Innovative Use of Tangga Cerdas Media in Teaching Poetry Writing to Eleventh-Grade Students at MA Plus Nurul Ilmi

Abstract

Writing poetry often becomes a challenge for students because it requires linguistic sensitivity and imaginative creativity. Through the innovation of the Tangga Cerdas media, learning to write poetry has now transformed into an interactive, enjoyable, and language-explorative activity. The main issue that often arises is the limited poetic vocabulary. The aim of the research is to facilitate 11th-grade students at MA Nurul Ilmi in understanding and mastering poetry writing through the Tangga Cerdas media. The method used in this research is descriptive qualitative. The data collection techniques included observation, interviews, and documentation. The results of this study indicate that this media encourages active student engagement through an enjoyable, collaborative, and hands-on approach, thereby increasing students' motivation to explore ideas and express them imaginatively and structurally in the form of poetry. The Tangga Cerdas Media is effectively used in poetry writing lessons because it creates an active, creative learning atmosphere and makes it easier for students to understand and apply the elements of poetry in an enjoyable way. As many as 80% of students are able to compose poems with complete structure. The main contribution of the Tangga Cerdas media lies in its ability to facilitate students in developing ideas, selecting poetic diction, and systematically composing lines and stanzas. Through structured stages, this media enables students to produce poetry that is expressive, imaginative, and adheres to the rules of poetry writing, thereby significantly supporting the overall improvement of poetry writing competence.