Analysis of Design Needs for Mobile Application Development Poetry Creation as a Learning Media for Writing Poetry

Authors

  • Ari Kartini Universitas Pendidikan Indonesia & Institut Pendidikan Indonesia, Indonesia
  • Dadang Sunendar Universitas Pendidikan Indonesia, Indonesia
  • Sumiyadi Universitas Pendidikan Indonesia, Indonesia
  • Y. Yulianeta Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.22219/kembara.v9i2.25756

Keywords:

needs analysis, application design mobile cipta puisi (MCP), poetry writing

Abstract

21st-century education requires learning to be carried out by utilizing technology. To fulfill the demands of the 21st century, teachers should be directed and encouraged to integrate the use of technology-based media into the process of teaching and learning. The present study aims to investigate the needs that inform the development of an application as a learning medium for writing poetry at the high school level. To achieve the objective, the study utilized a qualitative approach involving the stages of data reduction, data presentation, and data interpretation. The data were collected through a questionnaire and interview and analyzed using basic descriptive statistics and qualitative analysis. The results showed that 1) students and teachers expect that the teaching and learning of poetry will utilize technology-based media such as Android-based cell phones. 2) In the Mobile Cipta Poetry application media, the students confirm the helpful features offered by the application, such as diction selection, relaxation music, sharing works, poetry manuscript banks, and peer evaluations. These findings indicate that the design of the Mobile Cipta Poetry (MCP) application has met the students’ and teachers’ needs. The study concludes that the difficulty and lack of motivation that the students face during the poetry writing activity may occur due to the lack of technology-based media. Therefore, it is necessary to develop IT-based media that can support the poetry writing process in the classroom.

Downloads

Download data is not yet available.

References

Aoun, J. E. (2017). ROBOT-PROOF: Higher education in the age of artificial intelligence (Issue 1). The MIT Press Cambridge, Massachusetts.

Burn, A., & Durran, J. (2007). Media literacy in schools. Paul Chapman Publishing.

Certo, J. (2015). Poetic language, interdiscursivity and intertextuality in fifth graders’ poetry: An interpretive study. Journal of Literacy Research, 47(1), 49–82. https://doi.org/10.1177/1086296X15577183

Ching, K. L. (2018). Tools matter: mediated writing activity in alternative digital environments. Written Communication, 35(3), 344–375. https://doi.org/10.1177/0741088318773741

Colton, S., & Wiggins, G. A. (2012). Computational creativity: The final frontier? Frontiers in Artificial Intelligence and Applications, 242, 21–26. https://doi.org/10.3233/978-1-61499-098-7-21

Deepa, P., & Ilankumaran, M. (2018). Teaching poetry enhances speaking skills – an analysis based on select poems. International Journal of Engineering & Technology, 7(4.36), 619. https://doi.org/10.14419/ijet.v7i4.36.24211

Devi, D., Mulyaningsih, I., & Khuzaemah, E. (2020). Penerapan lagu tradisional “ramadhan suci” karya KH. Fuad Hasyim untuk meeningkatkan kemampuan menulis puisi berorientasi kearifan lokal pada siswa kelas VIII MTsNU Putri 3 buntet pesantren Cirebon. Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 2(1), 14-22. https://doi.org/10.29300/disastra.v2i1.1922

Dredger, K., Nobles, S., & Martin, J. M. (2017). Digital poetry practicum: preservice english language arts teachers’ dispositions of new literacies. Journal of Literacy & Technology, 18(1), 157–203. http://proxy.library.vcu.edu/login?url

Dymoke, S., & Hughes, J. (2009). Using a Poetry Wiki: How Can the Medium Support Pre-Service Teachers of English in Their Professional Learning about Writing Poetry and Teaching Poetry Writing in a Digital Age?. English Teaching: Practice and Critique, 8(3), 91-106.

Dymoke, S. (2012). Poetry is an unfamiliar text: locating poetry in secondary english classrooms in New Zealand and England during a period of curriculum change. Changing English: Studies in Culture and Education, 19(4), 395–410. https://doi.org/10.1080/1358684X.2012.736741

Dymoke, S. (2017). ‘Poetry is not a special club’: How has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people? Oxford Review of Education, 43(2), 225–241. https://doi.org/10.1080/03054985.2016.1270200

Edwards-Groves, C. (2012). Interactive creative technologies: Changing learning practices and pedagogies in the writing classroom. Australian Journal of Language and Literacy, 35(1), 99–113. https://doi.org/10.1007/bf03651876

