Relevance of Poetry: Catalyst of Moral Education in Sustaining Literacy for National Development in Teaching and Learning French Language (Published)
This paper attempts to show the relevancy of French poetry as catalyst of moral education in sustaining literacy for national development in teaching and learning the Language French. French poetry is one of the literary works that is used in giving moral education and promoting literacy in the teaching and learning French language. Education and moral are related to the needs of the society, it is what the students need to utilize in their daily life and should be given to them so as to have a brighter future. French language contains materials that deal with cognitive aspects likewise literacy education in form of prose and poetry which deal with the moral values should be imparted on the students during teaching process. French poetry, like other branches of literature is a work of imaginable deep thoughts, feelings and human experiences. Many people or teacher who are concerned about poetry teaching emphasise quite rightly the need to produce a lively atmosphere in the class so that poetry can be seen to be a source of pleasure and bring about the desired value change in our society. Descriptive research of a survey type was used for the study. The sample consisted of selected 50 French language students in two private Universities and 10 French language teachers in different institutions. The questionnaire was designed on the ability of the students towards teaching and learning French poetry as a catalyst of moral education in sustaining literacy for national development. The instrument used was a questionnaire for the teachers to generate information from them on the activities of the students towards learning French poetry and the provision of instructional materials during the Teaching and Learning of French poetry. Data collected were analysed using frequency count, percentage and ANOVA.
Keywords: Literacy, National Development, Poetry, Relevance, Teaching and Learning, moral education
The Development of Contextual Approach-Based Materials for Poetry Writing On Grade X Student In Sma Budi Murni 2 Medan (Published)
This research is based on the learning problems of class X students of SMA Budi Murni 2 that are still teacher-centered. This causes students not being able to study independently because of the lack of poetry text references used in poetry writing class. In addition, the student’s ability to write poetry texts is known to be low because the teaching materials used by teachers and students are still based on textbooks. The book is the only source of information for poetry text writing study. In learning to write poetry texts, teacher sometimes still use learning methods that tend to be monotonous, such as the use of discussion methods. This is known from the results of observations made by the researchers themselves. All poetry texts writing learning comes from textbooks. Based on the above problems, the researcher conducted a research development aimed at (1) to analyze the development process of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (2) to analyze the feasibility of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (3) to analyze the effectiveness of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan. The method adopted is the Research and development (R&D) proposed by Sugiyono, based on Borg and Gall. The trial subjects consisted of 3 students in individual test, 9 students in small group test, and 35 students in limited field test. The data collection technique used observation, interviews, questionnaire, and poetry text writing test. The research result shows that (1) material expert’s validation includes content feasibility with an average of 83,52% in “very good” criteria, presentation eligibility with an average of 87,5% in “very good” criteria, and language aspect with an average of 75% in “good” criteria, (2) graphyc design expert’s validation with an average of 83,46% in “very good” criteria, (3) teachers’ responses with an average of 88,23% in “very good” criteria, (4) individual test with an average of 77,77% in “very good” criteria, (5) small group test with an average of 80,10% in “very good” criteria, (6) limited field test with an average of 84,82% in “very good” criteria. The learning outcomes of student’s poetry writing before using the module was 74.28, while after using the module increased up to 85.57. The resulted difference between before and after the module usage is as much as 11.29. The implication of this study is that, the developed teaching materials may provide practical contributions in the implementation of the learning process for teacher. This is because the additional teaching materials provide convenience in the process of teaching.
Keywords: Approach, Based, Contextual, Development, Material, Poetry, Teaching, Text, writing
Development of Authentic Assessment Instrument Based On Curriculum 2013 on Material of Poetry by Students Class X Sma Negeri 2 North Rantau Academic Year 2017/2018 (Published)
This study aims to produce an authentic assessment instrument product in the form of an authentic assessment manual on poetry material and know the process of development and feasibility of the product. This research method is research and development research and development (R & D) proposed by Sugiyono refers to Borg & Gall model with little adjustment according to simplified research context up to product trial. The data were collected through validation of material experts, design experts, evaluation experts, teacher in SMA Negeri 2 North Rantau, and students class X SMA in total of 35 students as research subjects. Data collection is a questionnaire assessment. The analysis was done by converting quantitative data into qualitative data using Likert scale. The results of this research and development are teaching materials in the form of authentic assessment manuals in the form of print media, which have been declared appropriate for use by materials experts, design experts, evaluation experts and Indonesian teachers as learning resources. Feasibility of teaching learning materials in accordance with the results of the validation. Assessment of products in the form of authentic assessment manual by material experts showed that the presentation of material suitability with core competence and basic competence is 88% categorized as very good, the language and the writing of the instrument as much as 97% with very good category, the learning activities of learners have a percentage of 94 % with very good category, and supporting material has a presentation of 88% with very good category. The overall average is 92% categorized as very good. The assessment of authentic assessment guidebooks by design experts with an overall average of 91% categorized as very good. The assessment of authentic assessment guidebooks by evaluation experts with an overall average of 96% categorized as excellent. The authentic assessment guidebook reviews by Indonesian teachers have an average percentage average of 89% with the criteria of “Very Good”. It can be concluded that the authentic assessment manuals development is effective and worthy of use as a learning resource.
Keywords: Authentic Assessment Instrument, Curriculum 2013, Poetry