The Implementation of Poetry Writing Textbook with Nationalism

Characterfor Junior High School Students in Surakarta,

Central Java, Indon esia

Kundharu Saddhono

, Agung Nasrulloh Saputro

, Samsuri

, and Sri Hastuti

Universitas Sebelas Maret, Surakarta, Indonesia

Universitas PGRI Madiun, East Java, Indonesia

Principal Development and Empowerment Institute, Indonesia

Keywords: Textbook, Poetry, Character, Nationalism, and Learning.

Abstract: Recently, poetry learning, which accrues nationalism character, has not run as expected. It needs numerous

creative learning strategies, one of which is through the use of textbooks on poetry to stimulate and develop

the nationalism of students. This study aimed to the implementationof textbook for poetry writing, devoted

to accruing the nationalism of students at a junior high school in Surakarta, Central Java, Indonesia. The

research method wasclassroom action research, operationalized to capture various information in the form

of observable words, sentences, or images. The results of this study can be described as follows. Based on

the observationresults, the study concluded that learning to write poetry, which was aided by textbook on

writing poetry and aimed at calculating nationalism character, was successful and therefore encouraged

active class engagement. Based on the interview data, the teachers voiced positive comments on the use of

textbook. This corroborated that the learning of poetry writing bound to accruing nationalism character was

successful. Based on the questionnaire data on students who had positive opinions, analysis results evinced

that the learning of poetry writing was successful. The average result on the learning of poetry writing using

the textbook on writing poetry reached 80. Therefore, the study concludes that the instruction involving

poetry writing with emphasis on nationalism has been successful, as supported by data in the Likert scale.

The average grade ranges from 61 to 80.

1 INTRODUCTION

Educational development is highly recommended to

improve the quality of human resources. Educational

development is put at work by implementing

innovative learning process. Learning process is an

educative activity (Djamarah, 2006, p. 1). Educative

values color the interaction between teachers and

students. The educational value involved in such

interaction stems from the learning activities

undertaken and directed to achieve certain objectives

determined beforehand. Teachers thoughtfully plan

their learning activities systematically for successful

teaching and learning. Learning is a complex

process which occurs in every person throughout his

life (Arsyad, 2002, p. 1). The learning process

occurs because of the interaction between people

with their environment. The indicator showing that a

person has learned something is marked by a

behavioral change associated with increased level of

knowledge, skill, and attitude.

Language learning comprises of four language

skills: listening, speaking, reading, and writing.

These four skills become the standard of competence

established in the current curriculum. Achieving

standard competency embedded in basic

competencies at higher education requires every

student to engage in learning experience by

practicing the four language skills to scaffold

superior personality (Andayani, 2013, p. 56).

Writing is a complex and important language

skill because it permanently records information,

opinions, beliefs, feelings, arguments, explanations,

theories, and emotions (Erkan and Saban, 2011).

Writing does not occur automatically, but it must go

through practice regularly. Writing is a language

skill used to communicate indirectly. In writing, one

must be skilled at using language structure, sentence

structure, clauses, phrases, and vocabulary.

404

Saddhono, K., Saputro, A., Samsuri, . and Hastuti, S.

The Implementation of Poetry Writing Textbook with Nationalism Character for Junior High School Students in Surakarta, Central Java, Indonesia.

DOI: 10.5220/0008885904040410

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 404-410

ISBN: 978-989-758-437-4

Writing is a productive and expressive activity. It

is said to be productive because writing is entwined

with mental processes and contributes to the

development of multiple skills (Berk and Unal,

2017). In composing a text, a writer should carefully

think about what the purpose his writing aims to

achieve, who the readers are, how the language

varies appropriately, and so on. Writing should pay

attention to the language elements used for

delivering messages to assist readers’

comprehension. The difficulty in determining main

idea and supporting idea results from the lack of

vocabulary. The lack of vocabulary may obstruct the

writing process. The lack of mastery on writing

theories appears to many as the hurdle to develop

ideas appropriately. Lack of grammar mastery is

also another cause to students' difficulties in

choosing a preposition and a thesis or main idea.

There are several causes to the difficulties in

writing, comprising of the lack of critical thinking,

organizational thoughts, language skills, theory, and

elements of fear. The difficulty of writing is not only

experienced by students but has become a common

cliche among society (Darma, 2007, p. 4-9). These

are some of the causes of one's difficulty to write,

but on the other handthey denote the advantage of

writing skills compared to other language skills.

