Developing Story Card Media to Enhance Narrative Writing Skills in Third-Grade Indonesian Language Learning
DOI:
https://doi.org/10.52690/jswse.v8i1.1668Keywords:
ADDIE Model, Elementary Education, Narrative Writing, Story Card Media, Writing InstructionAbstract
This study aimed to develop and evaluate story card media for narrative writing instruction in Indonesian language learning for third-grade elementary students, addressing difficulties in generating ideas, organizing events coherently, and expressing thoughts in written form. A Research and Development design with the ADDIE model was employed, involving 23 third-grade students at SD Negeri 101770 Tembung. Data were collected through classroom observation, teacher interviews, expert validation, response questionnaires, and pretest-posttest narrative writing assessments. Expert evaluations yielded feasibility scores of 90% (media), 94% (content), and 91% (language). Teacher and student response scores reached 92% and 90%, respectively, indicating high practicality. The class-level writing score increased from 40% (pretest) to 90% (posttest), with an N-gain of 0.83, categorized as high. This study offers a structured combination of visual sequences and contextual prompts specifically designed for third-grade learners' concrete operational characteristics, an underexplored intervention in Indonesian elementary narrative writing instruction. Teachers can use the cards as a low-complexity scaffold for collaborative planning and individual writing, providing an accessible, ready-to-implement instructional tool. This research contributes a feasible, practical, and effective story card medium for enhancing narrative writing skills, offering preliminary evidence for curriculum developers and educators seeking innovative, visually mediated approaches to literacy instruction in elementary classrooms.
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