A. INITIAL CONDITION

This good practice begins with the majority of students who still experience difficulties in writing short stories. Students are not enthusiastic when learning to write short stories. Students find it difficult to find story ideas to write. Students have difficulty starting the first sentence of the story, Students have difficulty bringing up conflict in their stories, so students tend to look for shortcuts to download stories from internet pages and it is still very possible for students not to write short stories of their own work. Students need new teaching materials that can support skills in writing short stories according to the stages of writing short stories that allow students to write their own short stories without having to copy from the internet..

B. CHALLENGES OF DIFFERENTIATION LEARNING IN WRITING SHORT STORIES

Implementing differentiated learning is not an easy thing. Teachers must be able to prepare several materials and assessment instruments at once. Likewise with differentiated learning in writing short stories. Although its implementation is not an easy thing, but the teacher still tries as hard as possible to be able to apply it in learning to write short stories with the sole aim of facilitating every student's needs in learning to write short stories.. Based on these, The author plans to create a work in the form of teaching material for writing short stories entitled "Guess the Picture to Become a Story".

C. THE ACTION OF USING THE TEACHING MATERIAL "GUESS THE PICTURE INTO A STORY" IN LEARNING TO WRITE DIFFERENTIATION SHORT STORIES

The teaching material for writing short stories entitled "Guess the Picture to Become a Story" started from the picture guessing puzzle game which is widely available on internet pages.. A picture guessing puzzle is a unique puzzle that comes from a combination of images that can form words or phrases (word combination) which then becomes the students' initial idea in composing the initial sentence in the short story they will write. The application of differentiation lies in selecting different images for each student according to their interests and preferences, The number of pictures that students choose to guess the word or phrase in the picture and use it as a sentence to start the short story, as well as the final results of students' short stories which are published on social media according to the interests and desires of each student.

The parts of the teaching material "Guess the Picture to Become a Story" are as follows.

1. Cover page of the teaching material "Guess the Picture to Become a Story". On the cover page there is a written title and a picture of a guessing puzzle which makes it interesting for students to start learning to write short stories.

2. Instructions for using LKPD in teaching materials. Apart from instructions for using the LKPD, on the page 2 There is also a place to paste pictures of picture guessing puzzles as well as answers to words or phrases found in picture guessing puzzles.

3. Page 3 contains the stages of writing a short story outline. On the outline page there is a place to compose sentences based on words or phrases found from the picture guessing puzzle. Besides that, On this page there is also a place to determine characters and characterization, background/setting, as well as conflicts that will be built in students' short stories.

4. The next page contains the stages of writing a short story in its entirety based on the framework created on the previous page. On this page there is also a learning video link that reminds you about the structure of short story content and also the linguistic aspects of short stories including short story development patterns., and how students start to write their short stories.

5. The next page contains a peer assessment rubric that can be used directly by friends in the group to assess short stories between group members.

6. The last page contains examples of short story publications created by students on their social media. Students can upload them on instagram, tiktok, twitter, youtube, facebook, dll.

The teaching material "Guess the Picture Becomes a Story" can be accessed at the following link https://bit.ly/tbkgambar .

The teaching materials "Guess the Picture to Become a Story" which have been arranged systematically are then applied or implemented by the teacher in the learning activity of writing short stories. The implementation steps are as follows.

1. Students write short stories as best they can based on their respective initial abilities. The teacher gives an assessment(without students knowing). Then the students are divided into several groups based on the assessment of their short story writing skills (group high level, medium level, low level).
2. Students observe the picture guessing cards in groups and discuss to find what words or phrases are produced from each combination of pictures.
3. Group of students high level Choose three phrases based on the picture guess cards then write them down 4-5 sentences based on these three phrases.
4. Group of students medium level Choose two phrases based on the picture guess cards then write them down 4-5 sentences based on these three phrases.
5. Group of students low level Choose one phrase based on the picture guess card then write it down 4-5 sentences based on these three phrases.
6. The teacher continues to facilitate if there are students from the group low level or medium level who wants to choose 2 or 3 phrases in constructing sentences.
7. Each student writes the outline of their short story starting from the characters and characterization, background/setting, and conflicts that will be built in the story. Students can read textbooks, watch videos, or receive an explanation from the teacher to remember what must be written in the intrinsic elements of the short story that he will write.
8. Students write short stories in their entirety according to the content structure and linguistic aspects. Students are free to start the story. Students are free to choose and can start their short story from any part. It can be from character introduction, background identification, or even start the story with a conflict between the characters in the story.
9. Students exchange stories with their group friends to appreciate each other's work using a peer assessment rubric.
10. Students improve their respective short stories based on input from their group friends.
11. Students publish their respective short stories on their social media. Students can upload their work in the form of videos, text, or presentation slides on social media instagram, tiktok, youtube, facebook, twitter, Other students provide positive and negative comments like netizens in general, Of course, using polite language.

D. CHANGE (REFLECTION AND FOLLOW UP)

Reflections on Results and Impact

The implementation of the "Guess the Picture to Become a Story" teaching material has a significant impact on learning to write short stories. However, There are several things that must be evaluated. The evaluation of learning to write short stories using the teaching material "Guess the Picture to Become a Story" can be described as follows.

1. There are still some students who are not enthusiastic about carrying out short story writing activities.
2. Some students find it difficult to write sentences based on phrases found in the picture guessing game.

Follow-up

The follow-up to the use of the teaching material "Guess the Picture to Become a Story" in learning to write short stories can be explained as follows.

1. The teacher takes a personal approach to ask students about the reasons why they are not enthusiastic about carrying out short story writing activities.
2. Teachers optimize peer tutoring to help overcome these difficulties.