Papuan Students' Difficulties in Learning Indonesian Poetry Material
in Elementary Schools
Andris Kristiono
a
, Harsono and Minsih
Universitas Muhammadiyah Surakarta
Keywords: The Paper Poetry Learning, Learning Difficulties, Language Education, Cultural Context, Papua.
Abstract: This research examines the difficulties faced by students at SD Inpres Manimeri II, Teluk Bintuni, in learning
Indonesian poetry, by emphasizing the importance of the value of mutual cooperation in the learning process.
Using literature study and fieldwork methods, this research identifies specific challenges that influence
students' understanding and appreciation of poetry. Literature studies show that existing literature often
ignores local cultural and linguistic contexts, while fieldwork reveals that students have difficulty
understanding and connecting poetry with their everyday cultural experiences. The results of classroom
observations and interviews with teachers and students emphasize the role of mutual cooperation in
overcoming this challenge. A collective approach between teachers, students and the community has proven
important in creating a supportive learning environment. Relevant teaching materials and more adaptive
teaching strategies, which are produced through cooperation and collaboration, are key factors in improving
student understanding. This research suggests the development of more contextual teaching materials and
professional training for teachers, which is based on the spirit of mutual cooperation, as well as increasing
educational support and resources that involve all relevant parties. These findings emphasize the importance
of pedagogical strategies that are more holistic and sensitive to local needs, by integrating shared values to
increase the effectiveness of poetry learning. These conclusions make an important contribution to the
educational literature by highlighting the need for a mutually grounded approach to teaching practice and
advancing research in culturally and linguistically unique regions.
1 INTRODUCTION
Poetry learning is an integral part of the Indonesian
language curriculum in elementary schools, because
it plays an important role in developing literacy skills,
aesthetic appreciation and cultural understanding
among students (Aravani, 2018). Through poetry,
students are invited to develop complex language
skills, including understanding figurative meaning,
sensitivity to sound, rhythm, and the ability to think
critically and reflectively (Duke & Cartwright, 2021).
However, even though poetry learning has essential
pedagogical goals, its implementation often faces
challenges, especially in areas with diverse
geographical, socio-economic and cultural conditions
such as Papua (Dere & Ateş, 2023). In Papua, this
challenge is increasingly complex due to cultural and
linguistic differences between students and teaching
materials, as well as limited adequate educational
a
https://orcid.org/0009-0003-5802-4443
resources. Therefore, understanding the special
difficulties faced by Papuan students in learning
Indonesian poetry is crucial to increasing the
effectiveness and inclusiveness of education.
Poetry has extraordinary power to enrich
language skills and open students' inner insights
(Delane, 2022). However, many children in Papua
face difficult challenges in understanding and
learning poetry in the Indonesian curriculum
(Poedjiastutie et al., 2021). These difficulties do not
just arise, the mother tongue they use every day is
often different from the language used in poetry,
existing teaching materials feel less relevant, and
teaching methods sometimes fail to bridge the
uniqueness of their local culture.
Moreover, the world depicted in poetry—with
its symbols, references, and experiences—often feels
far removed from students' everyday lives. As a
result, not only is their understanding of poetry
Kristiono, A., Harsono, and Minsih,
Papuan Students’ Difficulties in Learning Indonesian Poetry Material in Elementary Schools.
DOI: 10.5220/0013422500004654
In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 533-538
ISBN: 978-989-758-752-8
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
533

disrupted, but their interest in learning Indonesian
may also decrease (Myren-Svelstad, 2023).
In the midst of all these challenges, the value
of mutual cooperation, the spirit of togetherness
which has long been the breath of life of the Papuan
people, should be a bridge to find solutions (Wahyuni
et al., 2019). By enabling mutual cooperation in the
classroom, teachers, students, parents and the
community can collaborate together to create learning
materials that are closer to students' lives. When all
parties work together to share stories, experiences and
ideas poetry can become more than just text on paper;
it becomes a reflection of life, culture and the soul of
students.
