Narrative Writing Difficulties Among Madrasah Ibtidaiyah Students: An Analysis and Remedial Strategies

Abstract

This study investigates the narrative writing difficulties experienced by students at Madrasah Ibtidaiyah and identifies effective remedial strategies to address them. Drawing on classroom observations, student writing samples, and teacher interviews, the research reveals three dominant areas of challenge: limited vocabulary, weak structural organization, and difficulty expressing ideas coherently. These issues are closely linked to insufficient exposure to narrative texts, limited practice opportunities, and a predominantly teacher centered instructional approach. The analysis shows that students often struggle to develop clear plot sequences, use appropriate linguistic features, and maintain logical flow within their compositions. To respond to these challenges, the study proposes a set of remedial strategies grounded in interactive and scaffolded learning. These include guided writing sessions, the use of visual story prompts, vocabulary building activities, and peer assisted revision techniques. The findings highlight the importance of integrating more student centered and process based writing instruction to strengthen narrative competencies. This study contributes to the growing literature on literacy development in Islamic primary schools and offers practical recommendations for teachers seeking to enhance students’ writing proficiency through targeted pedagogical interventions.