IMPLEMENTING PICTURE-ASSISTED NARRATIVE WRITING AMONG FIFTH GRADE STUDENTS AT SDN CIPANAS

Abstract

Writing is a fundamental literacy skill that plays a critical role in students’ ability to convey ideas, emotions, and information in a structured and meaningful way. At the primary school level, narrative writing offers an essential avenue for students to explore their imagination and organize thoughts through coherent storytelling. Despite its pedagogical significance, many elementary students encounter difficulties in generating narrative content, often due to a lack of stimuli that can support idea development. This study investigates the effectiveness of picture-based instructional media in enhancing narrative writing competence among fifth-grade students at SDN Cipanas. Employing a qualitative case study approach, the research involved 31 students and collected data through classroom observations and direct interviews. The findings suggest that visual aids such as images function as cognitive triggers, helping students conceptualize and structure their narratives more effectively. The use of pictures not only facilitated ideation but also improved student engagement and confidence in the writing process. These results highlight the pedagogical potential of integrating multimodal resources into narrative writing instruction and provide practical recommendations for teachers seeking to enrich writing pedagogy through visual-based strategies.

Keywords: narrative writing, visual aids, writing competence, picture-assisted learning, primary education