In order to prepare good writing, be it fiction and

nonfiction, one must go through several steps, which

encompass (1) finding themes and titles, (2)

collecting materials, (3) selecting materials, (4)

framing, and (5) developing a framework (Hasnun,

2006, p. 2). Associated with fiction writing in junior

high, poetry writing calls for serious attention. This

is based on the facts and researchers’ observations

revealing that the teaching of poetry by most

teachers is still oriented to theoretical learning and

hardly encourages the growth of students’

characters. Poetry is a literary art which can be

learned from various aspects. Poetry can be studied

for its structure and elements, given that poetry is an

imaginative literary which prioritizes the elements of

fiction, artistic values, and language engineering

(Najid, 2003, p. 14).

Research on poetry learning in China is usually

associated with aesthetic analysis, with linguistic

translations of teachers being analyzed, valued, and

followed as benchmarking criteria and models, and

almost no creative space is allowed for students

(Tian, 2013, p. 129). The growing awareness of the

importance of character education has yet to prevail

in body of research pertinent to this topic, especially

the teaching of character education through literature

(Novianti, 2017, p. 256). To achieve the goal of

poetry learning which involves mental activity,

poetry learning should not be made distant.

Conversely, the activity of acquiring essential

competences in poetry writing needs to be grown

continuously and earnestly, so that it grows

understanding, appreciation, critical thinking

sensitivity, and sensitivity of good feelings towards

poetry. Thus, the work of fiction will become a part

of life for the students who are expected to meet

their spiritual needs. At a higher level, poetry

learning should also be able to reflect the inculcated

characters on the students themselves.

The studies on characters have been done by

Dalimuthe et al; Branson; Montonye, Butenhoffand

Branson; Senior-Gay (Dalimuthe et al.2016;

Branson, 2004; Montonye, Butenhoffand Branson,

2004;Senior-Gay, 2004). They found that characters

can affect students’ positive fiber in the classroom.

They analyze the influence of character education on

student behavior. In contrast to this study, this

research is aimed at linking nationalism and

character. This research also produces textbooks on

writing poetry laden with nationalism character.

Rodriguez (Rodriguez,2017, p. 55) contends that

nationalism in India is evident in a minority of

Muslims living in hegemony under the government

pressure and the majority of Hindus. The

backwardness of the Muslim minority causes fear in

acting against Hindu hegemony. According Muljasa

(Muljasa,2008, p. 3), nationalism is a manifestation

of national awareness or the spirit of nationality. In

the same wave length, the implementation of poetry

learning which prioritizes the development of

nationalism character as described above can work

well if supported by proper selection of textbooks. In

this regard, it calls for a textbook which is able to

stimulate and develop the character of student

nationalism. Based on the abovementioned

description, learning to write poetry requires

teachers to design a textbook capable of stimulating

students’ engagement, creativity, and nationalism

character, with the aim that students have a good

level of writing poetry.

2 LITERATURE REVIEW

This research explains several theories, which

pertain to textbooks, poetry, character, and

nationalism. Textbook, according to Tomlinson

andMasuhara (Tomlinson and Masuhara,2004), has

two phases, which involve the preparatory stage of

collecting and selecting text and developing stage.

This stageincludes activities for probing materials,

The Implementation of Poetry Writing Textbook with Nationalism Character for Junior High School Students in Surakarta, Central Java,

Indonesia

405

responding to students' initial abilities, developing

and responding to inputs, and including task

interpretation and practice. Poetry is considered a

valuable and authentic material for teaching

language learners (Freyn, 2017, p. 80). Komalasari

and Saripudin (Komalasari and Saripudin,2018, p.

396) states that the character of poetry is in line with

the values of life, namely the universal habits which

underlie decent and harmonious relationship

between us and others around us. Listyarti and

Setiadi (Listyarti and Setiadi,2006, p. 32) point out

that nationalism contains the meaning of awareness

and spirit of love for one’s homeland or nurture

nation's honor. One’s success is determined by his

character in solving problems (Saddhono, 2016).

Individuals who are characterized by nationalism

view problem as a challenge to deal with, rather than

something to avoid. Individuals who are

characterized by nationalism also see a problem

from various perspectives,which enable them to

obtain various solutions.

This study delved into the implementation of

textbook for writing poetry adorned with the

character of nationalism. This textbook can help

students to write poetry according to their creativity.

