Improving Students' Ability in Finding Poetry Themes through the Intregeted Reading and Composition Cooperative Learning Model
Research
report papers
Improving
Students' Ability in Finding Poetry Themes through the Intregeted Reading and
Composition Cooperative Learning Model
Arranged
by
Ahmad
Afandi1 dan Lis Setiawati2
PROGRAM
PENDIDIKAN BAHASA DAN SASTRA INDONESIA
FAKULTAS
KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS
TERBUKA
2020
Improving
Students' Ability in Finding Poetry Themes through the Intregeted Reading and
Composition Cooperative Learning Model
Ahmad Afandi 1* dan Lis Setiawati 2
1Teacher SMK Plus Al Mujahidi Jember
2Lecturer of Indonesian Language and Literature Education
Study Program, FKIP-UT
Abstract: In general,
poetry is known as a type of literary work created by the poet as an expression
of feelings, views, experiences in life. In learning, especially Indonesian
language lessons with poetry material have many benefits, one of which is as a
means of character education. This benefit can be seen through the themes
contained in the poem. The background of this research is the low ability of
class X students of SMK Plus Al Mujahidi Jember in finding the theme of poetry.
The low ability of students is below the minimum completeness criteria (MCC)
which is 70. This study aims to improve the ability of students to find themes
in poetry by applying the Cooperative Intregeted Reading and Composition (CIRC)
model. The form of this research is Classroom Action Research (CAR) with a
Kemmis and Taggart design in two cycles consisting of planning, implementation,
observation, and reflection. The purpose of the study was to improve the
ability of students to find the theme of the poem and explain the content of
the characters contained in the theme of the poem. The results showed an
increase in the activities and learning outcomes of students, namely in the
first cycle, the average value of the cycle was 73.27 (72.22%) from 36
students. In the second cycle, the average score was 83.63 (91.66%) from the
number of students. The results of this study conclude that the CIRC learning
model can improve students' ability to find poetry themes if it is designed and
implemented properly.
Keywords: Poetry, CIRC Model, Character Educator
A. Introduction
In general, poetry is
known as a type of literary work created by the poet as an expression of feelings,
views, experiences in life. In learning, especially Indonesian language lessons
with poetry material have many benefits, one of which is as a means of
character education.
According
to Law No. 20 of 2003 concerning the National Education System in Article 3, it
is stated that national education functions to develop capabilities and shape
the character and civilization of a dignified nation in order to educate the
nation's life. National education aims to develop the potential of students to
become human beings who believe and fear God Almighty, have noble character,
are healthy, knowledgeable, capable, creative, independent, and become
democratic and responsible citizens.
The
reality is that most students cannot interpret what they feel in a statement.
In line with this, from some students who take part in learning Indonesian
language subjects at SMK Plus Al Mujahidi, Jember Regency, they have not been
able to find the themes contained in a poem, it is marked by the number of
students who get scores below the minimum completeness criteria (MCC). ) is 70.
Therefore,
researchers conducted research by applying the CIRC (Cooperative Intregeted
Reading Composition) learning model. The CIRC model learning process requires
the implementation of learning to be carried out in a structured or systematic
manner. Through this learning model, it is expected that students'
understanding will be better and have an impact on increasing student learning
outcomes.
B. Discussion
1. Poetry
Etymologically, poetry
comes from the Greek, namely poites which means to build, form, and maker. In
English it is called poem or poetry which means to make or manufacture. Through
poetry, one can create a world atmosphere of its own which contains a message
or description of a certain atmosphere, both physically and mentally (Aminudin
in Setiawan and Andayani, 2019: 1). Still in Setiawan and Andayani,
Citraningrum writes that poetry is a variety of literary works in which there
are linguistic events that are filtered purely to express personality and form
that are appropriate and in harmony with the character it expresses.
The
definition of poetry above implies that literary works in the form of poetry
imply the content or description of life. Understanding etymologically implies
that poetry is an expression of the poet's mood or thoughts. Behind the
picture, lessons can be drawn in the form of life experiences and human
character or character as implied in the meaning of poetry written by
Citraningrum. This is related to the function of poetry in the aspects of life,
one of which is in education.