In this way, we not only help them understand
poetry, but also build a sense of pride in their own
language and culture (Tang et al., 2021). Therefore,
this research aims to dig deeper into the challenges
faced by Papuan students in studying poetry, and find
solutions based on togetherness, where mutual
cooperation is the key to opening new doors in
learning Indonesian.
This research aims to identify and understand
in depth the difficulties faced by Papuan students in
learning Indonesian poetry at elementary school
level. Specifically, this research seeks to uncover the
factors that cause these difficulties, including the role
of differences in mother tongue, cultural background,
and limited educational resources. In addition, this
research aims to analyze the impact of these factors
on the learning process and student academic
achievement. Thus, it is hoped that the results of this
research will provide a more comprehensive insight
into existing obstacles and offer recommendations for
developing more inclusive and contextual
pedagogical strategies, in order to improve the quality
of Indonesian language learning in Papua.
Although there are a number of studies that
examine Indonesian language learning in elementary
schools, especially related to aspects of literacy and
literary appreciation, studies that specifically explore
poetry learning in the Papuan context are still very
limited (Sukma et al., 2023). Most of the existing
literature focuses on the general challenges of
learning Indonesian without considering unique
contextual factors, such as cultural diversity, local
languages, and geographical conditions that influence
the teaching and learning process in Papua. In
addition, previous research tends to ignore
pedagogical approaches that are responsive to local
cultural and linguistic contexts which are essential in
understanding the difficulties of learning poetry in
Papua (Meilana & Aslam, 2022). Therefore, this
research fills a gap in the literature by offering an in-
depth analysis of the specific barriers Papuan students
face and how a more contextual approach can be used
to effectively address these challenges.
This research offers a significant and unique
contribution to the field of language education by
highlighting the specific challenges faced by Papuan
students in learning Indonesian poetry in primary
schools. The novel aspect of this research lies in its
contextual and holistic approach, which considers
cultural, linguistic and geographical factors that have
received little attention in the existing literature. By
combining in-depth research methods and focusing
on local context, this study not only enriches
understanding of the barriers faced by students in
remote and culturally diverse regions, but also offers
more inclusive and adaptive pedagogical strategies. It
is hoped that the results of this research can make an
important contribution to the development of
education policies that are more responsive to
regional needs, as well as inspire further research in
the field of language and literacy education in regions
with similar characteristics.
2 THEORETICAL SUPPORT
Mutual cooperation is a noble value that reflects
solidarity, cooperation, and togetherness in
Indonesian society. In learning, the mutual
cooperation approach can be realized through
collaborative learning involving students, teachers,
and the community. This approach has proven
effective in creating an inclusive and empowering
learning environment (Sudirman et al., 2022).
Theoretical support or literature Literature
learning, especially poetry, is one way to improve
students' literacy, aesthetic, and expressive abilities.
However, poetry learning often faces various
challenges, especially in remote areas such as Papua.
These challenges include limited resources, lack of
access to teacher training, and differences in cultural
contexts that can affect students' understanding of
learning materials (Aryani, 2022; Kurniawati &
Wijaya, 2021).
3 METHOD
This research adopts the literature study method as
the main approach in collecting and analyzing data
related to the difficulties of Papuan students in
learning Indonesian poetry. This method involves
reviewing relevant literature to understand the main
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
534

concepts, theories and previous research related to
poetry learning and challenges in the educational
context in Papua (Purtanto et al., 2023)
This literature study includes analysis of
various sources, including books, journal articles,
research reports, and other academic documents
related to poetry pedagogy, language learning, and
the social and cultural context of Papua. These
sources were selected to provide a solid theoretical
basis and to identify gaps in the existing literature.
Apart from literature study, this research was
also carried out through fieldwork at SD Inpres
Manimeri II in Teluk Bintuni. This field research
aims to obtain more in-depth empirical data regarding
the concrete challenges faced by students in learning
poetry. Data collection methods in the field include
direct observation of the poetry learning process,
interviews with teachers and students, as well as
analysis of learning documents used in schools.
