<![CDATA[ABSTRACT Narrative writing is an important aspect of language skills that elementary school students need to master. However, the narrative writing skills of fourth-grade students at UPTD SD Negeri 070989 Hilina’a still need to be improved. This study aimed to examine the improvement of students’ narrative writing skills through the implementation of the Contextual Teaching and Learning (CTL) model. The study employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The subjects were 18 fourth-grade students at UPTD SD Negeri 070989 Hilina’a. Data were collected through observation, narrative writing skill assessment, and documentation. The results showed that the students’ mastery of narrative writing skills increased from 33.33% (6 students) in Cycle I to 83.33% (15 students) in Cycle II. This improvement indicated that the research success criterion, namely at least 75% of students achieving the Minimum Learning Achievement Criteria (KKTP) score of 65, had been met. Therefore, the implementation of the Contextual Teaching and Learning model demonstrated an improvement in the narrative writing skills of fourth-grade students at UPTD SD Negeri 070989 Hilina’a. ABSTRAK Keterampilan menulis teks narasi merupakan salah satu aspek keterampilan berbahasa yang penting dikuasai peserta didik sekolah dasar. Namun, keterampilan menulis teks narasi peserta didik kelas IV UPTD SD Negeri 070989 Hilina’a masih perlu ditingkatkan. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan menulis teks narasi melalui penerapan model pembelajaran Contextual Teaching and Learning (CTL). Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing melalui tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 18 peserta didik kelas IV UPTD SD Negeri 070989 Hilina’a. Teknik pengumpulan data meliputi observasi, penilaian keterampilan menulis teks narasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa ketuntasan keterampilan menulis teks narasi mengalami peningkatan dari 33,33% (6 peserta didik) pada Siklus I menjadi 83,33% (15 peserta didik) pada Siklus II. Peningkatan tersebut menunjukkan bahwa indikator keberhasilan penelitian, yaitu minimal 75% peserta didik mencapai KKTP 65, telah terpenuhi. Dengan demikian, penerapan model pembelajaran Contextual Teaching and Learning menunjukkan perkembangan keterampilan menulis teks narasi peserta didik kelas IV UPTD SD Negeri 070989 Hilina’a.]]>
