<![CDATA[This community service project was initiated to address the low descriptive writing skills among elementary school students, particularly those at risk of learning difficulties, which hinder their literacy development. The purpose of this activity was to implement an effective intervention using guided writing combined with contextual teaching and learning (CTL) approaches to enhance students' ability to plan, write, and revise descriptive texts rooted in real-life experiences. The methodology involved a classroom action research model carried out in cycles, encompassing planning, implementation, observation, and reflection stages. The intervention included modeling contextual texts, interactive discussions, structuring outlines, guided drafting, revisions, presentation, and collaborative evaluation. Data collection consisted of qualitative observations and quantitative assessments of students' writing outcomes, specifically measuring the percentage of students reaching the minimum mastery criteria (KKM ≥75). The results showed a significant increase in students' writing competence, with the percentage of students achieving mastery rising from 35% pre-intervention to 85% post-intervention, surpassing the targeted 80%. Additionally, improvements in students’ ideas development, text organization, vocabulary richness, and confidence were observed. These findings demonstrate that guided writing integrated with contextual teaching effectively facilitates literacy improvements among at-risk elementary learners, fostering engagement, confidence, and better writing skills.]]>
