�Volume 4, No. 6 June
2023
p-ISSN 2722-7782 | e-ISSN 2722-5356
DOI:�
https://doi.org/10.46799/jsa.v4i6.599
NEED ANALYSIS OF TEACHING MATERIALS
DEVELOPMENT FOR WRITING POETRY BASED ON CONTEXTUAL LEARNING (CTL) APPROACH IN
ELEMENTARY SCHOOL
Lilik Fitriani, Fahrurrozi, Nidya Chandra Muji
Utami
Universitas Negeri Jakarta
[email protected],
[email protected], [email protected]
Abstract
Learning children's literature appreciation in
elementary school is very important so that student's language skills,
especially receptive skills, can develop well, one of which is poetry writing
skills. Learning to write poetry in elementary schools has not been maximized
due to limitations in the provision of teaching materials and approaches used
by teachers in improving poetry writing skills. Writing skills are one of the
most difficult skills of other language skills, therefore an appropriate
approach is needed so that the learning objectives can be realized, one of
which is the contextual approach because the contextual approach is the way the
teacher conducts the learning process by connecting the real world of students
with the subject matter to be learned. The purpose of the study was only to analyze and describe the need of developing teaching
materials for writing poetry based on the contextual learning (CTL) approach in
elementary schools in Bogor Regency so that the data used was qualitative. Various
analyses were conducted to determine the need for developing teaching materials
for writing poetry based on a comprehensive contextual learning approach based
on conditions, curriculum, and the needs of teachers and students. A
comprehensive needs analysis is expected and accurate is expected to be
developed for teaching materials for writing poetry based on a contextual
learning approach in grade IV elementary schools in Bogor Regency based on the
needs of the research field.
Keywords: Needs Analysis, Writing Poetry, Contextual
Learning
INTRODUCTION
Language skills taught in elementary schools
include receptive skills and productive skills, receptive skills are listening
skills, and reading skills while productive skills are writing and speaking
skills (Khair, 2018). The four skills are taught so that students
can communicate well, namely being able to communicate orally and in writing.
To develop these four skills, a teacher needs to make a serious effort.
The most difficult skill of language
skill is writing skills. In curriculum 13 poetry writing skills are taught in
elementary schools. Writing is a productive skill using writing by developing
and pouring everything into the mind in the form of organized writing (Budiarti &
Riwanto, 2021).
Writing is also a complex activity according to psycholinguistic experts, the
complexity lies in the demands of the ability to harmonize from various aspects
(Wahyuningsih
et al., 2021)
therefore these skills for elementary school children are certainly a severe
obstacle because age of elementary school children (7-12 years) is still at the
concrete operational cognitive level (Juwantara,
2019).
In this phase, elementary school students' reasoning is limited, and still weak
in carrying out abstract reasoning.
The link with writing poetry is that
writing poetry requires high reasoning skills to produce beautiful word
arrangements full of meaning. (Ngatiyem,
2017)
poetry is a literary work written in the form of connotative vocabulary
arrangements chosen in such a way as to comply with conventional demands
regarding rhythm, matra, rhyme, the number of words
in each line, and the number of lines in each stanza. Writing poetry means how
a person can express inner experiences about life through written language in a
coherent and intact manner so that it becomes a beautiful series of words (Sari &
Randi, 2021).
Learning to write poetry requires
learning media to support learning activities more effectively. Van Els (1984)
in (Idria, 2020) media is all possible assistance used by
teachers and students to achieve educational goals. One of the learning media
that can be used is teaching materials. Teaching material itself is defined as
a set of materials that are systematically arranged both written and not to
create an environment/atmosphere that allows students to learn (Sucipta, 2018). In addition to good teaching materials,
teachers must also use the right approach so that learning activities are more
meaningful. One of them is by applying an approach that can increase students'
request to learn is the contextual learning approach.
