Optimizing Elementary Students’ Descriptive Writing Skills Through Sequential Picture Media

Abstract

Descriptive writing skills are an essential literacy competence that should be developed from the elementary school level. However, many students still experience difficulties in generating ideas, selecting appropriate vocabulary, organizing sentences coherently, and producing clear descriptive paragraphs. This study aimed to improve the descriptive writing skills of third-grade students at UPT SDN 6 Pinrang through the implementation of sequential picture media. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 20 students. Data were collected through descriptive writing tests, student activity observations, teacher interviews, and documentation. The data were analyzed using quantitative and qualitative descriptive analysis. The results showed an improvement in students’ descriptive writing skills, indicated by the increase in the average score from 62 in the pre-cycle stage to 73 in Cycle I and 83 in Cycle II. Classical mastery improved from 30% to 100%. Student learning activities also increased from 55% in the pre-cycle stage to 83.2% in Cycle II. The findings indicate that sequential picture media helps students develop ideas, enrich vocabulary, organize sentences, and produce more systematic descriptive texts. This media can serve as an alternative instructional strategy in Indonesian language learning to strengthen elementary students’ writing literacy.