagogy and Web Writing"
Ayu Rini Tri Utari
16611046
Review of the 98th article
"Postpedagogy and Web Writing"
A postpedagogical orientation is necessary to exploit the new forms of writing offered by Internet. Seizing such opportunities requires rethinking the desire to teach writing—a move toward what has been termed postpedagogy. They align the interactive and collaborative affordances of web writing with a postpedagogical model of learning focused on inventive practices grounded in kairotic interactions. They also detail our candid experiences working with students who are writing for real world audiences, as well as the productive risks and anxieties such an approach produces.
16611046
Review of the 98th article
"Postpedagogy and Web Writing"
A postpedagogical orientation is necessary to exploit the new forms of writing offered by Internet. Seizing such opportunities requires rethinking the desire to teach writing—a move toward what has been termed postpedagogy. They align the interactive and collaborative affordances of web writing with a postpedagogical model of learning focused on inventive practices grounded in kairotic interactions. They also detail our candid experiences working with students who are writing for real world audiences, as well as the productive risks and anxieties such an approach produces.
97th Article "Writing a Protocol"
Ayu Rini Tri Utari
16611046
Review of the 97th article
"Writing a Protocol"
Writing a research protocol is a key step in the conversion of a set of ideas for a research project into a coherent infrastructure that will result in obtaining data to support or refute a stated hypothesis. The protocol addresses rationale, scientific aims, targeted population, and procedures and risks within the regulatory framework where the study will be conducted.
16611046
Review of the 97th article
"Writing a Protocol"
Writing a research protocol is a key step in the conversion of a set of ideas for a research project into a coherent infrastructure that will result in obtaining data to support or refute a stated hypothesis. The protocol addresses rationale, scientific aims, targeted population, and procedures and risks within the regulatory framework where the study will be conducted.
96th Article "Exploring relationships between working memory and writing Individual differences associated with gender"
Ayu Rini Tri Utari
16611046
Review of the 96th article
"Exploring relationships between working memory and writing Individual differences associated with gender"
The study examined gender differences in relationships between writing and working memory.
Gender differences in the relationships between working memory (short-term storage and combined storage and processing) in both the visuo-spatial and verbal domains and children's alphabet transcription and text writing abilities were investigated. The need to consider gender differences more critically from the perspective of individual differences in cognitive skills underpinning writing development and the strategic application of these skills during writing is discussed.
16611046
Review of the 96th article
"Exploring relationships between working memory and writing Individual differences associated with gender"
The study examined gender differences in relationships between writing and working memory.
Gender differences in the relationships between working memory (short-term storage and combined storage and processing) in both the visuo-spatial and verbal domains and children's alphabet transcription and text writing abilities were investigated. The need to consider gender differences more critically from the perspective of individual differences in cognitive skills underpinning writing development and the strategic application of these skills during writing is discussed.
95th Article "Enhancing the Mission of Academic Surgery by Promoting Scientific Writing Skills"
Ayu Rini Tri Utari
16611046
Review of the 95th Article
"Enhancing the Mission of Academic Surgery by Promoting Scientific Writing Skills"
This article tellx about to improve the scientific writing skills of its faculty and trainees and to help them complete their manuscripts and grant proposals more quickly, the Department of Surgery at the University of California, San Francisco (UCSF) established a service dedicated to scientific writing and editing. The service has rapidly become a successful adjunct to the academic mission of the UCSF Department of Surgery and could offer a model for other academic surgery departments to increase scientific productivity and advance the academic surgical mission.
16611046
Review of the 95th Article
"Enhancing the Mission of Academic Surgery by Promoting Scientific Writing Skills"
This article tellx about to improve the scientific writing skills of its faculty and trainees and to help them complete their manuscripts and grant proposals more quickly, the Department of Surgery at the University of California, San Francisco (UCSF) established a service dedicated to scientific writing and editing. The service has rapidly become a successful adjunct to the academic mission of the UCSF Department of Surgery and could offer a model for other academic surgery departments to increase scientific productivity and advance the academic surgical mission.
