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Critical Thinking Analysis Based on Imagination Games in 

Listening Poetry 

 
Helmi Wicaksono 

Universitas Islam Malang  

helmiwicaksono@unisma.co.id 

 

Accepted: 

Feb 12th 2022 

Reviewed:  

March 17th 2022 

Published:  

May 30th 2022 

 

Abstract:  This study aims to identify critical thinking based on the game of imagination in 
listening to poetry. This type of research is descriptive qualitative research. The dat a 
collectiontechnique uses the technique of a written test.  TheH asil obtained is as follows.  (1) the 
characteristics of critical thinking are found in the application of indicators, namely 
identifyingtheimagination of information from the title of the poem being listened to, interpreting 
the imagination of the poem array being listened to, understanding the imagination of each verse 
of the poem being listened to, and assessing the results of the imagination of the meaning of the 
poem. (2) The teacher's efforts in improvingthe ability to think kritis students are based on 
imagination games in listening to poetry. (3) Obstacles faced by students in developing critical 
thinking skills are lack of focus and lack of calm. 

 

Keyword:  critical thinking, imagination games, listening to poetry 

 

INTRODUCTION 

The activity of thinking is a process of continuity between ideas and perceptions. This is as 

expressed by Suryabrata1, that in thinking there is a dynamic process according to the process of 

finding ideas or the course of perception. Both of these include experiences contained in schemata 

that will automatically activate. The activeness of the schemata if it is based on analytical and 

reflective thinking, then the thinking is called critical thinking activities. Kneedler2, states that the 

process of ideas and perceptions in critical thinking has several principles, namely the introduction 

of a problem (defining / clarifying problems), assessing information (judging informations) and solving 

problems or drawing conclusions (solving problems / drawing conclusions ). So, critical thinking is a 

process of emerging ideas and perceptions from the results of evaluation / assessment as a form 

of problem solving.  

Problem solving in critical thinking activities often experiences delays in thinking, so 

stimulus is still needed. The stimulus that can be used is to use the game of imagination. 

Copleston3, asserts that imagination is said to be the one that generates and contains critical 

 
1 Sumadi Suryabrata, “Psikologi Pendidikan, Cet,” VII,(Jakarta: RajaGrafindo Persada (1995). 
2 Peter E Kneedler, “Assessment of the Critical Thinking Skills in History--Social Science.,” Social Studies 

Review 27, no. 3 (1988): 2–93. 
3 Frederick Copleston, History of Philosophy Volume 1: Greece and Rome, vol. 1 (A&C Black, 2003). 



 
 
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thinking. Therefore, the game of imagination is a stimulant that can stimulate thinking to be critical 

in solving problems. Critical thinking based on imagination games encourages active schemata to 

be critical in responding to problems in a study, such as in the study of listening to poetry literature.  

The activity of listening to the arrays of poems is the activity of listening to the sounds of 

poetry arrays directly or through certain media. The sound of the poem arrays captured by the ears 

is identified as the sound. Its grouping into syllables, phrases, clauses, sentences and discourses. 

The song and intonation that accompanied the speaker's speech were also noticed by the listener. 

The accepted language sounds are then interpreted for their meaning, studied for their truth or 

assessed and then a decision is made to accept or reject them in critical thinking activities. 

Based on the description of the background, the problems in this article are formulated: (1) 

What are the characteristics of krttis thinking based on the game of imagination in listening to 

poetry?; (2) Whatis the game-based critical thinking effort of imagination in listening to poetry? ;  

and (3) Whyare the obstacles to critical thinking based on the game of imagination in listening to 

poetry? .  Thepurpose of this study is to identify critical thinking based on the game of imagination 

in listening to poetry. The results of this study are expected to provide an overview of the 

characteristics of poetry listening skills. This research can also be used as a reference for educators 

Indonesian to plan learning to listen to poetry. 

 

LITERATURE REVIEW 

Critical Thinking 

Critical thinking skills are mental activities that cannot be avoided in human life. Every day 

human beings will manage the information in the memory of the mind. Indirectly, these activities 

will form concepts and reason for critical thinking.  Beyer4, explains that critical thinking means 

making reasonable judgments. The opinion has the intention that in critical thinking activities will 

use criteria to classify (ideas, questions, arguments, etc. ) until in the form of an assessment. This 

is also explained by Facione5, states that critical thinking as self-regulation in deciding (judging) 

something that produces ideas through interpretation, analysis, evaluation, and inference, as well 

as exposure using a proof, concept, methodology, criteria, or contextual consideration which is the 

basic perception of decision making. 

