Integrating Gonen’s Poetry Teaching Framework to Enhance Language Learning Competencies in Senior High School Students

Abstract

This study assessed the effectiveness of an interactive language learning material, based on Gonen's Poetry Teaching Framework, in improving language skills among senior high school students. A quasi-experimental design was employed, with pretests, formative tests, and posttests for both experimental and comparison groups. Participants were paired based on certain criteria. Data analysis involved various statistical tests to compare scores. The results demonstrated a significant enhancement in students' language skills. Notable differences were observed between formative test scores and pretest and posttest scores for language skills. These findings underscore the importance of employing diverse strategies to meet students' needs better and enhance language learning. Based on these results, the researcher suggests that language and literature teachers may traverse multiple approaches that will cater to the needs of the students and serve as an avenue for enhancing senior high school students’ language learning competencies.