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"Ketrampilan menulis (writing) merupakan keterampilan yang penting untuk mengungkapkan gagasan kepada pembaca. Untuk itu perlu dilakukan upaya-upaya peningkatan kreativitas serta kemampuan pembelajar dalam proses pembelajaran keterampilan menulis salah satunya melalui penelitian tindakan...."

"ABSTRAKThis paper presents short notes and comment on the problems of a scientist in writing and publishing a book in his/her field of majoirty or interest, either in exact (mathematical, statistical, and technical) sciences or social-economics, supported by my observation. Based on my observation and experiences, a scientist has lack of interest in writing a text or reference book, because of (i). The problem with the publisher, (ii) the capability and willingness of the scientist to present special and unique materials compare to other books, and (iii) lack of willingness of other scientists in using the book at least for a reference of their lecturers."

"Riset yang mengkaji pengaruh regulasi diri terhadap strategi menulis di Indonesia belum banyak dilakukan. Penelitian ini mengkaji pengaruh perbedaan individu khususnya gender terhadap strategi menulis berbasis regulasi diri dengan melibatkan minat akademik sebagai mediator dan bertujuan menghubungkan strategi menulis dengan gender siswa serayamemperhitungkan minat akademik ketika belajar bahasa Inggris. Penelitian ini dilakukan secara kuantitatif dengan menggunakan desain korelasional. Data diperoleh lewat survei dengan instrumen berupa kuesioner yang disebarkan secara daring kepada 324 orang pemelajarbahasa Inggris sebagai bahasa asing dari empat sekolah menengah atas swasta di kota Malang.Analisis statistik deskriptif dan inferensial multivariat digunakan untuk mengolah data yang diperoleh peneliti. Hasil olah data mengungkap bahwa penggunaan strategi menulis berbasis regulasi diri oleh siswa tergolong baik. Perbedaan gender ditemukan pada strategi "perencanaan". Apabila minat akademik Bahasa Inggris dimasukkan sebagai variabel kovariat, maka perbedaan gender ditemukan pada lebih banyak strategi menulis. "Nilai" berpengaruh terhadap "prakarsa diri", "perencanaan", dan "menghasilkan teks". "Pengetahuan"berpengaruh pada kelima dimensi strategi menulis. Selain itu, "keterlibatan" berpengaruh terhadap "prakarsa diri", "revisi", dan "respon terhadap balikan". Secara teoretis, penelitian ini berkontribusi memaparkan perbedaan gender terhadap strategi menulis dalam praktik belajar dan mengajar. Pengajar disarankan untuk memertimbangkan perbedaan gender ketika memperkenalkan strategi menulis, baik secara eksplisit maupun implisit.

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Studies on the effect of self-regulation towards writing strategies in Indonesia had not been

widely carried out. This research attempted to test the effect of individual differences,

particularly gender on writing strategies based on self-regulation while taking into account the

academic interest as mediator. This research was conducted quantitatively using a correlational

design. Data were obtained through a survey model where online questionnaires were

distributed to 324 high school students who were studying English as a foreign language. Four

private schools from Malang city were the sources of samples. The data were processed using

descriptive and inferential multivariate statistical analyses. The results showed that the use of

self-regulation-based writing strategies by students was classified as good with gender

differences was found in the 'planning' strategy. However, after inputing variables of academic

interest as covariates, then gender differences were found in several writing strategies. 'Value'

influences 'self-initiating', 'planning', and 'text-generating'. 'Knowledge' affects the five

dimensions of writing strategy. In addition, 'engagement' affects 'self-initiating', 'revising',

and 'acting on feedback'. Theoretically, this research contributed to explaining gender

differences in writing strategies in teaching and learning practices. Teachers were advised to

consider gender differences when introducing writing strategies, either explicitly or implicitly."

"[ABSTRAKTujuan penelitian ini adalah melihat efektivitas program SRSD (Self-RegulationStrategy Development) berdasarkan metakognisi untuk meningkatkanketerampilan menulis karangan pada siswa sekolah dasar. Intervensi yangdirancang ini diharapkan dapat membantu siswa mengembangkan kemampuannyadalam meregulasi proses menulis karangan secara mandiri. Penelitian inimenggunakan single subject design dengan melibatkan satu orang partisipan,yaitu siswa perempuan berusia 11 tahun yang memiliki kecerdasan di atas ratarata(Skala Wechsler), namun kesulitan dalam menulis karangan. Intervensi dibagike dalam 10 sesi dengan durasi 60 menit pada setiap sesinya. Setelah dilakukananalisis perbandingan hasil pre-test dan post-test, ditemukan bahwa model SRSDyang diberikan efektif dalam mengembangkan kemampuan metakognisi, baikdalam hal planning maupun reviewing dan meningkatkan keterampilan menuliskarangan.

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ABSTRACT

The purpose of this study was to know the effectiveness of SRSD program (Self-

Regulation Strategy Development) based on metacognition in improving story

writing skills on elementary students. This intervention expected to help

elementary students to develop their skill in regulating writing process

independently. This study is a single subject research with one student involved.

Participant is an eleven years old girl with an above average intelligent quotient

(Wechsler Scale), but having problem in story writing. This intervention was

given in ten session and 60 minutes for each session. Qualitative analysis was

applied to measure changes of writing score before and after the intervention. The

result of this study shows that SRSD model is effective in developing

metacognition, not only planning but also reviewing and improving story writing

skills., The purpose of this study was to know the effectiveness of SRSD program (Self-

Regulation Strategy Development) based on metacognition in improving story

writing skills on elementary students. This intervention expected to help

elementary students to develop their skill in regulating writing process

independently. This study is a single subject research with one student involved.

Participant is an eleven years old girl with an above average intelligent quotient

(Wechsler Scale), but having problem in story writing. This intervention was

given in ten session and 60 minutes for each session. Qualitative analysis was

applied to measure changes of writing score before and after the intervention. The

result of this study shows that SRSD model is effective in developing

metacognition, not only planning but also reviewing and improving story writing

skills.]"