Improving Fourth-Grade Students’ Narrative Writing Skills through the Picture and Picture Learning Model

Abstract

This study aimed to improve the narrative writing skills of fourth-grade students through the implementation of the Picture and Picture learning model. The study was motivated by students' difficulties in developing ideas, organizing coherent storylines, and constructing narrative texts with appropriate structures and language conventions. Preliminary findings indicated that all 21 students had not achieved the school-established Criteria for Achieving Learning Objectives (KKTP). This study employed Classroom Action Research (CAR) conducted in two cycles. The participants were 21 fourth-grade students. Data were collected through observation, narrative writing assessments, and documentation, and analyzed using qualitative and quantitative descriptive methods. The findings revealed consistent improvements in student engagement, teacher performance, and narrative writing achievement. Student engagement increased from 60.9% in the first meeting of Cycle I to 66.6% in the second meeting, reaching 85.6% and 93.2% in the first and second meetings of Cycle II, respectively. Similarly, teacher performance improved from 63.8% in the first meeting of Cycle I to 94.4% in the second meeting of Cycle II. Regarding writing achievement, the class average score increased from 68.9 in Cycle I to 81.47 in Cycle II, while the percentage of students achieving the minimum mastery criterion rose from 42.85% to 90.47%, exceeding the predetermined target of 85%. These improvements demonstrate that the Picture and Picture learning model effectively supports students in generating ideas, sequencing events logically, and developing coherent narrative texts. Therefore, this model can serve as an effective instructional alternative for improving elementary students' narrative writing skills.