������������� A
contextual learning approach is an approach that helps teachers link material
with students' real-world situations so that students can connect their
knowledge and apply it in their lives as members of society or family (Nuryami et
al., 2022).
On the other hand, the contextual learning approach encourages students to work
together and share ideas to encourage students to be more confident in
expressing ideas in front of their friends (Karim et al.,
2018).
The contextual learning approach is very good when applied in learning
activities because it is useful for increasing student interest in learning
activities for poetry writing skills.
The results of preliminary studies conducted
by researchers, namely interview activities, showed several problems including
(1) problems with students, students are not able to pour ideas in the form of
poetry easily, students do not have a guidebook in the form of teaching
materials that make it easy to make poetry, (2) teacher problems, teachers do
not have appropriate teaching materials in learning activities on poetry making
materials, (3) problems in the school field only provide theme books as a
teacher's guide. (4) Learning is less fun because it is not linked to the real
world, causing students to not be able to fully pour ideas into writing poetry.
From the exposure to these problems, it can be
concluded that learning to write poetry at SDN Bojong
03, Tenjo sub-district, Bogor Regency requires
teaching materials for writing poetry with a contextual learning approach. The
chosen theme of this research is theme 6 "Me and My Ideals" sub-theme
2 "Hebatnya Cita-citaku".
The selection of themes and sub-themes is based on several considerations,
first, the selection of themes and sub-themes is by the teaching materials to
be developed. Second, the selection of themes and sub-themes is very suitable
when integrated with the contextual learning (CTL) approach.
The needs analysis of the development
of teaching materials for writing poetry based on the contextual learning (CTL)
approach includes curriculum analysis, student analysis, and teacher analysis.
Various analyses were conducted to find out the need for developing teaching
materials for writing poetry based on a comprehensive contextual learning
approach according to curriculum needs, student needs, and teacher needs. A
thorough and accurate needs analysis can develop teaching materials for writing
poetry based on a contextual learning approach for grade IV students of SDN Bojong 03 in Bogor Regency that is on the needs in the
field.
Poetry is a literary work that
contains the use of imaginative language and is structured with meaningful
language structures (Arafah &
Pattu, 2022).
Poetry can also be interpreted as a form of literary work that produces an
expression of thoughts and feelings imaginatively composed by concentrating all
the power of language by concentrating all the power of physical and inner
structures (Hanardi, 2018). Based on this understanding, it can be
concluded that writing poetry requires full concentration and good language
skills as well as the preparation of beautiful and meaningful words. In
learning to write poetry in elementary school students, it is very important to
implement it as a means to develop students' imaginative abilities while
developing students' language skills.
The intrinsic elements of poetry
include: 1) Theme, which is the main idea or main idea in writing poetry, 2)
Rasa, which is the emotional of a poet in making poetry, 3) Tone, which is in
poetry one can capture the poet's attitude through intonation or tone when
delivering poetry, 4) Mandate, which is the message that the poem wants to
convey, 5) Diction or word choice, which is the right choice of words used in
writing poetry, 6) Imagery, which is a group of words used to re-express the
impressions of the five senses in our souls, 7) Center
of storytelling, which is a way of conveying stories, ideas, ideas, or
storytelling, 8) Language style or majas, which is a
way of expressing thoughts through language in a distinctive way from the
author of the poem that shows his soul and personality, 9) Rhythm or rhythm,
which is the totality of the highs and lows of the voice, the length and
slowness of the voice when reading poetry, 10) Rhyme or rhyme, which is a
similarity of bunya that can occur at the beginning, middle and end.
The contextual learning approach can
help teachers carry out learning activities to be more interesting because
learning activities are associated with students' real lives. The contextual
approach (CTL) is a learning concept that helps teachers relate the material
they teach to the real-world situation of students and encourage the knowledge
they have and its application in their lives as members of the family and
society (Berns &
Erickson, 2001).
