Based on observations at MA NW Pringga Jurang Utara, the ability of eleventh-grade students to write short stories is still relatively low, especially in developing plot, characters, setting, and moral message. This study aims to improve students’ short story writing skills through the application of Sasak folktales as learning resources. The research employed Classroom Action Research (CAR) in two cycles, each consisting of two meetings. Data were collected through writing tests, classroom observations, and interviews with students and the collaborating teacher. The results showed improvement from cycle I to cycle II. The percentage of students in the “excellent” category increased from 17.4% to 43.5%, while the “poor” category decreased from 17.4% to 4.3%. Folktale-based learning made lessons more contextual, enhanced students’ motivation and participation, and increased their appreciation of local culture. Supporting factors included teacher guidance, relevance of the stories, and a conducive classroom environment, while inhibiting factors could be minimized through adjusted learning strategies. Thus, applying Sasak folktales effectively improves short story writing skills and fosters students’ cultural awareness.   Berdasarkan hasil observasi di MA NW Pringga Jurang Utara, kemampuan siswa kelas XI dalam menulis cerpen masih tergolong rendah, terutama dalam mengembangkan alur, tokoh, latar, dan amanat cerita. Penelitian ini bertujuan meningkatkan kemampuan menulis cerpen siswa melalui penerapan cerita rakyat Sasak sebagai bahan ajar. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan dua siklus, masing-masing terdiri atas dua pertemuan. Data dikumpulkan melalui tes menulis cerpen, observasi aktivitas belajar, dan wawancara dengan siswa serta guru kolaborator. Hasil penelitian menunjukkan peningkatan kemampuan siswa dari siklus I ke siklus II. Persentase siswa pada kategori “baik sekali” meningkat dari 17,4% menjadi 43,5%, sedangkan kategori “kurang” menurun dari 17,4% menjadi 4,3%. Pembelajaran berbasis cerita rakyat membuat proses belajar lebih kontekstual, meningkatkan motivasi dan partisipasi siswa, serta menumbuhkan apresiasi terhadap budaya lokal. Faktor pendukung meliputi arahan guru, relevansi cerita, dan suasana kelas yang kondusif, sedangkan faktor penghambat dapat diminimalkan melalui penyesuaian strategi pembelajaran. Dengan demikian, penerapan cerita rakyat Sasak terbukti efektif meningkatkan kemampuan menulis cerpen dan kesadaran budaya siswa.