Abstract
Teaching poetry in Senior High School English poses challenges due to its abstract nature. This study explores strategies and issues teachers encounter using Boholano poems through a descriptive qualitative approach. While contextualization in teaching exists, it's limited to two materials, hindering comprehensive engagement. Students, especially those with reading difficulties, face difficulty deciphering poetic language, impacting their learning. Collaborative and reflective strategies are crucial in enhancing student engagement and understanding. Recommendations include diversifying materials and providing support for learners with reading difficulties. A developed pedagogical framework emphasizes the importance of relevant professional development for teachers. This study underscores the need for engaging students in group work and reflection to foster critical thinking and analysis in learning Boholano poems. Future research could focus on expanding contextualization efforts and exploring innovative teaching approaches to further enhance student learning outcomes in poetry instruction.
