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"Universitas Terbuka (UT) yang disediakan oleh staf pendidikan dari Universitas Terbuka (UT) untuk membantu mahasiswa mengatasi kesulitan mahasiswa. Makalah ini berfokus pada kemampuan siswa dalam melakukan tugas, yang diberikan oleh guru selama kegiatan tutorial online. Penelitian dilakukan di UT kegiatan program tutorial Kimia Lingkungan Subjek pada masa percobaan 2010.2, 2.011.1 2.011,2, 2.012,1 dan 2,012,2 melibatkan 81 siswa. Data diperoleh berdasarkan jawaban siswa terhadap tugas /tugas yang diberikan oleh tutor. Indikator yang digunakan untuk analisis siswa jawaban tugas yang siswa kemampuan dalam taksonomi Bloom menganalisis. Data kemudian dianalisis menjadi deskriptif kualitatif. Hasil penelitian menunjukkan: 1) Semua siswa mampu menjawab dengan baik untuk kemampuan pemahaman memori dan pemahaman 2) Tidak semua siswa mampu mencapai yang lebih tinggi berpikir tingkat yaitu menganalisis dan mengevaluasi dalam menjawab pertanyaan-pertanyaan yang diberikan. 3) Siswa memberikan respon positif dalam kegiatan tutorial online dan menggunakan “sumber daya terbuka pendidikan”."

"Bahasa yang diekspresikan dalam artikel ilmiah tidak hanya berfungsi merepresentasikan realitas (ideasional), tetapi juga menjalin hubungan sosial (interpersonal). Fungsi ideasional menghendaki objektivitas; fungsi interpersonal mengharapkan interaksi sosial dalam mempertukarkan kebenaran atau pandangan. Penulis artikel ilmiah dihadapkan pada dua tuntutan beroposisi: objektivitas dan evaluatif-kritis dalam mengekspresikan realitas dan kebenaran. Setakat ini belum ditemukan pemetaan bahasa evaluatif dalam artikel ilmiah berbahasa Indonesia yang dapat dijadikan strategi objektivasi dan negosiasi kebenaran. Melalui kerangka Appraisal, penelitian ini bertujuan memadukan dua orientasi yang beroposisi itu dalam artikel ilmiah berbahasa Indonesia. Peneliti menggunakan ancangan kualitatif untuk memperoleh kedalaman analisis atas fungsi interpersonal pada artikel ilmiah. Sumber data penelitian ini adalah artikel-artikel ilmiah nasional, yang terakreditasi dan terindeks Science and Technology Index (SINTA), dan memiliki faktor dampak peringkat sepuluh teratas. Data yang dikumpulkan berasal dari artikel-artikel ilmiah berbahasa Indonesia, yang diklasifikasikan ke dalam sepuluh bidang ilmu, yaitu ilmu kesehatan, ilmu sosial, humaniora, ilmu pertanian, ilmu agama, sains, ilmu ekonomi, ilmu pendidikan, teknik, dan seni. Berdasarkan analisis data, penelitian ini menemukan bahwa preferensi sikap penulis artikel ilmiah berpengaruh pada tingkat objektivitas dan subjektivitasnya. Pada artikel ilmiah bidang kesehatan, penulis menghindari subjektivitas dengan nominalisasi dan objektivasi perasaan atau emosi. Pada artikel ilmiah bidang ilmu sosial, penulis mengupayakan pasivasi dan menggeser sumber daya Afek menjadi Penilaian, yang berimplikasi pada pelembagaan sumber daya emosi dan perasaan. Pada bidang-bidang lainnya ekspresi sikap yang dinominalisasi paling banyak digunakan untuk mengupayakan objektivitas. Hasil penelitian ini dapat dimanfaatkan untuk penulis artikel ilmiah dalam mengoperasikan bahasa evaluatif.

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Writers of scientific articles are required to avoid subjectivity through their language. On the other hand, he is expected to provide an evaluation of phenomena or meta-phenomena so that he is considered critical. So far, no evaluative language mapping has been found in scientific articles in Indonesian that can be used as a strategy for objectivation and negotiation of truth. Through the Appraisal framework, this study aims to reconcile two opposing orientations in writing scientific articles: objective and evaluative-critical. This researcher uses qualitative elements to obtain in-depth analysis of scientific articles. The data sources for this research are national scientific articles, which are accredited and indexed by the Science and Technology Index (SINTA), and have an impact factor ranking in the top ten. The data collected comes from scientific articles in Indonesian, which are classified into ten disciplines, namely health sciences, social sciences, humanities, agriculture, religion, exact sciences, arts, economics, education, and engineering. Based on data analysis, this study found that the attitude preferences of scientific article writers affect the level of objectivity and subjectivity. In scientific articles in the field of health, the authors avoid subjectivity by nominalizing and objectifying feelings or emotions. In scientific articles in the field of social sciences, the author seeks passivation and shifts Affect resources to Judgement, which has implications for the institutionalization of emotional and feeling resources. In other fields, the expressions of attitudes that are nominated are most widely used to strive for objectivity. The results of this study can be used for scientific article writers in operating evaluative language."

