Yogyakarta- An innovative learning approach combining the Think–Talk–Write (TTW) model with photographic media has been shown to significantly improve students’ ability to write geguritan, a form of modern Javanese poetry. The findings come from a study by Atik Andari and Prof. Dr. Suwarna, M.Pd. of Yogyakarta State University (Universitas Negeri Yogyakarta), published in 2026 in the East Asian Journal of Multidisciplinary Research. Conducted at SMA Negeri 2 Ngaglik, Sleman, the research demonstrates that interactive, student-centered learning can outperform conventional teaching methods, especially for students with diverse learning characteristics.
The results matter at a time when educators across Indonesia are seeking more effective ways to preserve local languages and cultural literacy while keeping students engaged. Javanese language education, including the teaching of geguritan, often struggles with low student motivation and limited creative output. This study offers practical evidence that teaching methods grounded in discussion, visual stimuli, and structured writing can address those challenges.
Why Geguritan Writing Needs a New Approach
Geguritan is a form of modern Javanese poetry that emphasizes freedom of expression, imagery, and aesthetic word choice rather than rigid traditional rules. In theory, it offers space for creativity. In practice, many students find it difficult. Teachers frequently report that learners struggle to generate ideas, lack confidence in their vocabulary, and feel constrained by classroom instruction that relies heavily on lectures and written assignments.
These challenges are especially visible in Special Sports Classes (Kelas Khusus Olahraga/KKO), where students tend to be more physically oriented and less responsive to passive learning. According to observations cited in the study, conventional methods often fail to connect with these students, leading to low writing performance and minimal engagement.
The researchers argue that without innovation, literary education risks becoming disconnected from students’ real learning needs. This concern aligns with broader educational debates in Indonesia about the need for more participatory and media-rich teaching strategies.
How the Think–Talk–Write Model Works
The Think–Talk–Write (TTW) model structures learning into three clear stages:
- Think – Students individually observe and reflect on learning materials. In this study, photographs served as visual prompts to spark imagination and concrete ideas.
- Talk – Students discuss their thoughts in small groups, sharing interpretations, vocabulary, and perspectives.
- Write – Students transform their refined ideas into written text, in this case, geguritan poems.
The addition of photo media plays a central role. Photographs provide tangible visual contexts—such as landscapes, daily activities, or cultural scenes—that help students move from abstract thinking to concrete expression. Instead of starting from a blank page, students write based on what they see, discuss, and understand collectively.
Research Design in Simple Terms
The study used a quantitative, quasi-experimental design. Two Grade 10 classes at SMA Negeri 2 Ngaglik were selected because they had similar characteristics. One class served as the experimental group, learning geguritan through the TTW model supported by photographs. The other class acted as the control group, continuing with conventional teaching methods.
Students’ writing skills were measured through practical writing tests conducted before and after the learning intervention. The researchers then compared the results using statistical analysis to determine whether the differences were meaningful and consistent.
Clear Evidence of Improvement
The findings show a strong positive impact of the TTW model with photo media, particularly for students who initially struggled.
Key results include:
- 33 out of 36 students in the experimental class showed improved geguritan writing scores after using the TTW model.
- Statistical tests confirmed that the improvement was significant, not random.
- After the intervention, the experimental class achieved writing performance comparable to, and slightly higher than, the control class taught with conventional methods.
Before the intervention, the same experimental class had recorded notably low average scores under traditional instruction. The shift highlights how teaching methods—not student ability—often determine learning outcomes.
What This Means for Education Policy and Practice
The study provides practical insights for teachers, schools, and policymakers. First, it shows that interactive learning models can close performance gaps, even among students who previously underperformed. Second, it reinforces the value of visual media in language and literature education, particularly for creative writing.
According to the researchers, the TTW approach does more than raise test scores. It also:
- Encourages active participation and collaboration
- Builds student confidence in expressing ideas
- Reduces anxiety associated with writing poetry
- Makes local language learning more engaging and relevant
As Atik Andari of Yogyakarta State University explains, students benefit when they are allowed to think and talk before writing. The process “gives them space to organize ideas and vocabulary collaboratively, resulting in more confident and structured writing.”
For curriculum developers, the findings suggest that participatory models like Think–Talk–Write deserve wider adoption in Javanese language instruction and other subjects that rely on creativity and expression.
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