ANALISIS KEMAMPUAN MENULIS TEKS NARASI BERDASARKAN PENGALAMAN PRIBADI SISWA KELAS V SEKOLAH DASAR

Abstract

This research is initiated by the low narrative text writing skills of elementary school students, specifically in constructing a coherent text structure and applying standardized spelling rules. This limitation is further intensified by the strong influence of daily spoken language and the lack of spelling automation in students' formal writing. The purpose of this study is to describe in depth the characteristics of narrative text structural competence and to map the level of compliance along with the types of spelling errors based on PUEBI/EYD in the written works of fifth-grade elementary school students. The research method employed is descriptive qualitative through a portfolio document analysis approach of students' personal experience essays. To provide a theoretical solution to the identified literacy barriers, the results of this diagnostic analysis are synthesized as a foundational basis for planning Classroom Action Research (CAR) utilizing an explicit genre-based learning model. The findings indicate a sharp polarization of ability based on the students' academic strata. While the introductory structure (orientation) and concluding structure (resolution) have been well-mastered by the majority of students (above 66%), significant obstacles occur in organizing the plot of the body (complication), which tends to be flat, monotonous, or even experience jumping plots. Meanwhile, in the linguistic aspect, students' mastery of spelling is still relatively low. The researcher identified three dominating mechanical errors: misuses of capital letters (42%), misplacements and absences of periods and commas (34%), and interferences of regional language (Javanese) vocabulary and affixation (24%). The discussion concludes that children's mechanical language competence develops at a slower pace than their ability to express narrative ideas, thereby requiring innovative, structured, and corrective instructional interventions.