Regarding
the function or benefit of poetry, Setiawan and Andayani wrote that poetry was
created not only to address pragmatic matters but to unite human relationships
with their world (Setiawan and Andayani, 2019:8). In the world of education,
poetry can be used as material or subject matter with the aim of forming the
positive character of students.
Poetry
is made up of many elements, generally speaking, poetry consists of outward and
inner elements. Elements of birth in the form of linguistic elements that
contain elements of aesthetics or beauty. The inner element is in the form of
meaning contained in poetry, both expressed (denotative) and implied. Another
term for the building blocks of poetry is divided into extrinsic and intrinsic
elements. The extrinsic element is related to the poet's self and life, while
the intrinsic element is in the body of the poem itself, including rhyme,
diction, figure of speech, and theme. The element of poetry that is closely
related to character education is the theme. An Indonesian teacher can use
poetry as a subject matter in forming or instilling positive characters in
students by first capturing the characters contained in the theme of a poem.
In the application of
learning Indonesian with poetry material, there are several things that need to
be considered as follows.
a) Determine the poem
through the theme
According to the Big
Indonesian Dictionary (ABID), a theme is a main idea or idea about something.
The theme is the core element that underlies a writing, the theme of the poem
becomes the core of the meaning or message that the poet wants to convey in his
poem. Although the language used in poetry tends to have connotative meanings,
one of the themes of the poem can be traced by using key words in the poem. The
theme of the poem will greatly determine the poet in choosing the words to be
used in his poem.
According
to Waluyo (2005:17) the theme is the main idea put forward by the poet through
his poetry. The theme refers to the poet. The reader must more or less know the
background of the poet so as not to misinterpret the theme of the poem.
Therefore, the theme is specific (referred to from the poet), objective (all
readers must interpret the same), and straightforward (not a figurative meaning
taken from its connotation).
b) Determining poetry
through language
In addition to the
theme, the poetry that will be used as subject matter is chosen by taking into
account the level of difficulty of the language of the poem. The level of
language difficulty pays attention to the class level of students. This is
related to the students' linguistic abilities and knowledge.
c) Determine the
content of the poem
Determining the content
of the poem is no less important than the indicators or criteria for selecting
poetry to be given to students as subject matter. Choosing poetry as a subject
matter must consider the level of mental development of students. That is, the
teacher must know whether the content of the poem to be delivered is suitable
for the age of the students (too low or too broad). Too low, for example, the
content of poetry tells or contains about the life of elementary school
children while teachers teach in junior high or high school. Too high, junior
high school children are given a poem that contains the life of adults.
The
three criteria for selecting the poetry material above must be a concern for
Indonesian language teachers in order to implement character education through
literary works (poetry). The three criteria are interrelated with each other,
one cannot choose only one criterion but must pay attention to all three.
2. CIRC Learning Model
The Cooperative
Integrated Reading and Composition (CIRC) learning model is a learning model
that focuses on learning to read. With this model students practice finding the
main idea or main idea, in literary works students practice finding themes.
This Cooperative Integrated Reading and Composition (CIRC) learning model can
be categorized as integrated learning.
Mirdanda
(2019) explains, Cooperative Integrated Reading and Composition (CIRC) is a
comprehensive learning model in reading and writing that involves collaboration
in which each individual succeeds in a group.
In
CIRC learning or integrated learning, each student is responsible for group
assignments. Each group member gives each other ideas to understand a concept
and complete a task, so that a long-lasting understanding and learning
experience is formed. This learning model continues to develop from the
elementary school (SD) to high school level. This learning process educates
students to interact socially with the environment.
a) CIRC learning steps
The CIRC learning model
is implemented with the following steps.
1.
Form a group consisting of 4 students
heterogeneously.
2.
The teacher provides discourse/clipping
according to the learning topic.
3.
Students work together to read to each
other and find the main idea and respond to the discourse / clipping and write
it on a sheet of paper.