94th Article "Psychology and EFL Writing"
Ayu Rini Tri Utari
16611046
Review of the 94th article
"Psychology and EFL Writing"
This article shows the research focuses on exploring the writing attitudes, apprehension, and self-efficacy beliefs of Saudi learners of English as a foreign language (EFL) and understanding the relationship between these components and writing competence in English. The subjects were 145 Studi female undergraduates of English in three higher education institutions. The instruments used in the study comprised two questionnaires and two essays. Relevant statistical tests were performed. The results also showed that none of the three psychological variables correlated with or predicted the writing competence of the subjects.
16611046
Review of the 94th article
"Psychology and EFL Writing"
This article shows the research focuses on exploring the writing attitudes, apprehension, and self-efficacy beliefs of Saudi learners of English as a foreign language (EFL) and understanding the relationship between these components and writing competence in English. The subjects were 145 Studi female undergraduates of English in three higher education institutions. The instruments used in the study comprised two questionnaires and two essays. Relevant statistical tests were performed. The results also showed that none of the three psychological variables correlated with or predicted the writing competence of the subjects.
93rd "L2 collacorative writing"
Ayu Rini Tri Utari
16611046
Review of the 93rd article
"L2 collacorative writing"
Writing as a process has been recognized as an important tenant to integrate in L1 and L2 language course. Research in this area has shown that collaborationin the form of peer-reeview exercise can improve writing outcomes. And result of the study have pedagogical implications for the selections of the medium of interaction and the use of digital media in collaborative writing assignments for instructors as well as course and materials development.
16611046
Review of the 93rd article
"L2 collacorative writing"
Writing as a process has been recognized as an important tenant to integrate in L1 and L2 language course. Research in this area has shown that collaborationin the form of peer-reeview exercise can improve writing outcomes. And result of the study have pedagogical implications for the selections of the medium of interaction and the use of digital media in collaborative writing assignments for instructors as well as course and materials development.
92nd Article "Postpedagogy and Web Writing"
Ayu Rini Tri Utari
16611046
Review of the 92nd article
"Postpedagogy and Web Writing"
A postpedagogical orientation is necessary to exploit the new forms of writing offered by Internet. Seizing such opportunities requires rethinking the desire to teach writing—a move toward what has been termed postpedagogy. They align the interactive and collaborative affordances of web writing with a postpedagogical model of learning focused on inventive practices grounded in kairotic interactions. They detail our candid experiences working as well with students who are writing for real world audiences, as well as the productive risks and anxieties such an approach produces.
16611046
Review of the 92nd article
"Postpedagogy and Web Writing"
A postpedagogical orientation is necessary to exploit the new forms of writing offered by Internet. Seizing such opportunities requires rethinking the desire to teach writing—a move toward what has been termed postpedagogy. They align the interactive and collaborative affordances of web writing with a postpedagogical model of learning focused on inventive practices grounded in kairotic interactions. They detail our candid experiences working as well with students who are writing for real world audiences, as well as the productive risks and anxieties such an approach produces.
91st Article "Reflective writing: the student nurses's perspective on reflective writing and poetry writing"
Ayu Rini Tri Utari
16611046
Review of the 91st article
"Reflective writing: the student nurses's perspective on reflective writing and poetry writing"
This article tells about reflective writing, a mandatory part of nurse education, because understanding reflective writing in all forms from the perspectibe of a student nurses is therefore important. The result of the analysis, student found the process of reflective writing daunting and often lead to the narrative, despite this,reflection made student feel responsible for their own learning and research on the topic. And some student felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demostrate the copassion for their patient under their care. So,the conclution of this article is poetry writing gives students the opportunity for freedom of expression, personal satisfactory qnd a closer connection with their patients.