Observations were carried out to observe
classroom dynamics and interactions between
students and teaching materials, while interviews
with teachers provided insight into the pedagogical
strategies implemented and the difficulties
encountered in their implementation. Interviews with
students aim to explore their perceptions regarding
poetry material and the challenges they experience.
Data obtained from literature studies and
fieldwork were analyzed qualitatively to identify
patterns and themes relevant to the research
objectives (Purtanto et al., 2023). It is hoped that the
results of the analysis will provide a deeper
understanding of the factors that influence students'
difficulties in learning poetry and offer
recommendations based on research findings.
4 RESULT AND DISCUSSION
The literature analysis carried out in this research
revealed a number of key findings related to poetry
learning in elementary schools. Previous studies
show that the main difficulties in teaching poetry
often involve understanding complex figurative
structures and meanings, as well as limitations in
relating poetic texts to students' experiences and
backgrounds (Syed & Wahas, 2020). Existing
pedagogical models, such as contextually based
approaches and the use of interactive strategies, have
been identified as effective methods for addressing
these challenges in general contexts. However, the
existing literature also shows a lack of understanding
of how cultural and linguistic differences influence
the poetry learning process specifically in certain
regions, such as Papua. Information from these
studies notes that factors such as differences in
mother tongue and cultural diversity can exacerbate
difficulties in understanding and appreciating poetry
(Munden & Skjærstad, 2018). Therefore, there is an
urgent need for further research that considers local
contexts and provides more specific solutions to
overcome barriers to poetry learning in culturally and
linguistically unique regions such as Papua.
The results of fieldwork at SD Inpres
Manimeri II in Teluk Bintuni provide in-depth insight
into the concrete challenges faced by students in
learning Indonesian poetry. Direct observations in the
classroom show that the poetry learning process is
often hampered by limited relevant teaching materials
and pedagogical strategies that are less suited to
students' needs. The dynamics of interactions in the
classroom show that students face difficulties in
understanding the figurative and structural elements
of poetry that are not familiar to their cultural context.
Interviews with teachers revealed that although they
have tried various approaches, including interactive
methods and the use of additional media, major
challenges remain in relating poetry material to
students' everyday experiences. Teachers also
identified gaps in the professional support and
training provided to teach poetry effectively in local
contexts. Meanwhile, interviews with students show
that they often feel confused and unmotivated when
faced with poetry that is considered abstract and
difficult to understand. Their perceptions reflect the
gap between the material taught and their cultural
background, which exacerbates difficulties in
understanding and appreciating poetry. The findings
from this fieldwork make it clear that a more
contextual and adaptive learning approach is needed
to overcome existing obstacles.
Analysis of findings from literature studies
and fieldwork shows that there are significant
harmony and inconsistencies in the context of poetry
learning at SD Inpres Manimeri II. From existing
literature, the main difficulties in learning poetry
generally focus on understanding the figurative
meaning and complex structure of poetry. This is in
line with findings from field observations which show
that students experience the same difficulty in relating
poetry elements to their everyday experiences.
However, the analysis also revealed a discrepancy
between the pedagogical theories recommended in
the literature and the reality on the ground. Although
pedagogical models such as contextually based
approaches are considered effective in general
contexts, they have not been fully adapted to meet the
specific needs of students in Papua. Unique cultural
Papuan Students’ Difficulties in Learning Indonesian Poetry Material in Elementary Schools
535

and linguistic factors, such as differences in mother
tongue and local cultural context, add complexity that
is not fully reflected in the existing literature.
Therefore, the results of this research highlight the
need for a more specific and contextual approach in
overcoming the challenges faced by students in
poetry learning, and suggest that existing pedagogical
models need to be adapted to specific local needs.
The discussion of the findings from this
research illustrates the complex reality that students
at SD Inpres Manimeri II face when dealing with
learning Indonesian poetry. These findings underline
that the difficulties experienced by students do not
only stem from ignorance of the structure and
meaning of poetry but also from a mismatch between
the material being taught and their cultural and
linguistic context. In classroom observations and
interviews, it was clear that students often felt
alienated by poetry texts that were not relevant to
their daily experiences, making it difficult for them to
relate to and appreciate the contents of the poetry.
