<![CDATA[This classroom action research aimed to improve the simple sentence writing skills of second-grade students at SD 2 Jati Wetan, Kudus Regency, through Contextual Teaching and Learning (CTL) assisted by word cards based on Kudus local wisdom. Ten students took part in two cycles of three meetings each. Data came from writing tests, observations, interviews, and documentation, and were analyzed descriptively. The class mean score rose from 55.6 in the pre-cycle to 74.53 in Cycle I and 84.84 in Cycle II, while classical mastery increased from 30% to 50% and then 100%. Writing quality shifted from mostly Unistructural to Relational levels of the SOLO taxonomy, student activity rose from 3.3 to 3.9, and teacher performance from 3.7 to 4.0 on a four-point scale. These findings suggest that color-coded word cards combined with local context are a promising strategy for early writing instruction, although the small sample calls for caution.]]>
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