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Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Development of Imagination Play Media in Listening to Poetry 

Learning 
 

Helmi Wicaksono, Khoirul Muttaqin, Fithrotul Lailiyah 

University of Islam Malang 

helmiwicaksono@unisma.ac.id 

 

Accepted: 
August 14th 2023 

Reviewed: 
Sept 18th 2023 

Published: 
Nov 30th 2023 

 

Abstract  
Learning media is one of the supporting factors so that learning objectives can be achieved. 
Imagination game media in learning to listen to poetry is one of learning to listen to poetry by 
utilizing poetry reading videos, poetry musicalization, and poetry dramatization which can 
stimulate imagination. Imagination game media is also accompanied by a guidebook for teaching 
listening and student worksheets called LKM (Listening Worksheet). The research model used in 
this development research is the Borg & Gall procedural model which is then adapted to the needs 
and conditions of the research. The test results of this imagination game media product discuss 
the analysis of the test results on (4.2.1.) product attractiveness and (4.2.2.) product effectiveness. 
In the aspect of the attractiveness of the media appearance, a score of 75% was obtained, the 
attractiveness of the content received a score of 75%, and the attractiveness of the language 
received a score of 75%. As for the aspect of media effectiveness with the theory of listening to 
poetry, a score of 75%, the effectiveness of the media with the needs of high school students gets 
a score of 75%, and the accuracy of the media in guiding the achievement of learning objectives 
of listening to poetry gets a score of 75%. That is, according to the data above it shows that the 
aspects of the attractiveness and effectiveness of imaginative game media products are feasible to 
be implemented in learning to listen to poetry. 
 

Keywords: Imagination Game Learning Media, Imagination Game, and Listening to Poetry 

 

Introduction 

The learning process will involve a process of communication between teachers and 

students. This is also confirmed by Sanjaya 1 that a learning is closely related to the process of 

communication. In addition, Hamalik2 adds that learning requires a combination that is structured 

including material, facilities, equipment, and procedural elements that influence each other to 

achieve learning objectives. Therefore, the smoothness of its achievement requires learning media. 

Learning media play an important role in stimulating students' thoughts, feelings, attention, and 

willingness so that they can encourage the learning process 3. In product development it does not 

have to be in the form of hardware, but can also be software such as computer programs for data 

 
1 Wina Sanjaya, Perencanaan Dan Desain Sistem Pembelajaran (Kencana, 2015). 
2 Oemar Hamalik, “Dasar-Dasar Pengembangan Kurikulum,” Bandung: PT. Remaja Rosdakarya (2007). 
3 Yusufhadi Miarso, Menyemai Benih Teknologi Pendidikan (Kencana, 2004). 

mailto:helmiwicaksono@unisma.ac.id


 
 

  
 
  

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processing, classroom learning, or models of education, learning, training, guidance and evaluation, 

management systems4. In addition, the media is used as a means of channeling messages from the 

source to the recipient of the message, so that learning can achieve the desired goals optimally. 

Heinich, Molenda, R., Michael5 explains the media ...anything that carriers information 

between a source and receiver that the media is a link between the source and recipient of the 

message, so that learning can be more effective. The target of the Indonesian language material in 

this case is listening to poetry6. The activity of listening to the lines of poetry is an activity of 

listening to the sound of the lines of poetry directly or through certain media. The sound of the 

poetry lines captured by the ear is identified by the sound. The grouping into syllables, phrases, 

clauses, sentences, and discourse7. The song and intonation that accompanies the speaker's speech 

are also noticed by the listeners. The received language sounds are then interpreted for their 

meaning, examined for their truth or assessed and then made a decision to accept or reject them 

in critical thinking activities. 

Imagination game learning media that utilizes poetry reading videos, poetry musicalization, 

and poetry dramatizations that stimulate the imagination. Imagination games are presented in an 

application called Microsoft Power Point. This imagination game media is designed to make it 

easier for students to rewrite the results of the listening and find meaning from the listening results. 

The media is also accompanied by a guidebook for teaching listening using imaginative play media 

and student worksheets called LKM (Listening Worksheets) so that it makes it easier for teachers 

and students when learning to listen to poetry. 

