ENHANCING NARRATIVE WRITING SKILLS THROUGH THE MEDIA CERIA APPROACH FOR STUDENTS WITH HEARING IMPAIRMENTS

Abstract

This study aims to improve the narrative writing skills of students with hearing impairments through the use of Media Ceria (Series Picture Stories) as an interactive and communicative visual learning medium. The research is grounded in the observation that students with hearing impairments often demonstrate low narrative writing proficiency due to limitations in both receptive and expressive language abilities. The study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart model and was conducted at SKHN 1, SKHN 2, and SKHN 3 Palangka Raya with a total of 24 students in grades V and VI. The research consisted of two cycles comprising planning, action, observation, and reflection stages. The findings indicate a significant improvement in students’ narrative writing performance, with the average score increasing from 62.4 in the pre-action phase to 70.1 in Cycle I and 78.9 in Cycle II. Learning engagement also improved, as reflected in students’ active participation, higher motivation, and increased confidence in writing tasks. These results demonstrate that Media Ceria (Series Picture Stories) is effective and feasible as an innovative instructional strategy for teaching narrative writing to students with hearing impairments, contributing to more inclusive and meaningful learning experiences.

Keywords: Narrative Writing Skills, Students with Hearing Impairments, Media Ceria, Visual Learning, Inclusive Education