Students’ poetry is also linked to the character of

nationalism, so that students are made aware of the

nation’s history as a whole.

Research on poetry textbooks is also done by

Khokhar and Wahab (Khokhar and Wahab,2013) in

Pakistan. The results of this study reveal that the

textbooks contain numerous versatile images

pertaining to all human senses, so the textbooks

comply with the needs, moods, topics, and themes of

the world’s community in general and Pakistan in

particular. The results of the following studyaffirm

that the images in the abovementioned poetry

section have a tremendous impact on students minds

and help improve their memories and vocabulary.

From the results of these comparisons, the study

concludes that the textbook on poetry is pivotal to

students in all levels of education. Textbooks on

poetry can help teachers in achieving their learning

objectives, and at the same time the textbooks can

help students to improve their creativity based on

nationalism character.

Similar studies have been conducted by some

other researchers. One of the researches is entitled

The Development of Textbook for Writing Short

Stories Characterized by The Love for Homeland in

2017. The results of this study indicates that the

textbook validation is performed by two validators,

one for Language and Literary Language and

another for the graphics, the results of validation

confirm fine quality of the textbook, indicated by

validation score ≥ 75%.The tryout is conducted to

seven students of class VIII, which generates

multiple data from student questionnaires, teacher

interviews, and observations. From the tryout

results, the students’ scores in writing a short story

are marked by average score of 80 (Saputro, 2017).

Research on literary learning (poetry and short

story) is very interesting. Such research can enhance

students' creativity to produce imaginative work.

This is in line with the opinion Appreciation of

literature is a process of meaning (Cahyono and

Hadi, 2006, p. 209). The process of meaning making

requires students’ creativity. Stimulating students’

creativity calls for supporting material to assist

students’ understanding, which is textbook.

3 RESEARCH METHOD

The present study appliedclassroom action

researchmethod. It was these omnifarious conditions

which were put under investigation, and the study

attempted to extract reality there fromand put it

forward as a picture or certain phenomena (Bungin,

2008, p. 68). This research applied action research

procedure. Aqip (Aqip,2007, p. 12-14) suggests that

classroom action research is a scrutiny of activities

which deliberately arise and occur within a class.

Classroom action research can improve teachers'

performance, so that they become professionals.

Furthermore, it makes teachers more creative

because they are always required to make innovation

as implementation and adaptation of various

learning theories and techniques as well as teaching

materials. According Arikunto (Arikunto,2007, p.

16-20), classroom action research consists of

planning, implementation and observation, and

reflection. The explanation for each of these stages

is presentedas follows.

3.1 Planning

At this stage the researchers explained what, why,

when, by whom and how the action was performed.

At this stage, the researchers determined the point or

focus of events under investigationand then created

an observation instrument to help themto study

pertinentfacts, whichoccurred during the course of

action.

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3.2 Implementation and Observation

Implementation was the application of the contents

made in the design. At this juncture, it was

imperative that teachers remember and try to

comply with what had been formulated in the

design. Also, they had to be fair and honest (not

artificial).

3.3 Observation

Observation focusedon the teachers when the action

took place. In this case, the observerswererequired

to record what happened in the learning process to

obtain accurate data for the next cycle. This activity

took place at the same time. Therefore, when the

teacher was carrying out the instruction, he had to

focus on the instructional activities, so he certainly

did not have time to analyze the events occurring

during the learning process. Therefore,the presence

of observers became necessary.

3.4 Reflection

Reflection was an activity to review and reflect on

what had been done. Reflection was performed after

implementation.A discussion between the teacher

and the observerswas conducted to evaluate the

findings and identifyanything related to the study

which needed improving.

4 FINDINGS

4.1 Planning

The research result starts from the planning stage,

which included observation or class observation.

Research and data collection included class

observations or observations. In the classroom

observation, it was found that students' creativity

flaw has faded. This was evidenced by the students’

behavior (Devi EkaAriyanin and EkoDwiantoro)

when interviewed by the teacher about poets who

contributed to Indonesia and the internal element in

poetry. Most of the students did not recognize the

names of these authors. Based on observations and

preliminary information, the researchers succeeded

in collecting preliminary information relating to the

symptoms, which affected the students' unsuccessful

learning in poetry writing.