Critical thinking skills have several indicators. In detail, Beyer mentioned6, that the 

characteristics related to critical thinking are seen from the disposition, criteria, arguments, 

thoughts, points of view, and procedures for its application. Theabove character is concluded 

simply by Kneedler7, that critical thinking includes three stages, namely recognizing problems, 

assessing relevant information, and problem solving/drawing conclusions. 

 

Imagination Games 

Imagination will activate when there is a stimulus that can bring it to life. The presence of 

a stimulus in imagining goes a long way in activating the two roles of imagination in the human 

 
4 Barry K Beyer, Critical Thinking. Fastback 385. (ERIC, 1995). 
5 Noreen C Facione, Peter A Facione, and Carol A Sanchez, “Critical Thinking Disposition as a Measure of 

Competent Clinical Judgment: The Development of the California Critical Thinking Disposition Inventory,” Journal 
of Nursing Education 33, no. 8 (1994): 345–350, http://dx.doi.org/10.3928/0148-4834-19941001-05. 

6 Beyer, Critical Thinking. Fastback 385. 
7 Kneedler, “Assessment of the Critical Thinking Skills in History--Social Science.” 



 
 
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brain. This is also explained by Hurlock8, who states that the stimulation of imagination will 

beformed through play activities. Permainan not only awakens the power of imagination, but can 

also provide an opportunity to practice listening, thinking, and speaking skills over and over again, 

can develop ideas according to his own way and abilities. Based on this explanation, imagination 

games have the meaning of doing play activities that can arouse imagination. 

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

cognitive development ofthe child. Piaget9 explains that at the age of eleven and above a game that 

has rules that children enjoy more and enjoy even though the rules are much stricter and rigidly 

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

achievements. In addition, Monks10, also explains that in children aged eleven years and over the 

so-called formal operations have a deductive-hypothetical and combinatorical way of thinking.  

The correlation of the two thinking patterns with the characteristics of the imagination 

game to listen to poetry literature results in a stage of listening to poetry with a clear game concept 

and rules. The concept of the imagination game also trains critical thinking by analyzing 

(combinatorical) from the opening of the imagination and making hypotheses on the results of 

analysis and contemplation first. Furthermore, students can immediately listen to poems by 

following theflow of imagination games. 

 

Listening to Poetry 

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

identifying, interpreting, assessing and reacting to the meaning contained in the poem. Resmini11, 

lso explains that literary listening activities involve hearing, sight, passion, memory, understanding 

of the poems being listened to. In fact, the situation that accompanies the language sounds of the 

poems listened to must be taken into account in determining its meaning. Listening to poetry will 

focus on the inner elements of the poem, including themes, tastes, tones, and mandates. 

Critical thinkingbased on imagination games in learning to listen to poetry is carried out in 

three stages which are packaged in student worksheets called LKS (Student Worksheets). The 

mapping of the stagesis as follows.  Tahap first, determine contains a game of imagination of 

information that is to determine information by identifying information from the title of the poem 

yang listened to.  The second stage, the  analysis contains a game of meaning imagination, namely 

transcribing poems and transcribingthe meaning of the array and verses of the poem.  The third 

stage,  the display contains an imagination game of assessment, which is to display the meaning of 

the listening results which are then assessed. 

The three mappings above include the critical thinking patterns conveyed by Kneedler12, 

that critical thinking includes three stages, namely recognizing problems, assessing relevant 

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

(Erlangga, Jakarta, 1990). 
9 Jean Piaget dan Barbel Inhelder, The Psychology of Child Terjemahan Miftahul Jannah (Yogyakarta: Pustaka 

Belajar, 2010). 
10 37–41. http://doi.org/10.1037/a0022390 Tuma, J. M., & Pratt, J. M. (1982). Clinical child psychology 

practice and training: A survey. \ldots of Clinical Child & Adolescent Psychology, 137(August 2012) et al., “Youth 
Mentoring across Professional Settings: A Pedagogic Approach to Social Exclusion,” Doctor of Education School of 
Education University of Derby (2012): 1–210, http://derby.openrepository.com/derby/handle/10545/272012. 