 

Method 

The research model used in this development research is the Borg & Gall procedural model 

which is then adapted to the needs and conditions of the research8. The procedural model is a 

descriptive model that describes the flow or procedural steps that must be followed to produce a 

particular product 9. The Borg & Gall procedural model includes ten stages, namely: (1) research 

and initial information gathering; (2) planning; (3) initial product format development; (4) initial 

trials; (5) product revisions; (6) field trials; (7) product revisions; (8) field test; (10) final product 

revisions; and (10) dissemination and implementation. The Borg and Gall research model used is 

the Research and Development (R & D) approach. The research and development procedures 

used are the result of modifications based on adjustments to existing field conditions. The stages 

for testing small and large group product designs are modified into expert validation stages and 

 
4 Muh Barid Nizarudin Wajdi et al., “Integrating Dialectics of Quality Trilogy for Education Development in 

Islamic Boarding Schools,” Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 2 (2023): 351–363. 
5 et al Robert Heinich, “Instructional Media and Technologies for Learning (7th Edition),” United State of 

Amarica : Pearson Education, Inc (1999). 
6 Muhammad Kamaluddin, “PUISI JAWA MODERN: ANALISIS SEMIOTIK,” SOSFILKOM : Jurnal Sosial, 

Filsafat dan Komunikasi (2019); Intan Kusumawati, “Penanaman Karakter Nasionalisme Cinta Bahasa Indonesia Pada 
Bulan Bahasa Dan Sastra,” Academy of Education Journal (2019). 

7 Alan S. Kaye, “The Frameworks of English: Introducing Language Structures (Review),” Language (2003). 
8 K. A. Aka, “Integration Borg & Gall (1983) and Lee & Owen (2004) Models as an Alternative Model of 

Design-Based Research of Interactive Multimedia in Elementary School,” in Journal of Physics: Conference Series, 2019. 
9 H Punaji Setyosari, Metode Penelitian Pendidikan & Pengembangan (Prenada Media, 2016). 



 
 

  
 
  

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practitioner tests. Modification of the Borg & Gall research and development model, resulting in 

seven stages that have been adjusted as follows: 

1. Research and information gathering are carried out through theoretical and field studies. Both 

of these studies yielded information that learning to listen to poetry in the field still needed the 

right media. 

2. Planning is done by determining the product and participants. The product developed is an 

imagination game media for learning to listen to poetry, while the participants involved are 

literary learning experts, literary learning media experts, Indonesian language teachers, and 

Unisma PBSI students. 

3. Development of product drafts in the form of imaginative play media for learning poetry 

appreciation consisting of information spaces, dance arts, closing, and developers. 

4. Product validation trials to literary learning experts and literary learning media experts to obtain 

appropriate media products before being tested in the field. 

5. Revision of the product draft is carried out based on the assessment of experts during product 

testing. 

6. Field trials were carried out on PBSI Unisma students as potential product users. 

7. Revision of the final product draft is the product refinement stage based on the trial results to 

produce the final product. 

 

Research Results and Discussion 

Imagination Game Learning Media 

Imagination game media in learning to listen to poetry is carried out with four activities as 

listed below: 

Festival Name Game Type 

 

1. Festival of reading imagination 

 

a. Schematic imagination game 

2. Festival of pausing imagination 

 

b. Pause imagination game 

3. Festival of paraphrase and 

connotative imagination 

c. Paraphrasing and connotative 

imagination game 

4. Festival of imagination tells a story 

 

d. Story telling game 

Table 1 - Activities in the Imagination Game Art Festival in Listening to Poetry Learning 

The media of imagination games in learning to listen to poetry is carried out with four 

activities, namely the reading imagination festival, the pausing imagination festival, the 

paraphrasing and connotative imagination festival, and the storytelling imagination festival. At each 

festival, games are provided consisting of several stages that students will carry out in learning to 

listen to poetry by using imagination games. Students will carry out the stages that have been 

provided in the media of imagination games. 

