Learning to write can be a nightmare, be it on the natives or second language. Various approaches, methods, and techniques were tested by researches to improve the writing skills of learners with multiple issues in mastering the craft. Nevertheless, the standards of writing achievements among second language learners are remarkably frustrating. In Malaysia, teaching writing to the primary school pupils is one of the biggest concerns as pupils expected to compose narratives as assessment in the public primary education. Concerning this, this research aimed to measure the effectiveness of the flow chart to improve pupils' narrative writing and to investigate pupils’ achievement levels in each narrative writing component. Besides, it identifies the pedagogical strategies that lead to the scaffolding of narrative writing. Action research carried out with 12 intervention sessions in two cycles. Each Cycle involved three stages: planning, action, and reflection. A total of 25 Year Four urban primary school pupils participated in this study. The researcher obtained the data via pre and posttest, analysis of pupils’ narrative writing, and classroom observations. The findings showed that there was a significant improvement in pupils’ posttest scores and narrative writing assessment components. This study is essential to improve narrative writing achievement and benefit teachers who teach narrative writing in primary and secondary schools to enhance pupils’ performances. Studies in the future should include pupils from rural area schools with low proficiency levels to compare the findings in employing flow chart in narrative writing.

中文翻译：

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流程图：脚手架英语作为第二语言 (ESL) 小学课堂的叙事写作

学习写作可能是一场噩梦，无论是母语还是第二语言。研究测试了各种方法、方法和技术，以提高在掌握手艺方面存在多种问题的学习者的写作技巧。然而，第二语言学习者的写作成绩标准令人非常沮丧。在马来西亚，小学生写作教学是最大的问题之一，因为小学生希望在公共小学教育中撰写叙事作为评估。对此，本研究旨在衡量流程图对提高学生叙事写作的有效性，并调查学生在每个叙事写作部分的成绩水平。此外，它还确定了导致叙事写作脚手架的教学策略。在两个周期内进行了 12 次干预会议的行动研究。每个周期包括三个阶段：计划、行动和反思。共有 25 名城市四年级小学生参加了这项研究。研究人员通过前后测、学生叙事写作分析和课堂观察获得数据。结果表明，学生的后测分数和叙事写作评估组件都有显着提高。这项研究对于提高叙事写作成绩并有益于在中小学教授叙事写作的教师以提高学生的表现至关重要。未来的研究应该包括来自农村地区学校的低熟练程度的学生，以比较在叙事写作中使用流程图的结果。