Analysis Of Basic Writing Ability Through Pictured Word Cards In Grade II Students Of MI Miftahusuar Nw Loloan

Abstract

This study aims to analyze basic writing skills through picture word card media, identify the supporting and inhibiting factors in its use, and describe its impact on writing learning for second-grade students of MI Miftahusuar NW Loloan in the academic year 2025/2026. The research employed a descriptive qualitative approach with 21 second-grade students, classroom teachers, and the school principal as subjects. Data were collected through participatory observation, in-depth interviews, and documentation from May 25 to June 15, 2026. The data were then analyzed using the Miles and Huberman model (Data Reduction, Data Display, Conclusion Drawing) and validated through source, technique, and time triangulation. The findings reveal that the writing learning process using picture word card media proceeded systematically and in stages through seven phases: card preparation, image demonstration, writing words on the blackboard, student imitation, introduction to sentence construction, educational games, and individual guidance. The supporting factors include teacher creativity, student enthusiasm, availability of basic facilities, conducive learning environment, and principal support. The inhibiting factors include time constraints, differences in student cognitive and motor abilities, limited card numbers, and physical condition. The impact of using this media is highly positive and significant, including improved writing skills (neatness, correct letter formation, proper use of capital letters and punctuation), increased vocabulary, enhanced learning motivation and interest, increased self-confidence and active participation, as well as improved ability to compose simple sentences structurally. In conclusion, picture word card media is effective for basic writing instruction at the elementary level and is recommended for sustainable implementation.