<![CDATA[Objective: This study evaluated the effectiveness of photo prompt media based on the word bank technique in improving Grade VIII students’ poetry writing skills, considering common prewriting difficulties such as idea blockage, limited diction, and weak imagery. Method: A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed with 32 students. The intervention was implemented across six meetings: a pretest requiring students to write free-verse poetry without images, followed by instruction using everyday-themed photo prompts and a structured word bank, and a posttest using an equivalent new prompt. Two raters scored students’ poems using an analytic rubric covering five aspects (theme, diction, imagery, figurative language, and unity/coherence). Results: The mean score increased from 65.63 (SD = 7.21) on the pretest to 74.88 (SD = 8.30) on the posttest, yielding an average gain of 9.25 points; 31 of 32 students improved. A paired-samples test indicated a significant difference (p < 0.001) with a very large effect size (d = 2.45). The largest gains occurred in diction and imagery (gain = 1.19 each on a 4-point scale), followed by unity/coherence (gain = 0.81), figurative language (gain = 0.66), and theme (gain = 0.53). Novelty: The study contributes a structured integration of everyday-themed photo prompts and a categorized word bank within a six-session teaching sequence, assessed through an analytic rubric across multiple aspects of poetry quality.]]>
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