1,720,976 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA
No full textMetacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write. Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writin
STUDENTS PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA
No full textMetacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write. Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writin
TEACHING WRITING THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) VIEWED FROM STUDENTS’ CREATIVITY
Get PDFThis study aims to examine whether: (1) CIRC is more effective than direct instruction to teach writing to the seventh-grade students of MTs N Lubuklinggau in the academic year of 2012/2013; (2) the seventh-grade students who have high creativity have better writing skill than those who have low creativity; (3) there is an interaction between teaching methods and students’ creativity for teaching writing. This research uses a quasi-experimental study, especially a factorial design. The results indicate that: (1) CIRC is more effective than direct instruction to teach writing in the seventh-grade students of MTs N Lubuklinggau in the academic year of 2012/2013; (2) the students having high creativity have better writing skills than the students having low creativity; and (3) there is an interaction between teaching methods (CIRC and Direct Instruction) and the students’ creativity (high and low) for teaching writing. EFL teachers in Indonesia can consider CIRC an alternative way to improve their students' writing ability, mainly writing descriptive texts
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
The main character’s social mobility in Charles Dickens’ Great Expectations
No full textABSTRACT
In this study, the researcher analyzes Charles Dickens’ novel entitled Great Expectations by focusing on the main character (Phillip Pirrip or called Pip)’s social mobility. Furthermore, to get the proofs that literature is a reflection of a reality at a certain time, we can uses sociological approach which analyzes a literary work by comparing the literary work and the reality at that time. The researcher presents the social condition of Pip’s social mobility in the novel Great Expectations as the subject of the study. The problems of this study are: How is the main character’s (Pip) social mobility in Dickens’ Great Expectations? What are the causes of Pip’s social mobility in Dickens’ Great Expectations? And does the social Mobility portrayed in Dickens’ Great Expectations reflect that of the England society in Victorian Era?
This study uses the sociological approach. In accomplishing the research, the researcher employs the qualitative type of research and uses descriptive method that is most suitable to analyze the novel. The data are taken from the primary source, the novel Great Expectations by Charles Dickens.
From the result of analysis it is found out that in Great Expectations that Pip’s social mobility is upward mobility, he can get better life because he was adopted by anonymous benefactor. Pip was adopted because of Pip’s kindness when Pip was child; he helps someone (benefactor) to give him some food and a file. Someday, the benefactor gives Pip the whole of his money so Pip can do vertical mobility,especially upward social mobility.
There are some factors which cause Pip’s social mobility and concerned with the reality at that time. The factors are family, social status, economical condition and education. Pip can feel better life after he was adopted by the benefactor’s family. Firstly, Pip’s social status and economical condition are in lower position with poor financial situation, the other person always insult him such as Estella (the bourgeoisie class) sees him as the laboring boy and also his education is not good. And then after he gets the much money of benefactor, he has better life such as his social status, economical condition and education. For his education, he has a tutor who educates him privately and also he has good facility for his daily life.
The novel Great Expectations reflects the social condition in Victorian era. The social condition at that time is very complicated. There are much poverty and child labor in Victorian era. Besides that, the social stratification also is very clear so we can see and understand the differences of classes and social mobility in the society
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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