Abstract
Poetry writing instruction in vocational high schools still faces challenges related to students’ ability to generate ideas, select diction, construct imagery, and connect literary expression with vocational contexts. This study aims to analyze the implementation of Project-Based Learning supported by audiovisual media in teaching poetry writing to vocational high school students. The study employed a quantitative approach with a 2×2 factorial quasi-experimental design involving 53 Grade XI students at SMKN 4 Sarolangun selected through purposive sampling, comprising 25 students in the experimental class and 28 students in the control class. Data were collected through an objective test of imagery comprehension and a poetry writing performance test and were subsequently analyzed using descriptive statistics, a t-test, and two-way ANOVA. The results showed that Project-Based Learning supported by audiovisual media had a significant effect on poetry writing skills, as indicated by the mean score of 86.10 in the experimental class, which was higher than the mean score of 82.50 in the control class. This learning model also had a significant effect on the poetry writing skills of students with high imagery comprehension but did not show a significant effect on students with low imagery comprehension. In addition, no significant interaction was found between the learning model and imagery comprehension in relation to poetry writing skills. These findings confirm that Project-Based Learning supported by audiovisual media can facilitate the development of poetry writing skills among vocational high school students, particularly when supported by adequate imagery comprehension. The implications of this study indicate the importance of integrating project-based learning, audiovisual media, and reinforcement of imagery concepts in poetry writing instruction at vocational high schools.