<![CDATA[This study aimed to examine the effect of the Think Talk Write (TTW) learning model using serial picture media on the narrative speaking and communication skills of sixth-grade elementary school students. This study employed a mixed-methods approach with a sequential explanatory design. The quantitative phase used a quasi-experimental nonequivalent control group design involving 60 students, with 30 students in the experimental group and 30 in the control group. Data were collected through narrative speaking tests, communication skill observation sheets, student response questionnaires, and interviews. Data were analyzed using N-Gain, independent samples t-test, Pearson correlation, and qualitative analysis through data reduction, display, and conclusion drawing. The results showed that the mean narrative speaking score in the experimental group increased from 49.64 to 81.07, with an N-Gain of 0.48, compared with 0.34 in the control group. Communication skills increased from 53.57 to 83.36, with an N-Gain of 0.38. The independent samples t-test showed significant differences in the posttest scores of both variables (p = 0.000 < 0.05). Students also showed a very positive response to the learning model, with an average percentage of 87.56%. Qualitative findings indicated that TTW supported students in organizing ideas, expressing narratives systematically, participating actively, and communicating with greater confidence. A positive correlation was also found between narrative speaking and communication skills (r = 0.610; p < 0.05). In conclusion, TTW supported by serial picture media is an effective alternative for developing students’ narrative speaking and communication skills.]]>
Copyrights © 2026
