<![CDATA[This study aims to describe the implementation of picture-series media in teaching simple paragraph writing in elementary schools, identify the challenges faced by teachers and students, and analyze its impact on students’ writing abilities. The research employs a descriptive qualitative approach with the subjects comprising the teacher and third-grade students of SD Muhammadiyah Terpadu Ponorogo. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing. The findings show that picture-series media are used as visual stimuli in the process of writing simple paragraphs. Through the implementation of this media, 19 out of 28 students (67.9%) were able to write sentences according to the picture series, 6 students (21.4%) wrote only one sentence per picture, and 3 students (10.7%) still had difficulty identifying vocabulary. The challenges encountered include a limited understanding of simple story structure, restricted vocabulary, minimal practice in writing single sentences, and variations in students’ concentration and self-confidence. The use of picture-series media has a positive impact on students’ simple paragraph writing skills. This media helps students generate ideas, organize coherent paragraphs, reduce confusion during writing, and enhance motivation and self-confidence. However, its effectiveness strongly depends on the teacher’s role in providing explicit guidance, vocabulary enrichment, repetitive practice, and creating an enjoyable learning environment.]]>
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