Faisal, et. el. (2020). Media pembelajaran menulis puisi berbasis aplikasi android untuk siswa SMA. Kwangsan: Jurnal Teknologi Pendidikan, 8(1), 1-10. https://doi.org/10.31800/jtp.kw.v8n1.p1--17

Fauji, G., Apriliya, S., & Mulyadiprana, A. (2021). Digital flipbook-based teaching material for writing poetry in elementary school. Indonesian Journal of Primary Education, 5(1), 70–81. https://doi.org/10.17509/ijpe.v5i1.35570

Feldman, D. (2011). Beyond the classroom: Writing as therapy. Journal of Poetry Therapy, 24(2), 93–104. https://doi.org/10.1080/08893675.2011.574355

Fitriyani, S. S., & Sumiyadi. (2020). Puisi bergaya haiku dalam cyber sastra Indonesia. Jurnal Bahtera Sastra Indonesia, 3(1), 11–22.

Gonçalo Oliveira, H., Mendes, T., Boavida, A., Nakamura, A., & Ackerman, M. (2019). Co-PoeTryMe: Interactive poetry generation. Cognitive Systems Research, 54(16), 199–216. https://doi.org/10.1016/j.cogsys.2018.11.012

Hamilton, E. W., Nolen, S. B., & Abbott, R. D. (2013). Developing measures of motivational orientation to read and write: A longitudinal study. Learning and Individual Differences, 28, 151–166. https://doi.org/10.1016/j.lindif.2013.04.007

Hawkins, L. K., & Certo, J. L. (2014). It’s something that I feel like writing, instead of writing because I’m being told to: Elementary boys’ experiences writing and performing poetry. Pedagogies, 9(3), 196–215. https://doi.org/10.1080/1554480X.2014.921857

Howell, E. (2018). Scaffolding multimodality: Writing process, collaboration and digital tools. English Teaching, 17(2), 132–147. https://doi.org/10.1108/ETPC-05-2017-0053

I.A. Rischards. (1930). Practical criticism. The Endiburg Preesh.

Jiaqi, D., Wang, J., & Zhang, L. (2012). The research in mobile learning based on android smartphone platform application. Proceedings of the 2012 International Conference on Computer Application and System Modeling, ICCASM 2012, 1404–1407. https://doi.org/10.2991/iccasm.2012.359

Johansson, B. B. (2006). Music and brain plasticity. European Review, 14(1), 49-64. https://doi.org/10.1017/S1062798706000056

Kang, G. Y. (2018). Playing with digital tools with explicit scaffolding. Reading Teacher, 71(6), 735–741. https://doi.org/10.1002/trtr.1672

Kangasharju, A., Ilomäki, L., Lakkala, M., & Toom, A. (2022). Lower secondary students’ poetry writing with the AI-based Poetry Machine. Computers and Education: Artificial Intelligence, 3. https://doi.org/10.1016/j.caeai.2022.100048

Kartini, A., Sari, D. E., Youpika, F., Syihabuddin, & Damaianti, V. (2022). Pengembangan instrumen menulis puisi melalui aplikasi “PAP” berbasis android. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 8(2), 349–361. http://ejournal.umm.ac.id/index.php/kembara

McCooey, D. (2012). Australian Poetry Journal, 2(1), 97–110.

http://hdl.handle.net/10536/DRO/DU:30046079

Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian Journal of Educational Research, 50(2), 111–125. https://doi.org/10.1080/00313830600576039

Mujiningsih, E. N. & Dadang, S. (2020). Gerakan Pembaharuan Islam dan Pendidikan Modern (I. P. Kinanti (ed.); 1st ed.). LIPI Press.

Myhill, D., & Wilson, A. (2013). Playing it safe: Teachers’ views of creativity in poetry writing. Thinking Skills and Creativity, 10, 101–111. https://doi.org/10.1016/j.tsc.2013.07.002

Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451–468. https://doi.org/10.1080/1475939X.2015.1074610

Nobles, S., & Paganucci, L. (2015). Do digital writing tools deliver? student perceptions of writing quality using digital tools and online writing environments. Computers and Composition, 38, 16–31. https://doi.org/10.1016/j.compcom.2015.09.001

Porter, B. D & Henracki, M. (2001). Quantum Learning. Bandung: Mizan.

Prastowo, H. (2011). Performance evaluation of digital pen for capturing data in land information systems (LIS) (Master's thesis, University of Twente).

