Improvising essay writing skill for form 1 students by using The Self-Regulated Strategy Development (SRSD) Model

This study investigates the effectiveness of the Self-Regulated Strategy Development (SRSD) model in enhancing essay writing skills among Form 1 students. Writing proficiency is a critical component of academic success, yet many students face challenges in organizing their ideas and expressing themselves clearly in written form. The SRSD model, a research-based instructional approach, integrates cognitive strategies for planning, writing, and revising with self-regulation techniques, empowering students to become more independent and effective writers. This research utilized a pre-test and post-test design with both experimental and non-experimental groups to evaluate the impact of SRSD on students' writing skills. Findings indicate that 10 students who received SRSD instruction demonstrated significant improvements in organization, coherence, and content quality in their essays compared to the control group. The results suggest that SRSD can be an effective tool for educators in secondary schools to improve students' writing abilities. This study contributes to the growing body of evidence supporting SRSD as a valuable instructional strategy for literacy development and provides insights for educators seeking to enhance writing instruction for young learners.