Development of an E-Book Guide to Writing Acrostic Poetry Based on Culturally Responsive Teaching (CRT) in Learning to Write Poetry for High Class Students

The aim of this research is to describe the needs of students and educators for e-books for writing acrostic poetry, to describe the prototype of e-books for writing acrostic poetry, to test the validity of e-books for writing acrostic poetry, and to test the effectiveness of e-books for writing acrostic poetry. The type of research used in this research is research and development (R&D) with the Borg and Gall model. Research data was obtained from interviews, needs questionnaires, validator questionnaires, as well as pretests and posttests. The research results show that the needs of students and educators for e-book prototypes include physical form, cover, introduction, contents, and closing of the book; a validity test by design validators; and an e-book guide to writing acrostic poetry obtained a percentage of 100% with a very feasible category. The feasibility test by material and language validators obtained a percentage of 90% with the very feasible category, 4) Effectiveness test: based on the results of the t test (Paired Simple Test), the output showed that Sig (2-tailed) was smaller than the significant value, namely 0.000 < 0.05. This means that there is a significant difference in poetry writing skills before and after using the e-book guide to writing acrostic poetry. So it can be concluded that the e-book guide to writing acrostic poetry based on Culturally Responsive Teaching (CRT), which was developed, is feasible and effective for improving poetry writing skills for fifth grade elementary school. Keywords: E-Books, A Guide to Writing Acrostic Poetry, Culturally Responsive Teaching