Flying Board Method in Learning Writing Poetry in Class X Students in
SMAN 4 Ternate
Mutmaina Ahmad
1
and Rizmada Azzahra
2
1
SMA Negeri 4 Ternate City, Indonesia
2
Khairun University, Ternate, Indonesia
Keywords: Flying board method, Learning to write poetry.
Abstract: Learning activities in writing poetry still cannot increase students' interest, so the teacher needs an
appropriate method in teaching to motivate the students in writing poetry well. This research is intended to
prove that the Flying Board method can improve students' ability in writing poetry. In this study, it is
described the results of the application of the Flying Board method in class X IPA.2 at SMA Negeri 4
Ternate. This method is categorized in PAKEM learning because the application requires all the class
members’ participation and activeness, effective to be carried out in the classroom, the students’ and
teachers’ creativity, as well as fun for the learning atmosphere of students. The average results obtained by
students in the application of this method is 89.14. This shows the average value above KKM. Thus, the
flying board method is declared to improve the ability to write poetry.
1 INTRODUCTION
Teachers play an important role in efforts to improve
the quality of education. Therefore, teachers are
required to be more active, creative, effective, fun
and student-centered learning. Students’ writing
competence in general is only emphasized in terms
of language and development of experience or
writing. During this time, teachers tend to pay less
attention to students’ abilities in literary competence.
One of literary works that is less of a teacher’s
attention is poetry. Poetry is a work that must get
serious attention from both teacher and students. In
writing poetry, students are expected to create poetry
and understand it. Tarigan emphasized (in Ganie,
2015: 57) that poetry is a matter of looking for and
describing something that is desirable. Thus, the
purpose of poetry is not to describe truth, but to
worship the truth and contribute soul a more
beautiful picture.
In general, students at high school level are
competence to develop their poetry skills. In the
process of expressing the taste, it still tends to be
introverted. Therefore, it would take a fun and
indirectly learning method which involves the
students’ participation in making poetry. The Flying
Board method is expected to be a solution in
increasing students' learning interest in writing
poetry.
2 LITERATURE REVIEW
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2.1 Learning Methods
Fun learning is commonly referred to PAKEM
learning term. According to Budimansyah, et al
(2009: 70), PAKEM stands for Active, Creative,
Ahmad, M. and Azzahra, R.
Flying Board Method in Learning Writing Poetry in Class X Students in SMAN 4 Ternate.
DOI: 10.5220/0008897901110115
In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 111-115
ISBN: 978-989-758-439-8
Copyright
c
 2021 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
111

Effective and Fun Learning. Active means that in the
learning process the teacher must create an
atmosphere where the students actively ask
questions, express ideas, and search for the data and
information they need in solving problems. Creative
is intended so that teachers create diverse learning
activities to meet students’ level of ability. Effective
is not producing what students must master after the
learning process takes place. Because learning has a
number of learning objectives that must be achieved.
Fun is the atmosphere of teaching and learning that
is fun so that students focus on their attention fully
on learning so that the time of attention is high. In
addition, according to Utami (2010: 23), PAKEM is
a communicative and interactive learning process
between learning resources, educators and students.
2.2 Flying Board Method
This method can be classified into one of the
PAKEM learning methods. This is based on the
nature of the application of methods that require all
students to be active, students must also write
creatively because writing is given a time limit. This
learning is effectively applied in the classroom, and
is fun for students because student writing is formed
into planes such as children's toys and students
interact with each other. This method is made
attractive to high school students because in addition
to game-based, it also uses music as a stage barrier
so that the class will feel pleasant and active.
2.3 Writing Poetry
Pradopo (2014: 7) suggests that a poem expresses
thoughts that evoke feeling, which stimulates the
imagination sensory in a rhythmic arrangement
form. All those aspects are important, which is
recorded and expressed by tapping and giving an
impression. Poem is an important recording and
interpretation of human’s experience and then
changed into the most memorable form.
Poetry is one of literary works that represents
the author’s feelings. Poetry is often referred to the
art of stringing words which implies a connection
between symbol and meaning. Writing poetry can
be easy and also can be difficult. It depends on our
point of views. But there is no basis that can limit
the writer's desire to create poetry. Poetry is a
bounded literature writing, but writing poetry is a
free essay (Yunus 20015: 59)
In general, besides the emphasizing of the
element of feeling, poetry is also an appreciation
of human life to the surrounding and environment
where the poem is created based on the author’s
process of thinking (Rokhmansyah, 2014: 13)
Therefore, it can be concluded that writing
poetry is included in creative writing activities that
require adequate knowledge, consistent attitude so
that it could be an interesting work. Poetry can
also be referred to an essay that expresses feelings
that are constructed by beautiful and meaningful
words such as emotions, rhythms, and figures that
represent life stories. Thus, poetry has an effect on
people who tend to write poetry or people who
read poetry.