In this planning stage, the researchers succeeded

in collecting preliminary data. The data was

concerned with the lack of creativity in using figure

of speech. This was evidenced when the teacher

asked the students about the types of masters in

poetry (Devi EkaAriyanin and EkoDwiantoro) and

both of them had no idea about the answers. The

research results encouraged the researchers to teach

poetry using textbooks on writing poetry laden with

nationalism character. In this stage of planning, the

researchers also conducted pretest, which contained

the questions about the theory of poetry and

language style. The pretest results indicated that

there were 9 students who passed minimum passing

standard, CandraDyahAyuAngestiningrum, Yanuar,

RhamadhanWisnu, Lily Endra, Imam Arifin A,

Faje'riIndra Tri Hanggara, Devi EkaAriyani,

RirisHanitasari, and CandraDyah. The other 21

students scored under the passing criteria. In

addition, at this stage the researchers conducted tests

to determine the subject of the study, and the results

of class VIIIA were the highest of the four classes

tested. As a corollary, class VIIIA was chosen as the

research subject.

4.2 Implementation

The study focused on the implementation of

textbooks on writing poetry laden with nationalism

character in students’learning. The learning

activities were divided into four phases, namely

observation, interviews with teachers, distributing

student questionnaires, and assessment on student’s

poetry writing. The results of these activities are

presented as follows.

4.3 Observation

The observations were conducted by two observers,

namely HadiSubroto and NadhifDwiSaputra. This

observation aimed to know the level of students

activity during instruction. Observation data, were

concerned with (1) whether all students paid

attention to teacher's explanation, 2) whether the

students performed teacher’s instruction on writing

poetry, 3) whether the students responded to

textbook writing poetry laden with the character of

nationalism, 4) whether the students raised

questions, 5) whether the students were noisy during

lesson, 6) whether the students were lazy to learn in

the classroom, and 7) whether the students were able

to write poetry with textbook writing poetry loaded

with character of nationalism. Based on the analysis

results on observation data, the instruction on

writing poetry with textbook writing poetry laden

with nationalism character was successful and

stimulated very active class engagement.

The Implementation of Poetry Writing Textbook with Nationalism Character for Junior High School Students in Surakarta, Central Java,

Indonesia

407

4.4 Interview

Interview was conducted by researchers to the

teachers at class VIII during the learning took place

on the textbook on writing poetry laden with the

nationalism character. The results of interview

indicated three important findings. First, the

language used in the instruction was quite

interesting. Also,the color displayin the textbook

was considered appropriate. Third, the material in

the textbook was very accurate and supportive to

attaining the competence set as the instructional

goal. Based on the data of interviews, teachers

voiced positive comments. This clearly confirmed

that the learning of writing poetry aided by the

textbook was successful.

4.5 Student Questionnaire

Student questionnaire data was obtained from the

users of textbook. The questionnaire data as

expected to provide an overview of the students’

expectations, interests, and learning atmosphere

during writing poetry using textbooks writing poetry

laden with nationalism character. The results of

student questionnaire proved that many students

reported positive views to the textbook.As proposed

by Vivi Fridayanti, this textbook was complete.The

words were interesting and easy to understand. What

is more, the content was interesting to read as it

encouraged students to express their feelings on

nationalism. Similar to Vivi Fridayanti's opinion,

Indatus Fatmawati stated that with this book the

students beceme more knowledgeable about poetry

and gained the knowledge about nationalism. The

next positive comment was put forward by Ambar

Dwi A, saying that in addition to being interesting,

the book was complete and it provided several

examples to motivate task accomplishment. Based

on the questionnaire data,particularly concerning

students’ positive opinions, the learning of writing

poetry aided by the textbook was proven successful.

4.6 Test

This test produced quantitative data for further

analysis. The criteria for assessing student’s poetry

were based on the theory proposed by Nurgiyantoro

(Nurgiyantoro,2010, p. 487). He mentioned that the

percentage of each score category was calculated by

distributing the student's frequency of each category

with the total number of students multiplied by

hundred percent. The percentage of each score

category was calculated to investigate the percentage

of students’ scores at various levels. This allowed

the researchers to find out the students’ learning

achievement on writing poetry subsequent to the

implementation of the textbook. The percentage of

student scores is shown in the following table.

Table 1: The Percentage of Students’ Score.

