Contextual Approach In Poetry Writing Training For Students
Abstract
This study explores the effectiveness of a contextual approach in enhancing students’ poetry writing skills, creativity, and engagement at SMPN 1 Majene. By integrating students’ personal experiences and cultural contexts into the learning process, the study aimed to address challenges such as limited understanding of poetic structures, difficulties in self-expression, and lack of engagement in poetry writing. A qualitative descriptive method was employed, involving classroom observations, student artifacts, interviews, and reflective journals. The findings reveal that the contextual approach significantly improved students’ understanding of poetic elements such as rhyme, rhythm, and stanza structure. Furthermore, students demonstrated enhanced creativity and self-expression, producing authentic and emotionally resonant poems by drawing on their lived experiences. Collaborative activities, such as peer reviews and group discussions, fostered a supportive learning environment that further motivated students. However, challenges were observed, including difficulties with advanced poetic techniques and hesitancy in sharing work during peer sessions. These findings highlight the transformative potential of contextual learning in making poetry writing more accessible and meaningful, while also underscoring the need for ongoing refinement of teaching strategies. This study provides valuable insights for educators and curriculum designers seeking to enhance creative writing instruction through relevant and inclusive pedagogical approaches.
References
Afiani, A., Aryanto, S., & Gumala, Y. (2022). Implementation of contextual learning models to improve poetry writing skills based on ecoliteracy at elementary school. International Journal of Education Language and Religion, 4(2), 68. https://doi.org/10.35308/ijelr.v4i2.5624
Berta, W., Cranley, L., Dearing, J., Dogherty, E., Squires, J., & Estabrooks, C. (2015). Why (we think) facilitation works: insights from organizational learning theory. Implementation Science, 10(1). https://doi.org/10.1186/s13012-015-0323-0
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, A. (2021). Poetry: a means of creating deeper place connections. Geohumanities, 8(1), 265-276. https://doi.org/10.1080/2373566x.2021.1926307
Connor-Greene, P., Young, A., Paul, C., & Murdoch, J. (2005). Poetry: it's not just for english class anymore. Teaching of Psychology, 32(4), 215-221. https://doi.org/10.1207/s15328023top3204_2
Dillon, E. (2022). Making connections in challenging times - the transformative potential of poetry for critical global education. Journal of Transformative Education, 20(4), 396-413. https://doi.org/10.1177/15413446211063834
Hamalik, O. (2003). Proses Belajar Mengajar. Jakarta: Bumi Aksara.
Hanauer, D. (2011). Meaningful literacy: writing poetry in the language classroom. Language Teaching, 45(1), 105-115. https://doi.org/10.1017/s0261444810000522
Hasnun, A. (2004). Pedoman & Petunjuk Praktis Karya Tulis. Yogyakarta: Absolut.
Iida, A. (2016). Poetic identity in second language writing: exploring an efl learner’s study abroad experience. Eurasian Journal of Applied Linguistics, 2(1), 1-14. https://doi.org/10.32601/ejal.460985
Indriyani, S. (2023). Incorporating cefr principles in the development of a hypertext poetry learning platform for high school students. Intensive Journal, 6(2), 39. https://doi.org/10.31602/intensive.v6i2.12728
Jack, K. and Illingworth, S. (2019). Developing reflective thinking through poetry writing: views from students and educators. International Journal of Nursing Education Scholarship, 16(1). https://doi.org/10.1515/ijnes-2018-0064
Johson, E.B. (2009). Contextual Teaching & Learning. Bandung: MLC.
Kristiantari, M., Widiana, I., & Artawan, G. (2023). Enhancing the ability to write poetry and creative thinking skills with rural nature-inspired contextual approach. International Journal of Evaluation and Research in Education (Ijere), 12(2), 761. https://doi.org/10.11591/ijere.v12i2.23194
Lasa. (2005). Panduan Menerbitkan Buku untuk Penulis Pemula. Yogyakarta: Alinea.
Liao, F. (2018). Prospective esl/efl teachers’ perceptions towards writing poetry in a second language: difficulty, value, emotion, and attitude. Eurasian Journal of Applied Linguistics, 4(1), 1-16. https://doi.org/10.32601/ejal.460583
Lizarondo, L., McArthur, A., Moola, S., Albornos-Muñoz, L., Badeaux, J., Bennett, M., … & Rodrigues, R. (2022). Facilitation as a component of evidence implementation: a multinational perspective. International Journal of Evidence-Based Healthcare. https://doi.org/10.1097/xeb.0000000000000321
Markamah, E., Slamet, S., & Winarni, R. (2019). Developing appreciative literature textbook based on thematicintegrative through active learning. International Journal of Educational Research Review, 395-402. https://doi.org/10.24331/ijere.573897
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: Sage Publications.
Piercy, F., Earl, R., Aldrich, R., Nguyen, H., Steelman, S., Haugen, E., … & Gary, E. (2016). Most and least meaningful learning experiences in marriage and family therapy education. Journal of Marital and Family Therapy, 42(4), 584-598. https://doi.org/10.1111/jmft.12176
Piscayanti, K. (2021). Cultivating mindful learning in efl poetry class: a way to make creative and productive writers. International Journal of Research in Education, 1(1). https://doi.org/10.26877/ijre.v1i1.7947
Pradopo, R.J. (1993). Pengkajian Puisi: Analisis Strata Norma dan AnalisisStruktural dan Semiotik. Yogyakarta: Gadjah Mada University Press.
Pype, P., Mertens, F., Wens, J., Stes, A., Eynden, B., & Deveugele, M. (2014). Preparing palliative home care nurses to act as facilitators for physicians’ learning: evaluation of a training programme. Palliative Medicine, 29(5), 458-463. https://doi.org/10.1177/0269216314560391
Rumbold, K. and Simecek, K. (2016). Affective and cognitive responses to poetry in the university classroom. Changing English, 23(4), 335-350. https://doi.org/10.1080/1358684x.2016.1230468
Suparno dan Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka.
Tarigan, H. G. (2008). Menulis sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
Waluyo, H.J. (2010). Pengkajian dan Apresiasi Puisi. Salatiga: Widya Sari.
Yuliana, S. (2022). Writing a new poetry with tandur steps: learning using quantum learning method assisted in ict. Jler (Journal of Language Education Research), 5(1), 51-60. https://doi.org/10.22460/jler.v5i1.7607
Copyright (c) 2024 Idawati Garim, Kisman Salija, Suci Amaliah, Fadilah Neyarasmi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Tamaddun journal agree to the following terms:
1. Authors retain the copyright and grant Tamaddun the right of first publication. The work will be licensed under a Creative Commons Attribution License (CC BY 4.0), which permits others to share the work with proper acknowledgment of the authorship and initial publication in this journal.
2. Authors may enter into additional non-exclusive agreements for the distribution of the published version of their work (e.g., posting it to an institutional repository or including it in a book), provided that the initial publication in this journal is acknowledged.
3. Authors are encouraged to post their work online (e.g., in institutional repositories or on their personal websites) before and during the submission process. This can lead to productive exchanges and increase the visibility and citation of the published work.
