Enhancing Creative Poetry Writing through the Acrostic Technique in Elementary School Students

This study investigates the use of the acrostic technique to support fourth-grade students at MI Almaarif 08 Watugede Singosari in writing creative poetry. Using a qualitative descriptive approach, data were obtained through interviews, classroom observations, and analysis of student poems. A descriptive rubric assessed three aspects: structural accuracy, lexical richness, and thematic coherence. Results showed that about 80% of students successfully applied the acrostic structure, 70% improved vocabulary use, and roughly half maintained thematic unity. Two-thirds refined their poems through revision, showing growing awareness of diction and rhythm. The technique effectively increased motivation and guided creativity, though challenges persisted in sustaining coherence and depth. As the study involved only 25 students from one school, findings are context-specific rather than generalizable. Future research should examine broader applications of the acrostic method, including its integration with digital and collaborative learning to enhance young learners’ fluency and expressive writing.