The Implementation of the Lecture Method in Poetry Writing Instruction: An Analysis of Student Engagement and Interaction among Eighth-Grade Students at UPT SMP Negeri 4 Baranti

Abstract

Poetry writing is a productive language skill that requires students not only to understand concepts such as diction, rhyme, imagery, and figurative language, but also to participate actively in generating and revising ideas. This study describes the application of the lecture method and analyzes student engagement and classroom interaction in poetry-writing instruction in Grade VIII.I at UPT SMP Negeri 4 Baranti. A descriptive qualitative approach was used. The empirical data were drawn from direct classroom observation, field notes, and documentation of the teaching and learning process. The findings show that instruction was predominantly teacher-centered: the teacher explained the material from the front of the classroom, used the board to support explanations, and provided examples and steps for creating poems, while students mostly listened and occasionally took notes. The lecture method was useful for delivering basic concepts efficiently, organizing explanations, and maintaining classroom control. However, student participation remained limited, opportunities for direct writing practice were insufficient, and peer interaction was almost absent. Engagement increased slightly when students were allowed to choose ideas for their poems. The teaching module attached to the classroom documentation actually planned Project-Based Learning, discussion, writing workshops, differentiated activities, and performance tasks, indicating a gap between the intended interactive design and the observed implementation. The study concludes that the lecture method is more appropriate as an initial instructional scaffold and should be combined with guided writing practice, discussion, idea sharing, peer feedback, and writing workshops to strengthen students' activity, creativity, and interaction in poetry learning.