"Most students perceive that writing skill is a difficult subject. This problem is shown by the result of their writing test. What they write are not merely the expression of their idea, opinion and interest. The test also shows the lack in the usage of punctuation, spelling, choice of words, and sentence structure. Moreover, the do not know how to compose persuasive paragraph in appropriate structure. Such result means that the students still do not compose paragraph in effective way. A solution suggested for that problem is by implementing what is called 'learning by stage method'. Through this method, students are required to write stage by stage; that is, from spelling stage to paragraph stage and from simple to complex. By implementing this method, significant increase is obtained in every stage of learning. In the third stage, the result reaches 91.18%. It can be concluded that the implementation of 'learning by stage method' contributes to the improvement of the students' skill in composing persuasive paragraph. "

"This study aimed at describingthe development of the students‟ ability in writing composition after the lecturer providedfeedback in their composition writing. Four second-year art graduate students of the Art and DesignDepartment of the Faculty of Language and Art Ganesha University of Education were involved inthis study. Each of them was asked to write a 150-word composition writing with the topic: „TheHistorical Development of the Department of Art and Design-Faculty of Language and ArtGaneshaUniversity‟. The comprehensive correction which include: direct correction and oralconferencing were applied in this study. In the direct correction in the form of written form, thecourse participants were asked to revise their work based on the teacher‟s revision. While in theoral conferencing, in addition to the written feedback correction, they were involved in face to facelecturer‟ feedback on their wrong grammatical points, that was, to achieve a better comprehensionon certain grammatical points. A week after the conferencing, they were asked to revise theiroriginal writing composition. The obtained data were analyzed descriptively. The findings showedthat the students made progress in the revised version, however the success was not repeated intheir test version. This study indicated that teacher error feedback alone did not facilitate thelearning of linguistic information. "

"ABSTRAKPenelitian ini bertujuan untuk mengkaji pengaruh balikan sesama pemelajar terhadap peningkatan kualitas tulisan pemelajar dan persepsi pemelajar terhadap penggunaannya di kelas kemahiran menulis pada tingkat bahasa B2. Data utama penelitian ini adalah tulisan pemelajar dan hasil kuesioner dari 18 pemelajar bahasa Jerman di suatu perguruan tinggi, yang telah dilatih sebanyak 3 pertemuan untuk memberikan balikan isi dan kebahasaan. Temuan penelitian ini menunjukkan signifikasi pengaruh pemberian balikan sesama pemelajar yang berlangsung di kelas kemahiran menulis pada tingkat bahasa B2 terhadap peningkatan kualitas tulisan pemelajar. Pemberian balikan sesama pemelajar juga berperan pada peningkatan nilai tulisan pada tingkat bahasa B2 pada keempat kriteria penilaian tulisan yang dgunakan Goethe-Institut 2007 . Perbedaan kualitas buram pertama dan buram ketiga secara signifikan terlihat dari satu kriteria aspek isi yaitu pengaturan teks dan juga satu kriteria aspek kebahasaan yaitu kemampuan mengungkapkan makna. Kualitas tulisan dapat meningkat berkat adanya interaksi antarpemelajar yang berlangsung selama proses pemberian 162 balikan fasilitatif dan 190 balikan korektif. Kedua bentuk balikan tersebut mengarahkan pemelajar untuk memperbaiki tulisan mereka. Temuan penelitian ini mendukung pernyataan Hyland 2004 terkait peran positif BSP dalam peningkatan kualitas tulisan pemelajar dan interaksi antarpemelajar yang komunikatif. Hasil penelitian ini juga mendukung perlunya pemelajar dilatih untuk memberikan balikan yang efektif. Selain itu, hasil kuesioner yang dibagikan untuk mengkaji persepsi penggunaan balikan sesama pemelajar menunjukkan persepsi positif terhadap penggunaan dan manfaat balikan sesama pemelajar.

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ABSTRACTThe research aims at studying the influence of peer feedback to improve the quality of students rsquo writing and the perception of the usage of peer feedback in the writing class in the B2 language level. The primary data of this research are student writings and the questionnaires given to 18 German learners in a university, that have been trained in three meetings to give content and language feedback. The research findings show the significant impact of peer feedback that was given during the writing class on the quality improvement of students rsquo writing. The peer feedback plays also a role in score increase completely in 4 criteria of Goethe Institut rsquo s writings measure for B2 level 2007 . The different quality of first and third draft can be seen significantly in a criterion of content aspect, namely text organization and also in a criterion of language aspect, namely vocabulary complexity. The writings quality improves with the help of student student interaction while giving 162 facilitative feedbacks and 190 language feedbacks. Both feedbacks facilitate students during revising their writing. These research findings support Hyland rsquo s 2004 statements about the positive roles of peer feedback to increase students rsquo writing quality and communicative stundent student interaction. That is why, these research findings emphasize that the learner need to be trained to give effective feedback. Moreover, the questionnaire distributed to investigate the students rsquo perception toward peer feedback in the writing class shows positive perception supporting peer feedback in the writing class. "

"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.]"