 



 
 

  
 
  

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Imagination Games 

Imagination will be active if there is a stimulus that can turn it on. The presence of a 

stimulus in imagination really helps activate the two roles of imagination in the human brain. In 

this regard, Hurlock 10 also explained that stimulation of the imagination will be formed through 

playing activities. Each type of imagination game has various characteristics according to the stage 

of cognitive development of the child. Piaget has explained that at the age of eleven and over a 

game with rules is more fun and enjoyed by children even though the rules are much stricter and 

rigidly enforced. Children like to do it over and over again and are motivated to achieve the best 

possible performance. 

 

Listening to Poetry 

Listening to literature is a process that includes listening to the sounds of language, 

identifying, interpreting, assessing and reacting to the meaning contained in poetry. listening to 

literature involves hearing, sight, appreciation, memory, understanding of the poetry being listened 

to11. In fact, the situation that accompanies the sound of the poetry being listened to must be taken 

into account in determining its meaning. Listening to poetry will focus on the inner elements of 

poetry, including themes, feelings, tones, and messages. 

 

Product Description 

The discussion of the description of the form and results of imagination game media 

products is divided into two, namely general and specific product descriptions. In general, the 

product developed is an imaginary play media used in learning to listen to poetry for students 

which is equipped with a handbook for teaching listening using imaginary play media and student 

worksheets called LKM (Listening Worksheet). In particular, product descriptions of imaginative 

play media, teaching guidebooks, and LKM are discussed in four aspects, namely (a) appearance, 

(b) content systematics, (c) communicative language, and (d) suitability of media with poetry 

listening theory, student needs, and suitability in guiding the achievement of learning objectives 

listening to poetry. 

 

Product Trial Results 

 
10 Elizabeth Bergner Hurlock et al., Psikologi Perkembangan: Suatu Pendekatan Sepanjang Rentang Kehidupan 

(Erlangga, Jakarta, 1990). 
11 Oleg Sus, “Poetry and Music in the Psychological Semantics of Otakar Zich:(From the History of the Czech 

Formal Method and Pre-Structuralism)” (1969). 



 
 

  
 
  

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The trial results of this imagination game media product discuss the analysis of the trial 

results on a) product attractiveness and b) product effectiveness. Analysis of product trial results 

in this development uses four scoring criteria which are measured using a Likert scale 12. Based on 

these criteria, if the percentage of product trial results reaches ≥ 75%, it means that the product is 

feasible to be implemented in learning to listen to poetry. Next, the data is coded "I" which means 

implementation. However, if the percentage of product trial results is ≤ 74%, the product must be 

revised so that it meets the eligibility criteria. Furthermore, the data is coded "R" which means 

revision. 

 

 

Product Attractiveness 

The results of the analysis of product attractiveness presented nonverbal data in the form 

of scores and verbal data in the form of suggestions for improvement from expert, teacher, and 

student test subject questionnaires, namely on the aspect of product display, it was found that the 

aspect of attractiveness of media display received a score of 75%, attractiveness of content received 

a score of 75%. , and language attractiveness got a score of 75%. This means that the media 

product of imagination games is feasible to be implemented in learning to listen to poetry. 

1. Media Display 

Effective learning certainly requires good planning and the use of media in supporting the 

success of learning objectives. Likewise, good media selection requires good planning as well. As 

mentioned by Asyhar (2012) the criteria that need to be considered in the process of selecting 

learning media are as follows: 

1) Clear and neat 

Good learning media must be clear and neat in appearance. Includes layout or format 

settings for presentation, sound, writing and image illustrations. This is necessary because a 

clear and neat display will not be boring for media users. 

2) Clean and attractive 

Clean in the sense that there are no unnecessary distractions in the display of learning 

media. Interesting means that the media has a creative impression and is not boring. A clean 

and attractive appearance in the media is not only the use of the design, but also the appearance 

of the font and layout. 

3) Relevant to the topic being taught 

Learning media that are made must be in accordance with the characteristics of the 

content in the form of facts, concepts, principles, procedural or generalizations. If the media 

that is made is not in accordance with the topic being taught, then the media cannot meet what 

is needed by students. Thus, learning becomes ineffective. 

