Abstract
Poetry writing is an important language skill for elementary school students, but many students still experience difficulties in developing ideas, selecting appropriate diction, and expressing their imagination in written form. Therefore, an appropriate instructional method is needed to provide systematic guidance during the poetry writing process. This study aimed to determine the effect of the Guided Writing method on the poetry writing skills of fourth-grade elementary school students. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent pretest–posttest control group design. The population consisted of all fourth-grade students at SD Negeri 4 Made, totaling 86 students. The sample comprised 28 students in Class IV B as the experimental group and 29 students in Class IV C as the control group. Data were collected through poetry writing tests administered as pretests and posttests. The data were analyzed using the normality test, homogeneity test, and Independent Samples t-test. The findings revealed that the data were normally distributed and homogeneous. The Independent Samples t-test produced a significance value (2-tailed) of 0.000 (< 0.05), indicating a significant difference between the experimental and control groups. The mean posttest score of the experimental group was 86.61, whereas the control group achieved 63.45. These findings indicate that the Guided Writing method significantly improves the poetry writing skills of fourth-grade elementary school students. Therefore, the Guided Writing method can be considered an effective instructional alternative for enhancing students' poetry writing skills.