<![CDATA[Writing development in the early grades can be supported through literacy activities that deliberately connect reading with opportunities to write. This study developed and preliminarily implemented an interactive storybook-based literacy program for Grade II-C students at SDN Ciracas 03 Pagi. The study used the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The storybook and program were developed from identified literacy needs and writing difficulties and were reviewed by a media expert and a language expert. A limited two-session implementation involved 29 students. Data were obtained from observations, expert-validation sheets, teacher and student response questionnaires, writing assessments, and documentation, and were analyzed descriptively using scores, percentages, and mean values. Media-expert and language-expert validation reached 90% and 88.33%, respectively, while teacher and student responses were 89.29% and 92.24%. The mean writing-assessment score changed from 63.79 in the first session to 83.74 in the second session. Because the study used a single group over only two sessions and did not include an experimental pretest-control design, this change is interpreted as a preliminary within-program change rather than evidence of a causal effect. The resulting program integrates shared reading, interactive activities, discussion, reflection, and structured writing practice to support early writing development.]]>
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