4) Practical, flexible, and durable 

Learning media must be flexible. This means that the media can be used by anyone and 

understood by anyone. Because, good media is media that can be understood and used by 

anyone. 

 
12 S Arikunto, “Islamic Education: A Theoretical Perspective,” Edulight 7, no. 2 (n.d.): 61–75. 



 
 

  
 
  

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5) Good quality 

The criteria for learning media must be of good quality. This quality covers all aspects of 

the development of both visual and photographic images. For example, the visuals on the slide 

must be clearly not disturbed by other elements, such as layouts or frames. 

6) The size is according to the learning environment 

Learning media must be adapted to the situation or conditions of the environment or 

where the media will be used. For example, in a narrow class it is not suitable for large media 

because it will make learning not conducive. So, the media must adjust the environment to be 

used. 

2. Systematic Content 

Systematic is the determination of content or categories that is carried out according to 

rules that are applied consistently. Systematic content means that the content in the media is 

structured and orderly in its presentation, and consistent in its use. This opinion is also confirmed 

by Adi W. Gunawan in Yoga (2008), systematic is all efforts to describe and formulate something 

in an orderly and logical relationship, so as to form a meaningful system as a whole, 

comprehensive, integrated, able to explain a series of causes and effects concerning the object. 

Imagination game media has a systematic content in its application. This can be seen from the 

beginning to the end in the imagination game. The initial stage is carried out by imagining 

determining the information from the title of the poem being listened to to assessing the results 

of the reading. 

3. Language 

Communicative language is language that is easily understood by others. According to 

Tarigan 13 communicative is the ability to apply the grammatical of a language in forming correct 

sentences and to know when, where, and to whom those sentences are recommended. The use of 

communicative language will make it easier to convey and interpret intentions and messages. So is 

the use of media. A media in learning must also use communicative language in its delivery. 

Imagination game media is very concerned about the language used in it. This is because the media 

developed in this imagination game can be easily understood and used by teachers and students. 

From the several aspects of the product's attractiveness that have been described above, it 

can be concluded that the attractiveness of the media display must be clear and neat, clean (no 

distractions in appearance) and attractive, relevant to the topic being taught, flexible or can be used 

by anyone, of good quality. , and its size fits the learning environment. This needs to be considered 

so that the use of the selected media can help success in learning objectives. Because, the main 

function of the media is as a bridge connecting information between information providers or 

teachers and recipients of information or students. The imaginary game media developed in this 

study has the appeal as described above. By using the Microsoft PowerPoint application, 

imagination play media can be accessed by anyone, including teachers and students. 

 
13 Iqra Juniar Saputra, “Pengaruh Minat Baca Dan Penguasaan Kosakata Terhadap Keterampilan Menulis Teks 

Naratif,” Diskursus: Jurnal Pendidikan Bahasa Indonesia (2021); Henry Guntur Tarigan and Djago Tarigan, Pengajaran 
Analisis Kesalahan Berbahasa (Bandung: Angkasa, 2011). 



 
 

  
 
  

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Product Effectiveness 

The results of the product effectiveness analysis show that the aspect of media 

effectiveness with the theory of listening to poetry gets a score of 75%, the effectiveness of the 

media with the needs of high school students gets a score of 75%, and the accuracy of the media 

in guiding the achievement of learning objectives of listening to poetry gets a score of 75%. This 

means that the effectiveness aspect of imagination game media products is feasible to be 

implemented in learning to listen to poetry. 

1. Conformity of the Product with the Theory of Listening to Poetry 

The development of a media, of course, must pay attention to the knowledge cluster that 

is the target. Adjustments to the products developed must be in accordance with learning activities. 

The suitability of the product must also pay attention to the involvement of students in it. In 

classifying ideas, students need to be given training to make classifications, for example by being 

given the task of classifying words 14. Therefore, in the media of imagination games, teaching 

guidebooks, and LKM students play a role in each stage of imagination games based on the theory 

of listening to poetry. From the data acquisition, the teacher gave answers which implied that the 

media of imagination games was in accordance with the theory of listening to poetry, because in it 

the stages in listening to poetry were given. Students also provide comments which imply that the 

application of imaginative play media is in accordance with the theory of listening to poetry and is 

easy for students to understand. 

