<![CDATA[This study was motivated by students’ low proficiency in poetry reading instruction, which is attributed to several factors, such as a lack of self-confidence, limited opportunities for practice, and instruction that focuses more on theoretical understanding than on the practical act of reading poetry. The objectives of this study are to describe: (1) the implementation process of the SAVI model in poetry reading instruction; (2) students’ outcomes in poetry reading; (3) students’ responses to poetry reading instruction using the SAVI model. The method used in this study is descriptive qualitative research. The research subjects were grade X students and teacher Indonesian language at SMAN 3 Medan. The data collection techniques used were observation, interviews, questionnaires, and documentation. There were four research instruments: an observation sheet, an interview guide, a questionnaire, and a poetry reading assessment sheet. Data analysis was conducted through data reduction, data presentation, and the drawing and verification of conclusions. The research results indicate that: (1) the implementation process of the SAVI model was carried out in accordance with the teaching module, which consists of four stages—preparation, delivery, practice, and presentation of results—thereby creating an active learning atmosphere and engaging students in poetry reading instruction; (2) students poetry reading learning outcomes showed good results, particularly in the aspects of body movement and articulation when reciting poetry in class; (3) poetry reading instruction using the SAVI model received positive feedback from students because it helped them build self-confidence, provided opportunities to practice, and offered an enjoyable learning experience.]]>
