[ABSTRAK
Tujuan 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.]