Enhancing Motivation and Comprehension in 12Th-Grade Poetry: an Action Research at Norbuling Central School, Sarpang

This action research explored strategies to boost motivation and understanding in poetry among 42 Class XII students at Norbuling Central School in Sarpang. The study aimed to address students’ lower engagement and performance in poetry compared to other literary genres, which may have been caused by traditional teaching methods. The research was guided by the question, “How can I motivate 12th-grade students to comprehend poetry learning through a read-aloud strategy?” The study employed qualitative and quantitative methods. A four-week intervention was conducted, including read-aloud strategies, expressive reading, music, rhythm, video clips, and reflective writing. Data collection involved pre- and post-tests, structured interviews, observations, and a research diary, with analysis using descriptive thematic methods. Qualitative data from structured interviews showed that students enjoy poetry learning through reading aloud and demonstrated better retention of key lines. The results indicate that rhythmic reading and multimodal strategies greatly improved understanding, confidence, and enthusiasm for poetry, with 95.24% of students showing major improvement in the post-test. The study suggests incorporating reading-aloud techniques, music, rhythm, and reflective writing into poetry lessons to promote deeper understanding and engagement of students in learning poetry. However, limitations include a small sample size and a short intervention period, providing opportunities for future research to examine the long-term effects of these strategies across different educational settings.