Synectic Multiliteration: Latest Findings in Poetry Writing Learning

This article discusses the quality of direct learning models in learning to write poetry compared to multiliterated synectic learning models. This research uses a qualitative form with a descriptive-interpretative approach. The results show: 1) the management of learning implementation used by lecturers meets quality requirements, seen from the completeness of the components of learning activities in the syllabus which consists of preliminary activities, implementation activities, and closing activities, 2) communicative processes can be concluded that the model learning used by lecturers, namely direct learning, demonstration learning, and problem solving learning models, 3) students' responses varies. The response of students in PGRI Madiun University, STKIP PGRI Ngawi, and STKIP PGRI Ponorogo were very active and enthusiastic when attending lectures, on the contrary in STKIP PGRI Pacitan and Catholic University Widya Mandala Madiun students were passive, 4) learning activities conducted by lecturers is monotonous and theoretical like in STKIP PGRI Pacitan and Widya Mandala Madiun Catholic University, conversely enjoyable learning activities and active students such as at PGRI Madiun University, STKIP PGRI Ngawi, and STKIP PGRI Pacitan, 5) Learning outcomes conducted by lecturers with written test and creation of works in the form of writing poetry.