The purpose of the development research is to produce a textbook on the development of Beginning Reading and Writing skills by using the VARK (Visual, Auditory, Read-Write, Kinesthetic) model in the practical grade I class. The development is based on the 4D (Define, Design, Develop, and Disseminate) models that emphasize the contextual user needs (teachers and learners), resulting in a draft of the Beginning Reading and Writing skills development package using the VARK model in class I elementary school , which contains the identification of competency standards and basic competencies, identification of indicators, identification of learning objectives. The results of the trial of practicality demonstrate that the textbook of Reading and Writing Beginnings by using VARK model in class I elementary school is practical and feasible to be used by grade 1 elementary school teachers.  Keywords: Beginning Reading and Writing skills, VARK model, Elementary School

This research is based on  low quality of literacy mediais used by teachers in teaching reading in the early grades in elementary school. Therefore, this study aimed to produce a valid literacy media, practical, and effective in improving reading skills of elementary school students beginning classes. The subject of research is early elementary grade students in the District of North Padang, Padang City. Literacy media is being developed is a big book, image media, and calendar stories. Development activity using 4-D model of the stages define, design, development, and disseminate. Data obtained from the results of a validation study of literacy media, observation, use of literacy media, and the learning outcomes of students' reading skills after using the media developed. The results showed that literacy mediais developed make students interested in reading and feel happy with reading material, thus helping to increase students' understanding of the content of reading.Based on these results, can conclude that the model developed literacy mediahas been a valid, practical and effective use to improve reading skills early elementary grade students.

One form of literary literacy in elementary schools is that students are able to write poetry. But in reality, students tend to have difficulty making poetry with certain themes. The reason is because teaching materials used were not able to lead students to carry out poetry writing activities well. Therefore, this study aims to develop teaching materials for writing poetry that is valid. The use of various creative techniques is expected to help students in expressing their ideas and imagination into verses of poetry. The research design uses Research and Development with the ADDIE development model. This model consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. Data to determine the level of validity of instructional materials obtained by expert validation and practitioner validation. Validation aspects of teaching materials include: (1) content feasibility aspects, (2) language aspects, (3) presentation aspects, and (4) graphical aspects. Research findings show that teaching materials for poetry writing based on creative techniques are declared valid with an average score of 3.59. Specifically, the scores obtained for each aspect are: (1) content feasibility 3.59, (2) language 3.45, (3) presentation 3.61, and (4) graphical 3.68.

Narrative writing learning material in the fourth grade thematic books Curriculum 2013 in Indonesia does not have appropriate writing steps. This causes the learning process to write narrative texts is not carried out properly. Therefore a solution is proposed by developing narrative writing teaching materials based on direct writing activity strategy. This type of study is Research and Development using the ADDIE model. The research data consisted of validity data, practicality data, and effectivity data. The result showed that the validity score of teaching material was 3.79 by category highly valid. The learning process of narrative writing had a score of 3.63 by category very good. The student response score for teaching material was 3.81, while the teacher's response score was 3.78. The mean of the experimental class learning outcomes was 85.27, while the mean of the control class learning outcomes was only 72.64. The statistical test proved a significant difference in the teaching material for narrative writing developed. Based on these results, it can be concluded that the teaching material for narrative writing using direct writing activity is valid, practical, and effective to use.

This research is a type of development research (Research and The Development) which aims to produce poetry writing teaching materials using various valid creative techniques used in learning to write poetry. Based on the development activities and the results of the teaching material validation, it was concluded that the poetry writing materials using various creative techniques were declared valid and suitable for use in poetry writing learning in grade IV elementary school. Overall, the requirements for developing teaching materials have been fulfilled in the development activities carried out. Based on the validator's assessment of the aspects of content, language, presentation, and graphic feasibility. Teaching materials as a whole are suitable for use in an effort to improve students' skills in writing poetry.