ABSTRACT
Previous studies have found that most elementary school students have difficulties in the writing process. This study examines the effectiveness of a Self-Regulated Strategy Development (SRSD) programme based on metacognition in improving the story-writing skills of elementary school students. This single-subject study was conducted using one elementary school student. The participant was an 11-year-old girl with above average intelligence (Wechsler Scale), and who had problems in story-writing skills, especially in independently regulating the writing process. The intervention was conducted across six phases: 1) develop background knowledge to ensure that the student successfully understands, learns, and applies the strategy; 2) discuss the student’s writing skills and strategy; 3) model the strategy by using a ‘think aloud’ process; 4) help the student memorise the strategy; 5) give feedback and encouragement; and 6) let the student perform the strategy independently. These phases were given in ten sessions, with each session lasting 60 minutes. Qualitative analysis was applied to measure changes in writing score before and after the intervention. The result shows that the SRSD model is effective in developing metacognition, not only in planning but also in reviewing and improving story-writing skills. Therefore, the SRSD programme is a promising intervention to improve story-writing skills, especially in elementary school students.
