THE EFFECT OF THE ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, AND SATISFACTION) LEARNING MODEL ON THE POETRY READING ACHIEVEMENT OF EIGHTH-GRADE JUNIOR HIGH SCHOOL STUDENTS

Abstract

Poetry reading is an essential competency in Indonesian language learning that requires mastery of pronunciation, intonation, expression, and literary appreciation. However, students’ low motivation and self-confidence often hinder the development of these skills. This study aimed to examine the effect of the ARIAS (Assurance, Relevance, Interest, Assessment, and Satisfaction) learning model on the poetry reading achievement of eighth-grade students at TPI Private Junior High School Labuhanbatu. A quantitative approach employing a One-Group Pretest–Posttest design was used, involving 20 students selected through simple random sampling. Data were collected through performance tests, observations, documentation, and questionnaires and analyzed using validity and reliability testing, the Shapiro–Wilk normality test, and a paired-samples t-test. The results indicated that the research instruments were valid and reliable, and the data were normally distributed. Hypothesis testing yielded a Sig. (2-tailed) value of 0.000 (p < 0.05), confirming a significant difference between pretest and posttest scores after the implementation of the ARIAS model. Students’ average poetry reading performance increased by 37.75 points, demonstrating substantial improvement in pronunciation, intonation, expression, and appreciation. These findings extend the application of the ARIAS framework to literature instruction and provide empirical evidence that integrating motivational and evaluative components can significantly enhance poetry reading competence. Therefore, the ARIAS learning model represents a promising instructional alternative for improving poetry reading outcomes and promoting more engaging, student-centered learning in junior secondary education.