This section must be in two columns.
3 RESEARCH METHODS
This research used qualitative descriptive method.
According to Nazir (1988), descriptive method is a
method of examining the status of a group of
people, an object, a set of conditions, a system of
thought or a class of events in the present.
The data was in the form of learning to write
poetry that has been collected by the teacher. This
data collection was used to obtain an overview of
school conditions regarding learning to write
poetry. In this research, the researcher described
the application of Flying Board method as the
learning development in writing poetry at high
school.
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4 RESULTS AND DISCUSSION
The implementation of this learning method is
carried out on the basic competencies of writing
poetry by focusing on its building elements. The
steps in the implementation as follows:
1. The teacher associated between poetry and
events around the students
2. The teacher explained the method to be
carried out
3. The teacher prepared music that will be
used in the learning process
ICTL 2018 - The 1st International Conference on Teaching and Learning
112

4. The teacher gave instructions to the
students:
a. Each student stated a poetry title
b. All students wrote1 sentence about the
title (according to student knowledge)
c. Folded the paper into an airplane
origami
d. When music sounded, the plane was
flown randomly in all directions,
around the student seat
e. When music stopped, each student got
1 plane
f. Then the student wrote a second line of
poetry on the plane paper obtained
g. Folded the paper back into a plane
h. When the music played again, the
students flown the plane again
i. Repeated these activities until the
sentence in the paper are enough to
compile the poetry text
j. The plane was flown to the white
board
2. The teacher opened the plane and returned the
paper to the students
3. Students were guided to edit the text by reducing
some words or sentences that are not needed and
replaced them with the more meaningful words or
sentences.
4. Students collected poetry texts that have been
edited.
In applying this method there were several things
that teacher and students should anticipate, as
follows;
1. The teacher should maintain the class remains
conducive. The teacher may provide additional
instructions before starting the game. Instructions
should be in the form of rules that students must
adhere to avoid writing dirty things, not to cross out
paper, not to fly airplanes outside the class, etc.
2. The music that the teacher used must be
appropriate to the students’ level of age. This aims
to maintain the students’ concentration.
3. To avoid the airplane flown too far, the teacher
may close the door and windows.
4. The operator in this learning activity is the teacher
himself. The teacher was considered as the the one
who was capable in measuring the time for students’
activities.
5. After the text has been collected, some students
should read the text that has been constructed while
reading any sentence or word that has been
discarded or replaced.
Text assessment is based on the text that was
edited at the writing stage. The results of the edits
were analyzed using four main aspects based on the
assessment of writing poetry, including: (1) the
matching of the content with the title, (2) word
choice, (3) conformity with the rules of poetry
writing, (4) the attractiveness of the meaning of
poetry. Poetry written by students was modern
poetry so that the rules of writing are free, the
assessment was done primarily on the suitability of
fragments of the temple. Thus, in one verse contains
the coherence of meaning. In addition, all the verses
must relate to its meaning regarding to produce a
poem that is full of meaning.
The table below shows the assessment of each
student based on the aspects assessed.
Table 1: Students’ mark in learning poetry.
No
Name
Content
and title
matchin
g
Word
choice
Conformity
with the rules
Attractiveness
Total Scores
1.
Ahmad Rivai Kharie
4
3
3
3
81.25
2.
Ananda Natasya
3
3
4
4
87.5
3.
Anggrayni Septyani
Noe
3
4
3
3
81.25
4.
Aprilliyani Ersa S.
4
4
4
3
93.75
5.
Eka Amelia Ilham
4
4
4
4
100
6.
Fardal Ramadhan
4
3
4
3
87.5
7.
Fathia Salsabilla
Malan
4
3
4
3
87.5
8.
Fatima Gina Yustika
4
4
4
4
100
9.
