WRITING COMPETENCE IN CONCLUDING THE FOLKTALE “SANGKURIANG” AMONG FOURTH GRADE STUDENTS OF SDN CIPANAS

Abstract

The ability to write narrative endings is a key indicator of students’ literacy development and their grasp of narrative structure. This study explores the writing competence of fourth-grade students at SDN Cipanas in completing the traditional folktale Sangkuriang, focusing on their understanding of narrative closure, lexical selection, and the pedagogical factors that influence their writing performance. Using a qualitative descriptive approach, data were collected through interviews with school staff and documentation of student writing. The results show that most students demonstrated a basic understanding of story structure, especially in producing coherent reorientation segments. However, the moral dimension—represented by the coda—was largely absent, indicating limited development of reflective narrative competence. Linguistically, students’ writings adhered to standard Indonesian norms, though their vocabulary use remained elementary and lacked variation. Supportive factors included structured literacy programs and active teacher guidance, while obstacles involved limited access to engaging reading materials, restricted time for independent reading, and low student self-confidence. These findings underscore the need for instructional strategies that not only reinforce narrative structure but also foster moral reflection and expressive lexical range in primary-level writing education.

Keywords: writing competence, narrative closure, folktale, reflective literacy, primary education