16611046
Review of the 91st article
"Reflective writing: the student nurses's perspective on reflective writing and poetry writing"
This article tells about reflective writing, a mandatory part of nurse education, because understanding reflective writing in all forms from the perspectibe of a student nurses is therefore important. The result of the analysis, student found the process of reflective writing daunting and often lead to the narrative, despite this,reflection made student feel responsible for their own learning and research on the topic. And some student felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demostrate the copassion for their patient under their care. So,the conclution of this article is poetry writing gives students the opportunity for freedom of expression, personal satisfactory qnd a closer connection with their patients.
90th Article c"Writing teacher education and teacher learning: Testimonies of four EFL teachers"
Ayu Rini Tri Utari
16611046
Review of the 90th article
"Writing teacher education and teacher learning: Testimonies of four EFL teachers"
This article shows interview and classroom research data gathered from four EFL teachers of Hong Kong, the study investigates the teachers’ perspectives on their own development as teachers of writing at the end of an in service writing teacher education program. It also explores the ways in which writing teacher education promotes teacher learning. The findings of the study show that writing teacher education can broaden teacher's perspectives on teaching writing and help them construct a new identity as writing teachers.
16611046
Review of the 90th article
"Writing teacher education and teacher learning: Testimonies of four EFL teachers"
This article shows interview and classroom research data gathered from four EFL teachers of Hong Kong, the study investigates the teachers’ perspectives on their own development as teachers of writing at the end of an in service writing teacher education program. It also explores the ways in which writing teacher education promotes teacher learning. The findings of the study show that writing teacher education can broaden teacher's perspectives on teaching writing and help them construct a new identity as writing teachers.
89th Article "How we may think: Imaging and writing technologies accross the history of the neurosciences"
Ayu Rini Tri Utari
16611046
Review of the 89th article
"How we may think: Imaging and writing technologies accross the history of the neurosciences"
Adapting a distinction proposed by Peter Galison, visualization regimes is analyzed as the contrast between an imaging and a writing approach: the imaging approach, focusing on mimetic representations, preserving material and spatial relations, and the writing approach as used in physiological studies, retaining functional relations. The availability of functional neuroimaging signaled an opportunity to overcome the duality of imaging and writing, but revived initially a phrenological conflation of form and function, suppressing the writing approach in relation to imaging.
16611046
Review of the 89th article
"How we may think: Imaging and writing technologies accross the history of the neurosciences"
Adapting a distinction proposed by Peter Galison, visualization regimes is analyzed as the contrast between an imaging and a writing approach: the imaging approach, focusing on mimetic representations, preserving material and spatial relations, and the writing approach as used in physiological studies, retaining functional relations. The availability of functional neuroimaging signaled an opportunity to overcome the duality of imaging and writing, but revived initially a phrenological conflation of form and function, suppressing the writing approach in relation to imaging.
88th Article "South African teachers le darning to become writers and writing teachers: A study of generative learning"
Ayu Rini Tri Utari
16611046
Review of the 88th article
"South African teachers learning to become writers and writing teachers: A study of generative learning"
Teachers' written texts mediated students'
In this qualitative case study examine South African teachers' generative learning after participating in a professional development project focused on writing and describe how the teachers enacted writing instruction in their classrooms six months after the project. Building on generative change theories, they explores how teachers use free writing to become metacognitive. The teachers shifte in their beliefs and understanding of different writing discourses and the importance of using themselves and culturally relevant texts to mediate their students writing.
16611046
Review of the 88th article
"South African teachers learning to become writers and writing teachers: A study of generative learning"
Teachers' written texts mediated students'
In this qualitative case study examine South African teachers' generative learning after participating in a professional development project focused on writing and describe how the teachers enacted writing instruction in their classrooms six months after the project. Building on generative change theories, they explores how teachers use free writing to become metacognitive. The teachers shifte in their beliefs and understanding of different writing discourses and the importance of using themselves and culturally relevant texts to mediate their students writing.
