IMPLEMENTATION OF THE PICTURE AND PICTURE MODEL ASSISTED BY SERIAL IMAGES TO IMPROVE NARRATIVE WRITING SKILLS OF STUDENTS AT SD 1 BARONGAN

Abstract

This study was motivated by the poor narrative writing skills of fourth-grade students at SD 1 Barongan Kudus, a result of conventional teaching methods lacking interactive visual aids, which led to writer's block and a lack of narrative coherence. The study aimed to improve students' narrative writing skills by implementing the "Picture and Picture" learning model supported by a "Serial Picture" (sequential image) medium. A collaborative Classroom Action Research (CAR) design was employed, adapting the Kemmis & Taggart cyclical model. The research subjects were 33 students from class IV-B. Data were collected through writing performance tests, observations of learning activities, and documentation, and were subsequently analyzed using both quantitative and qualitative methods. The results demonstrated a significant improvement in student learning outcomes across each cycle. The class average score rose consistently from 47.82 in the Pre-Cycle (12.1% mastery) to 63.48 in Cycle I (30.3% mastery), reaching 77.58 in Cycle II with a classical mastery rate of 87.9%. This improvement surpassed the established success indicator of 75%. Students' narrative compositions became more coherent, richer in descriptions of setting and emotion, and compliant with spelling conventions. It is concluded that the "Picture and Picture" model, supported by "Serial Pictures," is effective in enhancing the narrative writing skills and learning dynamics of elementary school students.