Faturrahman Umra
4
3
3
3
81.25
Flying Board Method in Learning Writing Poetry in Class X Students in SMAN 4 Ternate
113

Based on the table above, there were 6 students
whose value was 75, it means that there were
14.2% of students who required the KKM based
score. The rest of them got marks above the KKM
score. The average score of students in learning
poetry writing with the Flying Board method was
89.14. Thus, the flying board method is declared to
improve the students’ ability to write poetry.
The results of this study indicate that (1) the
planning of learning to write poetry can be
maximized by using Flying Board method based
on the writing poetry criteria (completeness of text,
logic, diction, and writing rules), (2) learning to
write poetry through Flying Board method can
improve students’ writing skills in poetry which
can be seen in the emergence of motivation,
interest, and the habituation in expressing students’
ideas, and (3) the assessment in writing poetry
learning not only focuses on students’ learning
outcomes, but also on their learning process.
Students who were previously less prepared and
less active in learning became more prepared and
more active in learning. The assessment is a
manifestation of the effort to maximize objective
assessment based on an evaluation of Indonesian
language in learning writing skills, especially
writing poetry.
10.
Febrhian Abd. Rajak
4
3
3
3
81,25
11.
Febriyanti Darwin
3
3
3
3
75
12.
Fikri Duwila
4
4
4
4
100
13.
Firna Sari Damir
3
3
4
4
87.5
14.
Fitrah H. Ibrahim
4
4
4
4
100
15.
Helfi Anti Wulandari
S.
3
3
3
3
75
16.
Gama Adi Pratama
4
3
4
3
87.5
17.
Gibran Fitransyah
Yusri
4
3
3
3
81.25
18.
Gilang Fahrul
4
4
4
4
100
19.
Indra Binsar Mawa
3
3
3
3
75
20.
Indra Wahyu Y.
Ahmad
4
3
3
4
87.5
21.
Juniarsa Bali Putra
4
3
4
4
93.75
22.
M.Daffa Uzzaki
Irawan
4
3
4
4
93.75
23.
M. Rizal Masuara S.
4
4
4
4
100
24.
M.Syahrul Ramadhan
3
3
3
3
75
25.
Marsya Malan
4
3
4
4
93.75
26.
Moh.Revan Fajrin
3
3
4
4
87.5
27.
Motyahhar Nafis
4
4
4
4
100
28.
Muhammad Gibran A.
4
3
4
4
93.75
29.
Muhammad Iqra
4
3
3
3
81.25
30.
Nadya Irwan
4
4
4
4
100
31.
Nalasari B. Usman
4
3
4
4
93.75
32.
Nizma Aziz
4
4
4
4
100
33.
Nurul Safitri Ruslan
3
3
3
3
75
34.
R. Muhammad Reza
4
4
3
3
87.5
35.
Rafly
4
4
4
4
100
36.
Rahmadani Kholid
4
4
4
4
100
37.
Sallu Muhlis
4
3
3
3
81.25
38.
Sarini Abdul Latif
3
3
3
3
75
39.
Siti Fatimah Albaar
4
4
3
3
87.5
40.
Sukri A. Gani
4
3
3
3
81.25
41.
Widya Nautisa Mustari
4
4
4
4
100
42.
Ravzan Aziz
4
4
4
3
93.75
ICTL 2018 - The 1st International Conference on Teaching and Learning
114

5 CONCLUSIONS
Based on the data analysis and discussion, it can be
concluded that, first, the planning of learning to
write poetry can be maximized by using Flying
Board method based on the writing poetry criteria
(completeness of text, logic, diction, and writing
rules). Second, learning to write poetry through
Flying Board method can improve students’
writing skills in poetry which are evident in the
emergence of motivation, interest, and the
habituation in expressing students’ ideas. Finally,
the assessment in writing poetry learning not only
focuses on students’ learning outcomes, but also
on their learning process.
REFERENCES
Hamalik. 2004. Proses Belajar Mengajar [Teaching and
Learning Process]. Bandung: PT. Bumi Aksara
Mustakim. 1994. Membina Keterampilan Berbahas:
Panduan Kearah Keterampilan Berbahasa [Fostering
Language Skills: Guide to Language Skills]. Jakarta:
Gramedia Pustaka.
Pradopo, Joko Rahmat. 1987. Pengkajian Puisi [Poetry
Study]. Yogyakarta: Gajahmada University Press
Suparlan, et al. 2008. Pembelajaran Aktif, Kreatif,
Efektif, dan Menyenangkan [Active, Creative,
Effective and Enjoyable Learning]. Bandung: PT.
Genesindo.
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