Exploring Psycholiterary Dimensions in Fifth-Grade Students’ Acrostic Poetry: A Qualitative Study in Elementary Language Education

Authors

  • Deni Chandra Universitas Pendidikan Indonesia
  • Vismaia S Damayanti Universitas Pendidikan Indonesia
  • Isah Cahyani Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.22460/pej.v10i2.7295

Keywords:

Psycholiterature, Acrostic poetry, Elementary school, Emotional expression, Writing skills

Abstract

Poetry writing in elementary schools develops language skills while providing a space for students to express emotions and personal experiences. However, studies exploring the psycholiterary dimensions of acrostic poetry remain limited. This study aimed to describe the psycholiterary dimensions reflected in acrostic poems written by elementary school students. A descriptive qualitative design with document analysis was employed. Participants included two fifth-grade teachers and six students from two elementary schools in Tasikmalaya Regency, selected purposively based on their participation in poetry-writing activities. Data were collected through observation, interviews, documentation, and analysis of students’ acrostic poems based on personal experiences and feelings. Data analysis followed Miles, Huberman, and Saldaña’s interactive model of data reduction, data display, and conclusion drawing. The findings revealed five psycholiterary dimensions: emotional expression, personal experience, social relationships, imagery, and future aspirations. Students’ poems reflected affection, gratitude, hope, self-confidence, and personal growth, as well as psychological needs for security, motivation, and positive relationships. These findings suggest that acrostic poetry can serve not only as a language-learning activity but also as a medium for understanding students’ emotional experiences and supporting their psychological development in elementary education.

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Published

2026-09-27

Issue

Vol. 10 No. 2 (2026): Volume 10, Number 2, September 2026

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