The Effect of Self-Regulated Strategy Development Writing Recount Text for Students with having different Writing Motivation

Putri, Siti Novia Ade (2025) The Effect of Self-Regulated Strategy Development Writing Recount Text for Students with having different Writing Motivation. Masters (S2) thesis, UIN Syekh Wasil Kediri.

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Abstract

Writing is a fundamental skill that supports effective communication, critical thinking, and academic development; however, it remains a challenging area for many ESL learners, particularly in organizing ideas and applying linguistic features accurately. These challenges highlight the need for structured instructional approaches that guide students through the writing process. Self-regulated strategy development offers a systematic framework that integrates planning, organizing, and self-regulation strategies to enhance students’ writing performance. This research aimed to examine the effectiveness of self-regulated strategy development in teaching writing recount texts and to determine whether intrinsic and extrinsic writing motivation contribute differently to students’ writing performance This study used a quasi-experimental design with a sample of 42 eleventh-grade students from SMA Plus Bahrul Ulum, with 22 students in the experimental class (XI-D) and 20 students in the control class (XI-A) . The instruments consisted of a pretest and posttest writing assessment and a writing motivation questionnaire adapted by Payne. The experimental group received three treatment sessions. Data were analyzed using ANCOVA to test the effectiveness of the strategy and to examine the differences between writing motivation. The hypothesis was tested using ANCOVA to determine the influence of self-regulated strategy development on students’ recount text writing performance. The results revealed a significant effect at the eleventh grade of SMA Plus Bahrul Ulum Sungailiat Bangka. For the overall group, the significance value was .000, indicating that SRSD had a notable impact on teaching writing recount texts. When analyzed by writing motivation, the significance values were .000 for both intrinsic and extrinsic motivation groups, supporting the rejection of the null hypothesis. Additionally, the N-Gain results, which measure the magnitude of students’ learning improvement from pretest to posttest, showed positive gains for both groups, indicating that self-regulated strategy development effectively enhanced students’ writing performance regardless of their motivational orientation.

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