<![CDATA[The ability to write narratives is a crucial competency in Indonesian language instruction at the primary school level, as it plays a key role in developing thinking skills, communication, and the systematic expression of ideas. However, fifth-grade students at SDN Balonggabus still face various challenges such as difficulty in developing ideas, structuring plot sequences chronologically, selecting appropriate vocabulary, and organizing narrative elements which has resulted in most students failing to meet the Minimum Mastery Criteria. This study aims to improve narrative writing learning outcomes through the use of a "sequential image" (picture series) medium, while also describing changes in student learning activities throughout the process. The study employs a Classroom Action Research (CAR) methodology based on the Kemmis and McTaggart model, conducted over two cycles each consisting of planning, action implementation, observation, and reflection. The subjects of the study were 18 fifth-grade students at SDN Balonggabus. Data were collected via learning outcome tests, student activity observation sheets, and documentation, and were subsequently analyzed using both quantitative and qualitative descriptive methods. The results indicate that the use of a sequential image medium effectively improves student learning outcomes, as evidenced by an increase in the mastery rate from 55.55% in the first cycle to 100% in the second cycle. Student learning engagement also improved, shifting from a "fair" to a "good" category. The findings suggest that sequential images are effective in helping students understand plot progression, develop ideas, enrich their vocabulary, and construct narratives in a more coherent manner. Consequently, the sequential image medium serves as a viable alternative for Indonesian language instruction to enhance narrative writing skills among primary school students.]]>
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