This experience reveals an urgent need to
design more relevant and in-depth teaching materials,
which can bridge the gap between the world of poetry
literacy and students' real lives. For example,
integrating local cultural elements into poetry
material can help students feel more connected to the
texts they are studying. Likewise, additional training
for teachers focused on contextualized pedagogical
approaches could strengthen their ability to
effectively address these challenges.
This research also makes an important
contribution to the literature by showing that a more
sensitive approach to the local context is not only
important but also urgent. These findings support the
idea that education must be responsive to students'
cultural realities, rather than simply following
existing pedagogical models. However, this study has
limitations, such as limited coverage to one school
and a small sample group, which leads to suggestions
for further research that could cover more schools and
different regions. By broadening the scope of
research, we can gain a more comprehensive picture
of how to face similar challenges in diverse contexts
and develop more inclusive and effective solutions.
This research reveals that learning Indonesian
poetry at SD Inpres Manimeri II faces a number of
significant challenges, most of which relate to a
mismatch between the teaching material and the
student's cultural and linguistic context. The findings
show that students have difficulty understanding and
appreciating poetry that is considered abstract and
irrelevant to their cultural background. Teachers,
despite having tried various teaching methods, are
still faced with limitations in designing materials that
can bridge this gap. Limitations in professional
training and further pedagogical support are also
factors influencing the effectiveness of poetry
teaching.
5 CONCLUSION
The literature analysis carried out in this research
revealed a number of key findings related to poetry
learning in elementary schools. Previous studies
show that the main difficulties in teaching poetry
often involve understanding complex figurative
structures and meanings, as well as limitations in
relating poetic texts to students' experiences and
backgrounds (Syed & Wahas, 2020). Existing
pedagogical models, such as contextually based
approaches and the use of interactive strategies, have
been identified as effective methods for addressing
these challenges in general contexts. However, the
existing literature also shows a lack of understanding
of how cultural and linguistic differences influence
the poetry learning process specifically in certain
regions, such as Papua. Information from these
studies notes that factors such as differences in
mother tongue and cultural diversity can exacerbate
difficulties in understanding and appreciating poetry
(Munden & Skjærstad, 2018). Therefore, there is an
urgent need for further research that considers local
contexts and provides more specific solutions to
overcome barriers to poetry learning in culturally and
linguistically unique regions such as Papua.
The results of fieldwork at SD Inpres
Manimeri II in Teluk Bintuni provide in-depth insight
into the concrete challenges faced by students in
learning Indonesian poetry. Direct observations in the
classroom show that the poetry learning process is
often hampered by limited relevant teaching materials
and pedagogical strategies that are less suited to
students' needs. The dynamics of interactions in the
classroom show that students face difficulties in
understanding the figurative and structural elements
of poetry that are not familiar to their cultural context.
Interviews with teachers revealed that although they
have tried various approaches, including interactive
methods and the use of additional media, major
challenges remain in relating poetry material to
students' everyday experiences. Teachers also
identified gaps in the professional support and
training provided to teach poetry effectively in local
contexts. Meanwhile, interviews with students show
that they often feel confused and unmotivated when
faced with poetry that is considered abstract and
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
536

difficult to understand. Their perceptions reflect the
gap between the material taught and their cultural
background, which exacerbates difficulties in
understanding and appreciating poetry. The findings
from this fieldwork make it clear that a more
contextual and adaptive learning approach is needed
to overcome existing obstacles.
Analysis of findings from literature studies
and fieldwork shows that there are significant
harmony and inconsistencies in the context of poetry
learning at SD Inpres Manimeri II. From existing
literature, the main difficulties in learning poetry
generally focus on understanding the figurative
meaning and complex structure of poetry. This is in
line with findings from field observations which show
that students experience the same difficulty in relating
poetry elements to their everyday experiences.
However, the analysis also revealed a discrepancy
between the pedagogical theories recommended in
the literature and the reality on the ground. Although
pedagogical models such as contextually based
approaches are considered effective in general
contexts, they have not been fully adapted to meet the
specific needs of students in Papua. Unique cultural
and linguistic factors, such as differences in mother
tongue and local cultural context, add complexity that
is not fully reflected in the existing literature.