Score (X)

Percentage (P)

Frequency (f)

92-94

3,33%

89-91

86-88

13,33%

83-85

23,33%

80-82

20%

77-79

74-76

23,33%

71-73

10%

68-70

6,68%

Total

∑P= 100%

N= 30

The table above indicates that the percentage of

students' scores reaches various categories. The

highest scores range from 92-94. Only 3,33% of the

students reach 92. The scores ranging from 86-88

are attained by 4 students, representing 13.33% of

the total number of students. At score interval

ranging from 83 to 85, the study has found 7

students or 23.33% of the whole class reaching these

scores. At lower interval, 6 students, which represent

20% of the whole class, gain score range from 80 to

82. Another 7 students reach score interval from 74

to 76, which represents 23,33% of the whole class.

Three students attain score interval ranging from 71

to 73, corresponding to 10% of the entire class. The

lowest score interval, marked at 68-70, is evident

among 6,68% of the total number of students. This

indicates that 5 students fail to reach the minimum

passing criteria.

4.7 The Average of Student Scores

The average of student scores at the implementation

stage is calculated by summing the multiplication of

median of each interval and the frequency, the result

of which was then divided by the total number of

students and multiplied by one hundred percent. The

average percentage was calculated to determine the

average of student learning outcomes after learning

to write poetryintertwined with nationalism

character.

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Table 2: The Average of Students’ Score.

Score

Interval

Frequency (f)

Median

(X)

92-94

89-91

86-88

348

83-85

588

80-82

486

77-79

74-76

525

71-73

216

68-70

138

Total

N= 30

∑fX=

2391

The calculation of class’ average score results in

∑ fX = 2391, from N = 30. Therefore, the average of

students’ scores is determined by referring to the

following formula (Sudijono, 2008, p. 87).

Mx =



𝑀𝑥 =

2391

𝑀𝑥 = 79,7

(1)

From the results of average calculation, the

average scores on writing poetry using aided by the

textbook on writing poetry laden with nationalism

character reach 79,7. Therefore, it can be concluded

that the learning achievement in Indonesian,

particularly concerned with the basic competence on

writing poetrya dorned with the character of

nationalism, was considered successful, as proven

by the findings in likert scale. The data shows that

the average scores lie on the interval scale ranging

from 61 to 80 (Riduwan, 2010, p. 41).

4.8 Reflection

Based on the results of the observation, interview,

student questionnaire, and test, the study found that

the students 'learning outcomes have improved,

marked by achievement of “good” criteria. That

proved that the textbookimproved the student’s

ability in writing poetry. This improvement could

not be separated from the role of teachers in

choosing the right variations of learning strategies

and his effort to motivate the students in learning.

Also, the implementation of textbook was expected

to encourage them to develop innovative learning

models..

5 DISCUSSION

Based on the research results, data were obtained

from observations, interviews, student

questionnaires, and test results corroborated that the

learning outcomes improved, which attained “good”

criteria. It proved that textbook on writing

poetryladen with nationalism character could

improve students’ ability in writing poetry.

For comparison purpose, a study by Wahyuni et

al (Wahyuni et al.2018) states that the Indonesian

textbook Syntax with a contextual approach is

appropriate and acceptable for use and

dissemination. Based on the description and support

of the empirical data, the present study concluded

that the Indonesian textbook syntax with a

contextual approach in higher education in Indonesia

was eligible to be implemented according to the

needs of lecturers and students.

The results of this comparison prove that the

textbook on writing poetry laden with the character

of nationalism ws highly recommended to be used as

a textbook at junior high school. This textbook can

encourage student creativity in producing literary

works, especially poetry.

6 CONCLUSION

The discussion has concluded that the findings

concerning the learning on poetry writing laden with

the character of nationalism can be described as

follows. Based on the observation data,the learning

on writing poetry aided by textbook on writing

poetry adorned with nationalism character is

successful and stimulates very active class

engagement. The data garnered by interviews to

teachers also indicate positive finding. The learning

on poetry writing with the character of nationalism

is thus considered successful. In the same vein, the

questionnaire results, particularly on students with

positive opinions, also indicate the same success.

This success is corroborated by the students’ average

scores in poetry writing, which attain 80. As such,

the learning outcome in Indonesian regarding the

basic competence on poetry writing laden adorned

with the character of nationalism indicates

successful achievement, as evinced by the scores in

Likert scale reaching 61-80 interval scale.

The Implementation of Poetry Writing Textbook with Nationalism Character for Junior High School Students in Surakarta, Central Java,

Indonesia

409

ACKNOWLEDGEMENT

The research project is supported by a grant from the

Ministry of Research, Technology, and Higher

Education, Indonesia.

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