87th Article "Teaching Alphabet, Reding, and Writing for kids betweens 3-6 years old as a second language"
Ayu Rini Tri Utari
16611046
Review of the 87th article
"Teaching Alphabet, Reding, and Writing for kids between 3-6 years old as a second language"
The present study focused on teaching alphabet, reading and writing for kids as a second language. Although teaching for kids has been taken into account with different methods, there has been little research about phonics method. Typically, teachers need to learn how to facilitate the process of teaching alphabet, reading and writing for young children. Thus, it is felt that the method of teaching may influence the degree of second and foreign language learning. The study is an endeavor to investigate the effectiveness of either one of the phonics vs. traditional approaches in teaching of alphabet, reading and writing for kids between 3-6 years old who were learning English as a second language. The analysis of the results following administration of a standardized test and the obtained scores showed a significant difference between the achievement. The results implied that the phonics method can be more effective in teaching English for kids.
16611046
Review of the 87th article
"Teaching Alphabet, Reding, and Writing for kids between 3-6 years old as a second language"
The present study focused on teaching alphabet, reading and writing for kids as a second language. Although teaching for kids has been taken into account with different methods, there has been little research about phonics method. Typically, teachers need to learn how to facilitate the process of teaching alphabet, reading and writing for young children. Thus, it is felt that the method of teaching may influence the degree of second and foreign language learning. The study is an endeavor to investigate the effectiveness of either one of the phonics vs. traditional approaches in teaching of alphabet, reading and writing for kids between 3-6 years old who were learning English as a second language. The analysis of the results following administration of a standardized test and the obtained scores showed a significant difference between the achievement. The results implied that the phonics method can be more effective in teaching English for kids.
86th Article "Writing intruction in Jordan: Past, present, and future trends"
Ayu Rini Tri Utari
16611046
Review of the 86th article
"Writing intruction in Jordan: Past, present, and future trends"
This article shows that the study investigated English language writing instruction in Jordan at three levels, namely primary and secondary state schools, a private school, and a state university. The researchers used tape recording interviews and class observations. It turned out that a host of factors, internal and external, have contributed negatively to students’ acquiring the desired level of competence in English writing. However, because the balance of power in the Middle East has been redefined and because new communication technologies such as the internet, e-mail messaging, web-page authoring, and cyber-communication have been advanced, student's desire to learning English has been refueled.
16611046
Review of the 86th article
"Writing intruction in Jordan: Past, present, and future trends"
This article shows that the study investigated English language writing instruction in Jordan at three levels, namely primary and secondary state schools, a private school, and a state university. The researchers used tape recording interviews and class observations. It turned out that a host of factors, internal and external, have contributed negatively to students’ acquiring the desired level of competence in English writing. However, because the balance of power in the Middle East has been redefined and because new communication technologies such as the internet, e-mail messaging, web-page authoring, and cyber-communication have been advanced, student's desire to learning English has been refueled.
85th Article "Changes in the Nation of Academic Writing"
Ayu Rini Tri Utari
16611046
Review of the 85th article
"Changes in the Nation of Academic Writing"
This article purpose to discuss some of the changes and provide specific examples. Academic language is relatively more complex than spoken language. It has longer, abstract words, and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases. Overall, the language has more grammatical complexity, including more subordinate clauses and more passives. However, some of the above mentioned characteristics have been challenged lately by new research in the field of academic writing.
16611046
Review of the 85th article
"Changes in the Nation of Academic Writing"
This article purpose to discuss some of the changes and provide specific examples. Academic language is relatively more complex than spoken language. It has longer, abstract words, and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases. Overall, the language has more grammatical complexity, including more subordinate clauses and more passives. However, some of the above mentioned characteristics have been challenged lately by new research in the field of academic writing.
84th Article "Task complexity effects on the complexity and accuracy of writing via text chat"
Ayu Rini Tri Utari
16611046
Review of the 84th article
"Task complexity effects on the complexity and accuracy of writing via text chat"
Despite limitations with text chat as a mode of writing. The researchers have argued that it offers unique advantages as a site for language practice. However, realizing these advantages in second language (L2) writing-to-learn environments may depend on whether tasks are implemented in a way that facilitates learners’ attention to language form in their writing. It follows that the design and selection of appropriate tasks to use in Computer-Mediated Communication (CMC) are key issues. Inspired by the Cognition Hypothesis (Robinson, 2005). Analysis of the chat exchanges provided evidence that task complexity influenced the accuracyof student writing in line with the Cognition Hypothesis.
