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"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."

"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...."

"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. "

"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."