Design of a Story-Writing Training Program for Lower-Grade Elementary School Students

Abstract

This study aims to design a story-writing training program for lower-grade elementary school students that supports structured, creative, and developmentally appropriate writing. The study employs a Design-Based Research (DBR) approach involving needs analysis, initial program development, expert validation, limited implementation, evaluation, revision, and development of the final program. The training consists of activities for generating ideas, developing characters and settings, organizing events, drafting, receiving feedback, revising, editing, and presenting stories. Data reported in this study were obtained through classroom observation, a four-point student questionnaire, and analysis of students’ comments during the implementation. Quantitative data were summarized using descriptive statistics, while qualitative comments were organized into recurring themes related to students’ responses to the training. The implementation involved 30 students in Grades 1–3 across six 60-minute sessions. The findings showed a positive overall response (M = 3.45/4.00; 86.25%), with enjoyment receiving the highest mean score (M = 3.60; 90.00%). The findings also indicate that visual media, guided practice, and gradual writing activities supported students’ participation and confidence, while some students continued to require assistance with spelling, sentence construction, and event sequencing. The resulting program was revised to provide shorter instructions, stronger visual support, additional vocabulary, more examples, and a longer drafting period.