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All Journal Austronesian: Journal of Language Science & Literature
Noibe Halawa
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nias, Kota Gunungsitoli, Sumatera Utara 22812, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Implementation of Visual Creativity Media in Developing Social Character Posters among Fifth-Grade Students in Indonesian Language Learning Elvian Kardiani Halawa; Noibe Halawa; Yaredi Waruwu; Eka Periaman Zai
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Elementary education is expected to foster students’ academic achievement, creativity, active engagement, and social character. However, preliminary observations at SD Negeri 070999 Tarakhaini indicated that fifth-grade learning remained predominantly teacher-centered, with limited use of visual media and students experiencing difficulties in developing creative poster designs and communicating social character values. This study aimed to examine the implementation of visual creativity media in creating social character posters and improve students’ creativity and learning outcomes through project-oriented learning activities. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research involved 20 fifth-grade students and was conducted in two cycles, each comprising two meetings. Data were collected through observation, essay tests, field notes, and documentation and analyzed using quantitative and qualitative approaches. The intervention incorporated visual stimuli, including infographics and poster examples, as well as drawing, collage, and mixed-media techniques. The findings demonstrated progressive improvements in researcher activity, student engagement, and learning achievement. Researcher activity increased from 54% and 63% in Cycle I to 71% and 85% in Cycle II, while student activity increased from 58% and 67% to 90% and 95%, respectively. Students’ average achievement increased from 66% to 86%, exceeding the 80% mastery target. The findings indicate that visual creativity media supported students’ creative expression, active participation, and learning achievement in poster-making activities. Thus, visual creativity media may serve as an alternative approach for integrating creative learning with social character development.
The Implementation of Authentic Assessment Using Think-Pair-Share (TPS) Model to Improve Fifth-Grade Students’ Speech Text Writing Skills Indah Lestari Telaumbanua; Noibe Halawa; Dernius Hura; Otilina Gulo
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Speech-writing skill is a crucial competency that elementary school students must master. However, in reality, fifth-grade students at SD Negeri 074049 Teluk Belukar still struggle with structuring speeches, developing ideas, and using language that adheres to proper conventions. Furthermore, the instructional process remains focused on final outcomes, and the implementation of assessments that evaluate the students' learning process is not yet optimal. This study aims to improve speech-writing skills through the application of authentic assessment combined with the Think–Pair–Share (TPS) learning model. This study is a Classroom Action Research (CAR) project. It was conducted over two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research subjects were 20 fifth-grade students. Data collection techniques included observation, performance assessment, portfolios, and self-assessment. The data were analyzed using both descriptive qualitative and quantitative methods. The results indicated that in Cycle I, the students' speech-writing skills were still low, characterized by difficulties in selecting a topic, structuring an outline, and developing the content of the speech. A significant improvement was observed in Cycle II, with the majority of students demonstrating the ability to write speech texts systematically, develop ideas more effectively, and use more precise language. Furthermore, student engagement and active participation in the learning process also increased. Based on these findings, it can be concluded that the implementation of authentic assessment using the Think–Pair–Share (TPS) learning model can enhance the speech-writing skills of fifth-grade students at SD Negeri 074049 Teluk Belukar.
Co-Authors Dernius Hura Eka Periaman Zai Elvian Kardiani Halawa Indah Lestari Telaumbanua Otilina Gulo Yaredi Waruwu