Preiss, D. D. (2020). Poetry, meaning making, and mind wandering. In Creativity and the Wandering Mind. Elsevier Inc. https://doi.org/10.1016/b978-0-12-816400-6.00013-4

Prima, E. (2018). Pengaruh ritme otak dan musik dalam proses belajar. KOMUNIKA: Jurnal Dakwah dan Komunikasi, 12(1), 43–57. https://doi.org/10.24090/komunika.v12i1.1351

Saifudin, M., & Wijaya, P. (2016). Pengaruh terapi musik klasik terhadap tingkat kecemasan remaja putra (13-15 tahun). Journal of Ners Community, Vol 07(1), 21–32. https://jurnal.poltekkes-soepraoen.ac.id/index.php/HWS/article/download/90/25

Sakti, M., & Yulianeta. (2019). Perbandingan implementasi metode suggestopedia dalam pembelajaran menulis puisi dan cerpen. Prosiding Seminar Internasional Riksa Bahasa XII, 53(9), 1689–1699.

Sanjaya, W. (2008). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media Group.

Sari, I. F. (2020). Upaya Peningkatan keterampilan menulis puisi dengan kolaborasi quantum learnng dan aplikasi schoology pada siswa kelas X. Jurnal Pendidikan Edutama. http://repository.ikippgribojonegoro.ac.id/831/%

Setyowati, Y., Susanto, S., & Munir, A. (2022). Critical thinking within the context of the revised bloom’s taxonomy in written language tests. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(2), 14706–14715. https://bircu-journal.com/index.php/birci/article/view/5348

Taum, Y. Y. (2017). Pembelajaran sastra berbasis teks: Peluang dan tantangan Kurikulum 2013. Sintesis, 11(1), 12-22. https://doi.org/10.24071/sin.v11i1.928

Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26(1), 17–44. https://doi.org/10.1007/s11145-012-9379-2

Wahzuni, C. D. (2017). Efektivitas Mendengarkan Musik Klasik Barok untuk Meningkatkan Kecerdasan Emosi pada Remaja (Doctoral dissertation, University of Muhammadiyah Malang).

Wang, A. Y. (2012). Exploring the relationship of creative thinking to reading and writing. Thinking Skills and Creativity, 7(1), 38–47. https://doi.org/10.1016/j.tsc.2011.09.001

Wesnawa, I. G. A., Kartowagiran, B., Jaedun, A., Hamdi, S., Hadi, S., Susantini, E., Sunendar, D., Laliyo, L. A. R., Christiawan, P. I., & Divayana, D. G. H. (2022). Content validation of digital instrument for measurement of pedagogic competence for social science teacher candidates in the industrial revolution 4.0 era in Indonesia. International Journal of Information and Education Technology, 12(12), 1424–1430. https://doi.org/10.18178/ijiet.2022.12.12.1767

Wilson, A., & Dym, S. (2017). Towards a model of poetry writing development as a socially contextualised process. Journal of Writing Research, 9(2), 127-150. https://doi.org/10.17239/jowr-2017.09.02.02

Wilson, A. (2007). Finding a voice? Do literary forms work creatively in teaching poetry writing? Cambridge Journal of Education, 37(3), 441–457. https://doi.org/10.1080/03057640701546789

Whitworth, J. (2006). Writing Poetry. In A Companion to Creative Writing (2nd ed.). A & C Black Publishers Limited.

Wolf, S. A. (2006). The mermaid’s purse: looking closely at young children ’ s art and poetry. Language Arts, 84(1), 10–20.

Wyatt-Smith, C., & Kimber, K. (2005). Valuing and evaluating student-generated online multimodal texts: Rethinking what counts. English in Education, 39(2), 22–43. https://doi.org/10.1111/j.1754-8845.2005.tb00615.x

Xerri, D. (2012). Poetry teaching and multimodality: Theory into practice. Creative Education, 3(4), 507–512. https://doi.org/10.4236/ce.2012.34077

Xerri, D. (2013). Colluding in the “Torture” of poetry: Shared beliefs and assessment. English in Education, 47(2), 134–146. https://doi.org/10.1111/eie.12012

Yanti, N., Mulyati, Y., Sunendar, D., & Damaianti, V. S. (2023). Proceedings of the 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021). In Proceedings of the 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-19-0

Downloads

Published

2023-10-08

How to Cite

Kartini, A., Sunendar, D., Sumiyadi, & Yulianeta, Y. (2023). Analysis of Design Needs for Mobile Application Development Poetry Creation as a Learning Media for Writing Poetry. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 9(2), 351–362. https://doi.org/10.22219/kembara.v9i2.25756

Issue

Section

Articles