Therefore, the results of this research highlight the
need for a more specific and contextual approach in
overcoming the challenges faced by students in
poetry learning, and suggest that existing pedagogical
models need to be adapted to specific local needs.
The discussion of the findings from this
research illustrates the complex reality that students
at SD Inpres Manimeri II face when dealing with
learning Indonesian poetry. These findings underline
that the difficulties experienced by students do not
only stem from ignorance of the structure and
meaning of poetry, but also from a mismatch between
the material being taught and their cultural and
linguistic context. In classroom observations and
interviews, it was clear that students often felt
alienated by poetry texts that were not relevant to
their daily experiences, making it difficult for them to
relate to and appreciate the contents of the poetry.
This experience reveals an urgent need to
design more relevant and in-depth teaching materials,
which can bridge the gap between the world of poetry
literacy and students' real lives. For example,
integrating local cultural elements into poetry
material can help students feel more connected to the
texts they are studying. Likewise, additional training
for teachers focused on contextualized pedagogical
approaches could strengthen their ability to
effectively address these challenges.
This research also makes an important
contribution to the literature by showing that a more
sensitive approach to local context is not only
important but also urgent. These findings support the
idea that education must be responsive to students'
cultural realities, rather than simply following
existing pedagogical models. However, this study has
limitations, such as limited coverage to one school
and a small sample group, which leads to suggestions
for further research that could cover more schools and
different regions. By broadening the scope of
research, we can gain a more comprehensive picture
of how to face similar challenges in diverse contexts,
and develop more inclusive and effective solutions.
This research reveals that learning Indonesian
poetry at SD Inpres Manimeri II faces a number of
significant challenges, most of which relate to a
mismatch between the teaching material and the
students' cultural and linguistic context. The findings
show that students have difficulty understanding and
appreciating poetry that is considered abstract and
irrelevant to their cultural background. Teachers,
despite having tried various teaching methods, are
still faced with limitations in designing materials that
can bridge this gap. Limitations in professional
training and further pedagogical support are also
factors influencing the effectiveness of poetry
teaching.
This conclusion emphasizes the need for a
more contextual and sensitive approach to local
cultural needs in poetry learning. The development of
teaching materials that integrate local cultural
elements and the provision of additional training for
teachers are important steps to overcome the
difficulties faced by students. This research also
highlights that efforts to adapt pedagogical strategies
to local contexts can help students feel more
connected to the material and increase their interest in
and understanding of poetry.
Suggestion
1. Development of contextual teaching
materials: It is recommended that poetry teaching
materials be developed by taking into account
students' cultural and linguistic backgrounds.
Integration of local cultural elements, such as using
examples of poetry from their own culture or creating
poetry with themes that are relevant to students' daily
experiences, can help bridge the gap between the
material and students' reality.
2. Professional Training for Teachers: It is
important to provide teachers with more in-depth
training on pedagogical approaches that are sensitive
Papuan Students’ Difficulties in Learning Indonesian Poetry Material in Elementary Schools
537

to local contexts. This training should include
strategies for adapting teaching materials and
teaching techniques that can help students overcome
difficulties in poetry learning.
3. Increased Support and Resources:
Governments and educational institutions are
expected to provide additional support and resources
necessary for the teaching of poetry. This includes
providing relevant teaching materials, educational
tools, and access to quality professional training.
4. Further Research: Further research
covering more schools and regions is needed to obtain
a more comprehensive picture of the challenges and
solutions in poetry learning in various contexts. This
research can help identify more effective strategies
and expand knowledge regarding poetry learning in
areas with diverse cultural and linguistic
backgrounds.
5. Collaboration with Local Communities:
Establishing partnerships with local communities,
including community leaders and cultural figures, can
provide additional insight into effective ways to
integrate local culture into teaching materials. This
collaboration can increase the relevance of teaching
materials and support more holistic and sustainable
learning.
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