<![CDATA[Narrative writing instruction is an essential skill in language education; however, student often encounter various obstacle in the process. Moreover, the effectiveness of instruction is strongly influenced by teachers methods and the readiness of the learning environment. The research questions of this study include: (1) what are students needs in learning ti write; (2) what difficulties do students experience when writing; and (3) to what extent are teachers prepared to support narrative writing skills. This study aims to describe students needs, identify the challenges they face, and analyze teachers instructional practices in writing instruction. The research employed a descriptive quantitative approach by distributing questionnaires to students and Indonesian language teachers. The instruments were administered to two groups of respondents: students who directly experienced the writing instruction process and teachers responsible for teaching the skill. The findings indicate that students needs for model texts, varied writing exercise, internet access, and contextualized learning are at a very high level (88%). Nevertheless, students still experience difficulties in constructing effective sentences, initiating writing, developing ideas, and maintaining learning focus, with the level of difficulty reaching 78%. From the teachers perspective, readiness to teach writing is categorized as high (84%), as refekvted in the use of digital media, understanding of text structure, and the ability to create a positive learning atmosphere, although students ability to produce narratives that adhere to conventions still requires improvement. Overall, this study underscores the need for more varied, targeted, and student-centered instructional strategies that are better aligned with learners needs and characteristics.]]>
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