(Berns &
Erickson, 2001)
Concluded that contextual learning is a learning concept where teachers bring
the real world into the classroom and encourage students to make connections
between their knowledge and its application in their daily lives. There are
seven components in using the contextual approach, namely: (1) constructivism,
(2) questioning, (3) inquiry, (4) learning community, (5) modeling,
(6) reflection, and (7) authentic assessment. Suyanto
in Anang Sontoso. Dkk (2019) there are eleven keywords in contextual
learning, namely.
METHOD
This type of research uses a
development research design called Research and Development which aims to
provide several information and solutions in identifying problems. This
research procedure takes the ADDIE development procedure which consists of
Analysis, Design, Development, and evaluation (Damayanti
& Yudiana, 2021). Because this research is the initial stage
of the five stages above, the research that will be carried out is a need
analysis. In connection with one of these stages of the development, model
carried out, the type of data is qualitative data.
This research was conducted in the
second week of April 2023. This research was conducted at SDN Bojong 03 Bogor District Tenjo
District the respondents in this study were two class teachers and 58
fourth-grade students of SDN Bojong 03 in Bogor
District Tenjo District. Based on the research
approach taken, the researcher made the following research procedures:
Picture 1
Research Procedure
������������� Based on the picture above, the
research procedure begins with a needs analysis. The stages are curriculum
analysis, student needs analysis, then the teacher needs analysis. Data sources
in this study were obtained from primary data sources and secondary data
sources. Primary data sources were obtained from informants who were considered
the most important in knowing in detail and clearly about the focus of the
research. The informants of this research are two homeroom teachers who hold
class IV A and class IV B with a total of 58 students in class IV SDN BOJONG
03. Meanwhile, secondary data sources were obtained through observational
studies on the implementation of learning and documentation which includes KD
mapping, syllabus preparation, teaching material documents used, photos of
learning activities, and other supporting data.
The purpose of this research is to analyze and describe the need for teaching materials for
writing poetry for fourth-grade students of SDN Bojong
03, Tenjo District, Bogor Regency where the teaching
materials can support the learning process of writing poetry in elementary
school students. To answer the research objectives, researchers conducted a
curriculum analysis and needs analysis. For the needs analysis, teacher needs
analysis and student needs analysis were conducted. The following will describe
the analysis
1.���������� Curriculum Analysis
Curriculum analysis was conducted to find out
the curriculum applied by the school at this time. The curriculum applied in
the elementary school where the research was conducted is the 2013 curriculum
which is integrated into an independent curriculum. Grade IV students apply
thematic learning in the process of implementing independent learning. In
thematic learning, the compulsory books used are books from the Ministry of
Education and Culture consisting of teacher books and student books.
The themes and subthemes used as research are
Theme 6 "My Dream" and Subtheme 1 "My Circulatory System is
Healthy". The selection of themes and subthemes is used as research
material because it is to the needs of further learning materials. The
curriculum analysis in this study is a competency analysis and material
analysis related to poetry writing skills.
a.���������� Competency and Indicator Analysis
The competency analysis carried out is an
analysis of the basic competencies of Theme 6 "My Dream". This
analysis is carried out to adjust the material that will be presented in the
teaching materials that will be made later.
Table 1
Description of Basic Competency Analysis and
Indicators
|
Basic Competency |
Indicators of Competency Achievement |
|
3. 6 Explore the poetry
and message of poetry presented orally and in writing for enjoyment. |
3.6.1 Identify and
understand the characteristics of poetry correctly. 3.6.2 Explain the
content and mandate of poetry well and correctly. |
|
4.6 Recite a poem of
personal work with proper pronunciation, intonation, and expression as a form
of self-expression. |
4.6.1 Identify and
recite the content of the poem well and correctly. 4.6.2 Demonstrate a
personal poem with proper pronunciation, intonation, and expression. |
b.���������� Material
Analysis
Material analysis is needed in
development research to determine the material that will be presented in
teaching materials for writing poetry based on a contextual learning approach.
