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Universitas Palangka Raya
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Implementing Poetry as an Integrative Pedagogical Medium for Language and Literary Development: Evidence from Indonesian Elementary Classrooms Diplan Diplan; Ernawatie Ernawatie; Rini Rini
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1610

Abstract

This study examines the use of poetry as an integrative pedagogical medium for language and literary development in elementary classrooms, responding to the dominance of technical literacy practices that often limit students’ creative and interpretive engagement. Previous studies have primarily focused on poetry as a tool for vocabulary enrichment or literary appreciation separately, while limited research has explored its integrated role in supporting both language and literary development in Indonesian elementary contexts. The study aimed to analyse how poetry-based instruction facilitates students’ language expression, literary appreciation, and classroom participation. This research employed a qualitative descriptive design conducted in six elementary schools in Palangka Raya, Indonesia. Participants included six Indonesian language teachers and twelve students from grades four to six, selected purposively. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ poetry works and instructional documents. Numerical data presented in the findings functioned only as descriptive indicators to support qualitative interpretation. Data were analysed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that poetry-based activities encouraged richer vocabulary use, figurative expression, active participation, and greater confidence in oral performance among most students. Students’ poems also reflected imaginative themes, emotional awareness, and personal interpretation related to social experiences. The study suggests that poetry can support more meaningful and participatory literacy practices in elementary language learning.
Co-Authors Abd Rahman Azahari Agnes Alfiani Deby Ana Fitria Anwarsani Anwarsani Ernawatie Ernawatie Febria Helena Femmy Femmy FX Manesa Helmi Helmi Ibnu Yustiya Ramadhan Ichyatul Afrom Joni Bungai Manesa Manesa Mariane Mariane Mariane Tinse Meisi Alvionita Misnawati Misnawati Misnawati Misnawati Muhammad Rezeki Muhammad Saibani Wiyanto Nabila Salwa Nadzilah Hesa Putri Nirena Ade Christy Nyoto Nyoto Patrisia Cuesdeyeni Petrus Poerwadi Putri Anggraini Rini Rini Rosalia Septia Gresheilla Roso Sugiyanto Simpun Simpun Siti Rahmawati Siti Rahmawati Syarah Veniaty Wihadi Admojo Yuli Limbong Datu