<![CDATA[Background: Writing ability is a complex skill that integrates various elements of composition within a text. In the process of writing, several difficulties are often encountered, highlighting the need to examine writing ability from the perspective of microstructure component assessment. The microstructure components assessed include word choice, patterns of idea organization, the use of lexical and grammatical cohesive devices, and referential relationships among elements, all of which contribute to forming cohesive and coherent discourse. Objectives: To analyze and identify the level of writing proficiency of fourth-grade elementary school students in Surakarta based on microstructure component assessment. Methods: This study employed a quantitative approach with a descriptive design to examine students’ writing outcomes based on microstructure component assessment. Data were collected using a cluster sampling technique, involving 60 student respondents. Results: The respondents consisted of 55% female students and 45% male students. The findings of the microstructure component assessment indicate that students’ writing abilities are at a moderate level. The average scores across most components fall within the moderate category. Conclusion: The writing ability of fourth-grade elementary school students still requires greater attention to support their ability to produce texts that align with proper writing elements. Based on the findings, several components fall into the low category, namely Mean Length of T-Unit (MLT T-Unit), Clauses, and Spelling (Spell). Meanwhile, components such as T-Unit, C-Clauses, Grammatical T-Unit (Gram T-Unit), and Writing Conventions (Conven) are categorized at a moderate level. Keywords : Fourth Grade Elementary School, Writing Skills, Microstructure Component Assessment.]]>
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