An Analysis of Early Writing Skills among Grade I Students

Abstract

Writing ability is one of the fundamental skills that students at the elementary education level must acquire, as it serves as an essential foundation for academic success at higher stages of education. This study aims to analyse the level of early writing skills and to identify the factors influencing early writing ability among Grade I students at SD Muhammadiyah Malawili, Sorong Regency. A descriptive qualitative research method was employed, with Grade I students and the Grade I classroom teacher as research informants. Data were collected through observation, interviews, and documentation, and analysed using the Miles and Huberman interactive model comprising data reduction, data presentation, and conclusion drawing. Data credibility was verified through source, technique, and time triangulation. The findings indicate that the early writing ability of Grade I students at SD Muhammadiyah Malawili has developed well overall. Most students were able to read and write upon entering Grade I, having already acquired foundational literacy skills at kindergarten, facilitated by additional private tutoring in some cases. Students are generally able to write letters, words, and their own names with reasonable fluency, although individual guidance is still needed to improve neatness, letter-size consistency, and writing independence. Two interacting categories of factors influence early writing development: internal factors, including fine motor readiness and learning motivation; and external factors, encompassing the teacher's role in individual guidance, parental support at home, and the availability of learning media such as letter cards and picture media. The combination and synergy of these factors is decisive in determining the optimal development of students' early writing competence.