<![CDATA[This classroom action research aimed to improve the poetry writing skills of tenth-grade students at SMA Negeri 14 Medan through the implementation of the Think-Talk-Write (TTW) learning model. The study was motivated by students' low performance in writing poetry, particularly in diction selection, theme development, and use of figurative language. The research was conducted in two cycles following the Kemmis and McTaggart model, which includes planning, action, observation, and reflection stages. Data were collected through written tests, observations, and documentation, then analyzed quantitatively using descriptive methods. The results showed a significant improvement in students’ poetry writing skills. The class average score increased from 58.89 in the pre-cycle to 73.89 in Cycle I and 83.89 in Cycle II. Mastery learning improved from 8.33% in the pre-cycle to 58.33% in Cycle I, reaching 100% in Cycle II. The application of the TTW model effectively enhanced students’ active participation, boosted their confidence, and fostered critical and creative thinking in poetry writing.]]>
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