4.
Presenting/reading out group results.
5.
Teachers and students make conclusions
together.
6.
Closing.
In the core activities,
the following stages or phases are carried out.
·
First Phase, Concept introduction. In
this phase the teacher begins to introduce a new concept or term that refers to
the findings during exploration. Introductions can be obtained from teacher
information, textbooks, or other media.
·
Second Phase, Exploration and
application. This phase provides opportunities for students to uncover their
initial knowledge, develop new knowledge, and explain the phenomena they
experience with minimal teacher guidance. This causes a cognitive conflict in
them and tries to do testing and discussion to explain the results of their
observations. Basically, the purpose of this phase is to generate interest,
curiosity and apply students' initial conceptions of learning activities by
starting from concrete things. During this process students learn through their
own actions and reactions in new situations that are still related, it also
proves to be very effective in leading students to design experiments,
demonstrations to be tested.
·
Third Phase, Publication. In this phase,
students are able to communicate the findings, prove, demonstrate about the
material discussed. The discovery can be something new or just prove the
results of his observations. Students can provide proof of their guessed new
ideas for their classmates to know. Students are ready to accept criticism,
suggestions or otherwise reinforce each other's arguments.
b) The advantages of
the CIRC learning model
The integrated learning
model or CIRC has the following advantages.
• The
experience and learning activities of students will always be relevant to the
level of child development.
• The
selected activities are in accordance with and based on the interests of the
students and the needs of the children.
• All
learning activities are more meaningful for students so that students' learning
outcomes will last longer.
• Integrated
learning can develop children's thinking skills.
• Integrated
learning provides pragmatic (useful) activities in accordance with the problems
that are often encountered in children's environment.
• Integrated
learning can foster students' learning motivation towards dynamic, optimal and
effective learning.
• Develop
children's social interactions such as cooperation, tolerance, communication
and respect for other people's ideas.
• Generating
learning motivation, broadening the knowledge and aspirations of teachers in
teaching (Saifulloh, 2003).
c) Lack of CIRC
learning model
In addition to the
advantages, the CIRC learning model also has a disadvantage, namely, this
learning model can only be used for subjects that use language, so this model
cannot be used for other subjects such as mathematics or other subjects that
use the principle of counting.
From
the advantages and disadvantages of this model, it is known that the CIRC
learning model is very well used in language learning. In poetry learning,
students in groups learn to understand and capture events that occur in life
through the material or content of a poem. To capture the characters contained
in the poem, the competence to find the theme of the poem is the right
strategy.
3. Character Education
In the Indonesian
online dictionary, character is defined as psychological, moral or character
traits that distinguish one person from another; character; character.
Etymologically, explained by Musa (2014: 237), character is a character or
habit. Understanding taken from the meaning of these words, character,
character, character, morals, manners have the same meaning or not
significantly different.
In
this case, Megawangi in Sukiyat (2020) argues that character (character) is a
term taken from the Greek language which means to mark. Mark the actions or
behavior of a person. A person can be said to be a "person of
character" if his behavior is in accordance with moral rules. Sukiyat
(2020) argues that, essentially, character is defined as something that
explains who we are.
Aisyah (2018: 11)
writes, character is the values of human behavior related to God Almighty,
oneself, fellow humans, the environment, and nationality which are manifested
in thoughts, attitudes, feelings, words, and actions based on norms. religion,
law, manners, culture, customs.
From the several
definitions of character above, it can be understood that character is the
nature and attitude or behavior of each individual. Positive (good) character
is obtained through intentional learning through watching and imitating or
learning with a planned program (education).
In our world of
education (schools), character education or character development is very
clearly stated in the Law of the Republic of Indonesia Number 20 of 2003
concerning the National Education System, in the following articles.
·
Chapter 1, article 1 paragraph 1 that;
Education is a conscious and planned effort to create a learning atmosphere and
learning process so that students actively develop their potential to have
religious spiritual strength, self-control, personality, intelligence, noble
character, and skills needed by themselves, society, nation and state. The
clause (bold print) is very clear that there is a process of character
development (positive) in students in a learning (education).