2. Conformity of Products with Student Needs 

Good learning is learning that involves students directly in it. Student involvement can be 

seen from the role of students in it and whether giving assignments is something new to improve 

the skills being developed. This is as stated by Wena 15 that training is carried out by giving tasks 

that are more complex than the tasks that have been done, but these tasks are still at the training 

level. In the media of imagination games, students are trained to find the meaning of the poetry 

they listen to. Training in finding the meaning of the poetry that has been listened to has implicit 

value in improving the skills of processing ideas and words into a good sentence. From the data 

acquisition, the teacher gave answers which implied that the media of imagination games was in 

accordance with the needs of high school students, because of the complexity of choosing the 

poetry texts that were listened to were narrative poetry or ballads, in which high school students 

usually liked narrative poems or ballads. Students also provide comments implying that the 

application of imaginative play media is easy to understand when implemented in learning to listen 

to poetry by students. 

3. Conformity of the Product with the Learning Objectives of Listening to Poetry 

 
14 Akhlan Husen, M Subana, and Deny Iskandar, “Telaah Kurikulum Dan Buku Teks Bahasa Indonesia” 

(Jakarta: Depdikbud, 1997). 
15 Jurnal Pendidikan Bahasa et al., “KEEFEKTIFAN PEMBELAJARAN MENGANALISIS STRUKTUR 

DAN KEBAHASAAN TEKS EKSPOSISI DENGAN MODEL GROUP INVESTIGATION  DAN MODEL 
STUDENT TEAM ACHIEVMENT DIVISION (STAD) PADA SISWA KELAS X SMK,” Jurnal Pendidikan Bahasa 
dan Sastra Indonesia (2018). 



 
 

  
 
  

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The use of media in learning must pay attention to what learning objectives to be achieved. 

According to Azhar Arsyad 16, one of the criteria in choosing media is according to the objectives 

to be achieved. Therefore the accuracy of the media used must really be considered so that it can 

affect the effectiveness of learning. This was also confirmed by Brown 17 that the learning media 

used in learning activities can affect the effectiveness of learning. If learning activities can run 

effectively, it will be easier to achieve learning objectives. The use of imagination game media in 

helping to achieve the learning objectives of listening to poetry can be seen from the students' 

progress in listening to poetry well. Students can listen to poetry well and have no difficulty in 

putting it in writing. From the data acquisition, the teacher gave answers which implied that the 

media of imagination games was in accordance with the learning objectives of listening to poetry. 

Students also provide comments that imply that the application of imaginative play media can 

guide the learning process of listening to poetry. 

 

Conclusion 

This development research produced an Imagination Play Media product which was 

equipped with a guidebook for teaching listening using imaginary play media and student 

worksheets called LKM (Listening Worksheets). In the discussion of the description of the form 

and results of media products, imagination games are divided into two, namely product 

descriptions in general and specifically. In general, the product being developed is an imaginary 

play media used in learning to listen to poetry for students which is equipped with a handbook for 

teaching listening using imaginary play media and LKM. In particular, product descriptions of 

imaginative play media, teaching guidebooks, and LKM are discussed in four aspects, namely (a) 

appearance, (b) content systematics, (c) communicative language, and (d) suitability of media with 

poetry listening theory, the needs of students, and the accuracy of the media in guiding the 

achievement of the learning objectives of listening to poetry. The description of the contents of 

the imagination game media product was chosen by presenting four kinds of stages, namely the 

reading imagination festival, the pausing imagination festival, the meaning imagination festival, and 

the meaning imagination festival. The trial results of this imagination game media product discuss 

the analysis of the trial results of (a) product attractiveness and (b) product effectiveness, where 

each discusses several aspects, namely (a) appearance, (b) content, (c) linguistics, (d) the suitability 

of the product with the theory of listening to poetry, (e) the suitability of the product to the needs 

of high school students, and (f) the accuracy of the product in guiding the achievement of learning 

objectives. 

 

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Model of Design-Based Research of Interactive Multimedia in Elementary School.” In Journal 
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