16611046
Review of the 84th article
"Task complexity effects on the complexity and accuracy of writing via text chat"
Despite limitations with text chat as a mode of writing. The researchers have argued that it offers unique advantages as a site for language practice. However, realizing these advantages in second language (L2) writing-to-learn environments may depend on whether tasks are implemented in a way that facilitates learners’ attention to language form in their writing. It follows that the design and selection of appropriate tasks to use in Computer-Mediated Communication (CMC) are key issues. Inspired by the Cognition Hypothesis (Robinson, 2005). Analysis of the chat exchanges provided evidence that task complexity influenced the accuracyof student writing in line with the Cognition Hypothesis.
83rd Article "Advancing the Quality and Safety of Radiology and Imaging Nursing Practice Through Scholarly Writing"
Ayu Rini Tri Utari
16611046
Review of the 83rd article
"Advancing the Quality and Safety of Radiology and Imaging Nursing Practice Through Scholarly Writing"
This article presents a comprehensive approach to developing as a scholarly writer. The results of a hermeneutic phenomenological study that uncovered the experience of developing as a scholarly writer from the perspective of first semester PhD nursing students served as the basis for the recommended strategies. The strategies include learn about scholarly writing, create a writing scaffold, put the pieces together, and celebrate accomplishments that can be used by individuals and groups interested in advancing the specialty of radiology and imaging nursing through scholarly writing.
16611046
Review of the 83rd article
"Advancing the Quality and Safety of Radiology and Imaging Nursing Practice Through Scholarly Writing"
This article presents a comprehensive approach to developing as a scholarly writer. The results of a hermeneutic phenomenological study that uncovered the experience of developing as a scholarly writer from the perspective of first semester PhD nursing students served as the basis for the recommended strategies. The strategies include learn about scholarly writing, create a writing scaffold, put the pieces together, and celebrate accomplishments that can be used by individuals and groups interested in advancing the specialty of radiology and imaging nursing through scholarly writing.
82th Article "Interactions in L1 and L2 undergraduate student writing: Interactional metadiscourse in successful and-successful argumentative essays"
Ayu Rini Tri Utari
16611046
Review of the 82nd article
"Interactions in L1 and L2 undergraduate student writing: Interactional metadiscourse in successful and-successful argumentative essays"
The study explores interactional metadiscourse in successful and less-successful argumentative essays written by Chinese ESL university students, and how these ESL writers compare with high-rated L1 students. The analysis is based on three corpora of student writing: 25 successful ESL essays, 25 less-successful ESL essays, and 25 successful L1 English papers. Using Hyland’s (2005a) model of interactional metadiscourse, these papers were compared to examine the extent to which successful and less-successful student. Findings of the analysis suggest that successful essays, both L1 and L2, contain significantly greater instances of particularly hedging devices than less-successful essays. For some interpersonal resources, such as boosters and attitude markers, no significant differences were found.
16611046
Review of the 82nd article
"Interactions in L1 and L2 undergraduate student writing: Interactional metadiscourse in successful and-successful argumentative essays"
The study explores interactional metadiscourse in successful and less-successful argumentative essays written by Chinese ESL university students, and how these ESL writers compare with high-rated L1 students. The analysis is based on three corpora of student writing: 25 successful ESL essays, 25 less-successful ESL essays, and 25 successful L1 English papers. Using Hyland’s (2005a) model of interactional metadiscourse, these papers were compared to examine the extent to which successful and less-successful student. Findings of the analysis suggest that successful essays, both L1 and L2, contain significantly greater instances of particularly hedging devices than less-successful essays. For some interpersonal resources, such as boosters and attitude markers, no significant differences were found.
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