·
Chapter 2 article 3: National education
functions to develop capabilities and shape the character and civilization of a
dignified nation in the context of educating the nation's life, aiming at
developing the potential of students to become human beings who believe and
fear God Almighty, have noble character, are healthy, knowledgeable , capable,
creative, independent, and become a democratic and responsible citizen.
Taking into account the
articles and paragraphs in the Act and relating them to the meaning of the word
character, the implementation of character education in schools becomes
mandatory. In Indonesian subjects, the implementation or implementation of
character education is a very necessary task. The ability to read is a capital
in bridging the implementation of positive character planting in students.
As described above,
that literary works are a picture of life, so implementing character education
in learning by using literary works as a medium is very appropriate. Apart from
being a medium, literary works (poetry) also function as subject matter.
Through appreciating poetry (finding the theme of poetry) students will find
and imitate the characters contained in the poems being studied.
4. Discussion of
Research Results
This research is
classroom action research (CAR) which was conducted in Class X AKL 2 SMK Plus
Al Mujahidi, Jember district. There are 42 students in this class. The research
problem is related to character education that uses poetry as a medium as well
as subject matter. Characters in poetry can be found in the elements of poetry,
namely the theme. Problems arise due to the low learning outcomes of students
in learning Indonesian in finding themes in poetry. This study uses the Kemmis
and McTaggart . CAR model
The
lesson plan (LP) for Indonesian subjects with poetry material is well and
carefully prepared. The learning method uses the CIRC learning model. This CAR
is carried out in two cycles. Data in the form of the value of student learning
outcomes find the theme of poetry. The values which are the research data
were analyzed and known in the first cycle the average value of student
learning outcomes in finding poetry was 73.27, in the second cycle 83.63. While
the lowest and highest values in the first cycle were 50 and 85 The lowest
and highest values in the second cycle were 68 and 95.
This
data shows that there is an increase in the results of the implementation of
the lesson plan from cycle I to cycle II by 19.44%. Thus, the average result of
the implementation of the lesson plan in this study was 83.63% and the category
was very good. The steps in the implementation of learning have been very good.
Thus, the implementation of this lesson plan is used so that teachers' teaching
and learning methods become more effective, efficient, and systematic so that
students can really receive and understand teaching materials very well when
the teaching and learning process is carried out.
Learning Outcomes Test
(LOT) Improving learning outcomes in the learning process in class X AKl2 SMK
Plus Al Mujahidi, Jember Regency. Students are said to be complete if they meet
the MCC score of 70. The results of classical completeness are calculated from
the number of students who have completed the MCC value seen from the total
number of students. The results of learning mastery for two cycles on THB
sub-topics to determine the theme in poetry can be more clear, it can be seen
that the increase in mastery from cycle I to cycle II is 19.44%. Thus, the
average learning outcomes based on individual mastery in this study amounted to
83.63% and had good and very good categories. Based on the data above, that the
CIRC learning model can improve student learning outcomes as evidenced by the
number of students who can achieve the predetermined KKM value. This is in line
with one of the eight components of the CIRC learning model according to
Rochani (2010) student creative, creating individual success from group
success. After studying in groups well, then when working on THB questions
individually, students are able to work on questions properly and correctly
which leads to individual success.
CONCLUSION
The results showed that
the well-designed and implemented CIRC learning model can improve student
learning outcomes, especially in the competence to find poetry themes. The CIRC
learning model can also improve students' ability to solve problems together
(in groups). This research also raises several benefits as follows.
1. The
Cooperative Integrated Reading and Composition (CIRC) learning model can not
only be used in learning to read, but also effectively used in learning
appreciation of literary works (poetry).
2. Literary
works (poetry) can be a medium in implementing character education through
competence in finding poetry themes.
3. Cooperative
Integrated Reading and Composition (CIRC) learning model that is well designed
and implemented can increase students' learning motivation in studying literary
works (poetry) which has an impact on improving learning outcomes.
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