<![CDATA[This study aims to describe the process of implementing a task-based multisensory method and improving the ability to write simple sentences among at-risk students with learning difficulties in third grade at SD Negeri 013 Malinau Utara. The study employed Classroom Action Research (CAR), consisting of the planning, implementation, observation, and reflection stages across two cycles. The research subjects consisted of three third-grade students: two boys and one girl. Data were collected through observation and testing, then analyzed using simple descriptive qualitative and quantitative methods. The results showed an improvement in the effectiveness of instruction and the students’ writing skills. Teacher-led activities increased from 75% in Cycle I, Session I, to 100% in Cycle II, Session II, while student-led learning activities increased from 41.67% to 91.67%. The ability to write simple sentences improved from an average of 56.67% at the initial stage to 64.44% in Cycle I and 86.67% in Cycle II. Learning achievement increased from 0% at the baseline to 33.33% in Cycle I and 100% in Cycle II. Thus, the task-based multisensory method can improve the ability to write simple sentences among students at risk of being slow learners.]]>
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