ADVENTURE SHORT STORY WRITING COMPETENCE AMONG FIFTH GRADE STUDENTS AT SDN CIPANAS

Abstract

The ability to write adventure short stories is a critical component of developing narrative literacy at the elementary school level. Despite having an abundance of ideas, many students struggle to construct coherent narratives that adhere to proper language conventions. This study aims to analyze the elements and structure of short stories written by fifth-grade students at SDN Cipanas, as well as to identify the supporting and inhibiting factors influencing their writing performance. Using a qualitative descriptive method, data were collected through in-depth interviews with teachers and students, along with documentation of students’ written works. The findings indicate that students demonstrated a basic yet accurate application of narrative elements such as plot, character, and setting. Most stories were written in chronological order, often featuring a first-person narrator and varied settings. Narrative structures, comprising abstract, orientation, conflict, resolution, and coda, were present but inconsistently applied. Key supporting factors included students’ strong interest, imagination, personal experiences, and teacher guidance. However, linguistic interference from the students’ bilingual environment (Indonesian–Sundanese) emerged as a significant barrier to fluency and clarity in written expression. These results underscore the need for pedagogical interventions that reinforce narrative structure while addressing the unique linguistic context of bilingual learners.