The material analysis conducted focuses on the themes and subthemes that have
been determined during pre-research in elementary schools. The analysis of
research materials was carried out based on the material contained in thematic
books used by students. Based on the results of interviews with teachers at SDN
Bojong 03 Bogor Regency, information was obtained
that the teaching materials used by students only use materials in books
published by the Ministry of Education and Culture and Bupena
published by Erlangga. The material in the two books
has not used a contextual learning approach, namely material that relates to
the real world around students, especially in the SDN Bojong
03 school environment.
The
material in both books is very far from the real world of students in the
environment they live in. The material has not linked real life close to
students. The materials in theme 6 in this subtheme are 1) Me and my dreams, 2)
The greatness of my dreams, and 3) Vigorously trying to achieve goals. From the
subthemes presented, the material is still far from the real life of students,
as well as the images presented.
2.���������� Student
Needs Analysis
Student needs analysis is carried out
to determine student needs related to teaching materials. The instrument used
to analyze student needs is a questionnaire. The
following are the results of the respondents:
Table 2
Student respondents
|
Statement |
Answer |
|
|
Yes |
No |
|
|
1.
Books owned are only
books published by the Ministry of |
85,4% |
14,6% |
|
2.
Have Bupena
books or other teaching materials |
5% |
95% |
|
3.
The thematic books used
have material that relates to the real world that is close to students' daily
lives (CTL) |
11,76% |
88,24% |
|
4.
The thematic book used
has attractive colors |
30,4% |
69,6% |
|
5.
The thematic book used
contains pictures related to the real world that is close to the students'
environment |
25,64% |
74,36% |
Based on Table 2 above, it can be seen
that students who answered Yes to the first statement (Books owned are only
books published by the Ministry of Education and Culture) obtained a percentage
of 85.4% while students who answered No obtained a percentage of 14.6%. In the
second statement (Having Bupena books or other
teaching materials) students who answered Yes were 5% while those who answered
No were 95%. In the third statement (Thematic books used by the material link
the real world that is close to the daily lives of students (CTL), students who
answered Yes obtained a percentage of 11.7% while those who answered No were
88.24%. Then, in the fourth statement (Thematic books used have attractive colors), students who answered Yes were 30.4% while those who
answered No were 69.6%. In the fifth statement (Thematic books used to contain
pictures related to the real world that are close to the students'
environment), students who answered Yes were 25.64% while those who answered No
were 74.36%.
������������� Furthermore,
from the results of interviews with students, information was obtained that
students will learn more enthusiastically in writing poetry if learning
activities are related to the real world of students. The teaching materials
used have colorful and interesting pictures so that
they are not easily bored to learn them.
3.���������� Teacher
Needs Analysis
Teacher needs analysis was conducted
to determine the needs of teachers for teaching materials to be developed. The
analysis used to analyze teacher needs was carried
out by interview. From the results of interviews conducted, teachers need
teaching materials to meet the needs of independent student learning. Teaching
materials that should be used are those related to the real world of students.
This is done so that students find it easier to pour ideas for writing poetry
so that they can hone their abilities in writing poetry.
CONCLUSION
Based
on the results and discussion that the researchers have described, several
conclusions are obtained:
1.
Based on the
results of curriculum analysis such as competency analysis, material analysis,
and analysis of teacher books and student books, it can be concluded that there
are several examples given in student books and teacher books that are not
explained in detail and are not related to the real world of students.
2.
Student analysis
concluded that the majority of students revealed that they only had books
published by the Ministry of Education and Culture, many students did not have
bumped books or similar teaching materials, and many students revealed that the
teaching materials used did not link the real world of students.
Based on the results of the research that has
been conducted, the suggestions that the authors can give:
1.
Based on
curriculum analysis, teachers should provide examples of material related to
the real life of students.
2.
Based on the
analysis of student needs, it is recommended that the teaching materials used
by teachers are interesting ones related to the real world and the environment
around students.
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