<![CDATA[This study was motivated by the relatively low narrative writing skills of elementary school students, as reflected in their difficulties in developing ideas, organizing story plots, and applying appropriate language features. In addition, the implementation of learning models that actively engage students in thinking, discussing, and writing with the support of visual media remains limited. This study set out to examine how applying the Think, Talk, Write learning model combined with serial image media affects narrative text writing skills among fourth-grade students at SDN Janti 1 Sidoarjo. A quantitative approach was employed through a Pre-Experimental Design, specifically the One Group Pretest-Posttest Design. The research subjects comprised 10 fourth-grade students, determined through a saturated (total) sampling technique. Data were gathered via tests, observation, and documentation, then analyzed using validity tests, reliability tests, normality tests, a paired sample t-test, and an N-Gain test. The validity test results confirmed that all research instruments were valid and suitable for use, while the reliability test indicated a high level of reliability, classifying the instruments as reliable. The Shapiro-Wilk normality test produced significance values above 0.05 for both the pretest and posttest, indicating normally distributed data. The N-Gain test results revealed an improvement in students' narrative text writing skills, falling within the moderate category. Meanwhile, the paired sample t-test yielded a Sig. (2-tailed) value of 0.000 < 0.05, confirming a significant difference between pretest and posttest results following the implementation of the Think, Talk, Write model based on serial image media. These findings indicate that the Think, Talk, Write learning model combined with serial image media has a meaningful effect on the narrative text writing skills of fourth-grade students at SDN Janti 1 Sidoarjo. ABSTRAK Penelitian ini dilatarbelakangi oleh masih rendahnya keterampilan menulis teks narasi siswa sekolah dasar, yang ditunjukkan melalui kesulitan dalam mengembangkan ide, menyusun alur cerita, serta menggunakan unsur kebahasaan secara tepat. Selain itu, penerapan model pembelajaran yang mampu mendorong siswa berpikir, berdiskusi, dan menulis secara aktif dengan dukungan media visual masih belum optimal. Penelitian ini dilakukan untuk mengkaji pengaruh penerapan model pembelajaran Think, Talk, Write yang dipadukan dengan media gambar berseri terhadap keterampilan menulis teks narasi pada siswa kelas IV SDN Janti 1 Sidoarjo. Jenis penelitian yang digunakan adalah kuantitatif dengan rancangan Pre-Experimental Design, tepatnya One Group Pretest-Posttest Design. Subjek penelitian melibatkan 10 siswa kelas IV yang ditentukan melalui teknik sampling jenuh (total sampling). Data dihimpun melalui tes, observasi, dan dokumentasi, kemudian dianalisis menggunakan uji validitas, uji reliabilitas, uji normalitas, paired sample t-test, serta uji N-Gain. Hasil uji validitas memperlihatkan bahwa seluruh instrumen penelitian valid dan layak digunakan, sementara uji reliabilitas menunjukkan tingkat reliabilitas yang tinggi sehingga instrumen dinyatakan reliabel. Uji normalitas Shapiro-Wilk menghasilkan nilai signifikansi pretest maupun posttest di atas 0,05, yang menandakan data berdistribusi normal. Hasil uji N-Gain memperlihatkan adanya peningkatan keterampilan menulis teks narasi siswa pada kategori sedang. Sementara itu, uji paired sample t-test menghasilkan nilai Sig. (2-tailed) sebesar 0,000 < 0,05, yang membuktikan adanya perbedaan signifikan antara hasil pretest dan posttest setelah penerapan model Think, Talk, Write berbasis media gambar berseri. Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran Think, Talk, Write berbasis media gambar berseri terbukti berpengaruh terhadap keterampilan menulis teks narasi siswa kelas IV SDN Janti 1 Sidoarjo.]]>