11 Novi Resmini and Dadan Juanda, “Pendidikan Bahasa Dan Sastra Indonesia Di Kelas Tinggi,” UPI Pres 
(2007). 

12 Kneedler, “Assessment of the Critical Thinking Skills in History--Social Science.” 



 
 
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information, and solving problems/ drawing conclusions.  Problem recognition is carried out at 

the stage of the experience imagination game by listening to the title of the poem which is done 

meditatively will open the student's schemata to get to know the problem in the poem. Information 

assessment is carried out at the stage of word imagination games by listening to the content of the 

poem and activating the four senses to transcribe the poem will train the correct diction assessment 

of the results of the simakan. Problem solving/drawing conclusions is done at the stage of 

paraphrasing imagination games by making an explanation of the content of each verse of the 

poem.  

 

METHOD 

This type of research is qualitative description research. According to Moeleong13, , 

qualitative descriptive research is research whose data is in the form of words, images, and not 

numbers. This study describes the results of critical thinking analysis based on the game of 

imagination in listening to poetry. The object of his research was the result of a poetry review of 

students in the first semester of the Literature Listening Skills course, Islamic University of Malang.  

The source of the data is taken from written language in the form of answers to questions for the 

results of listening to poetry by using a critical thinking flow. 

 

RESULTS AND DISCUSSION 

The characteristic of critical thinking based on imagination games in learning to listen to 

poetry is a literary activity of listening to poetry by involving critical actions to interpret it. Listening 

to poetry with a critical thinking pattern still requires an interesting strategy. The excitement is 

expressed in a performance of imagination. The game of imagination appears as a container for 

applying indicators. The indicators of critical thinking based on the game of imagination for 

listening to poetry are divided into three. First, the pre-listening activity is to identify information 

from the title of the poem being listened to. Second, listening is tointerpret the imagination of the 

array of poems listened to and memahami the imagination of each verse of poetry listened to. 

Kegita, after listening, is theresult of the imagination of the meaning of poetry. 

The pattern of critical thinking is formed by knowing the problems faced by looking for 

relevant information so that they can solve problems or make conclusions about the events or 

problems faced. It isemphasized by Kneedler, (1985) that critical thinking has three stages, namely 

defining/clarifying problems, judging informations, and solving problems or drawing conclusions. ). 

Based on these stages, the activity of listening to poetry is closely related to critical thinking 

patterns. The three stages above are also the basis for forming critical thinking indicators in 

learning to listen to poetry based on imagination games.  

In critical thinking activities based on imagination games in listening to poetry, it is necessary 

to know relevant information to understand poetry. This was stated by Ennis.R.H.14, with three 

stages, namely identifying relevant information on the title of the poem, analyzing the meaning of 

the simakan result, and evaluating the conflict to make a conclusion of the simakan result. These 

stages describe critical thinking activities from the stages conveyed by Kneedler.  On the 

identification of listening to poems on the basis of imagination games, an information game is 

 
13 J Moleong Lexy, “Metodologi Penelitian Kualitatif Edisi Revisi,” Bandung: PT Remaja Rosdakarya (2007). 
14 Robert H Ennis, “Critical Thinking Dispositions: Their Nature and Assessability,” Informal Logic 18, no. 2 

(1996), http://dx.doi.org/10.22329/il.v18i2.2378. 



 
 
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carried out that contains informationfrom the title of the poem being listened to. In the analysis 

of the meaning of listening to poems on the basis of imagination games, an information game is 

carried out which contains interpreting the imagination of the poem array that is listened to and 

understanding the imagination of each verse of the poem that is listened to. In the evaluation of 

the conflict of listening to poetry on the basis of imagination games, an information game is carried 

out containing an assessment of the results of imagination, the meaning of poetry. 

The first stage is a game of information imagination in listening to poetry. The information 

imagination game is a series of student activities to find relevant information in listening to a poem 

through the identification of information from the title of the poem being listened to. This is the 

first stage of the critical thinking process proposed by Ennis, which is to identify relevant 

information about the title of the poem. Identification of information from the title of the poem 

listened to is obtained by answering questions. The formulation of the question leads to conducting 

investigations in an effort to build new knowledge and meaning15. The main goal is to develop 

students' critical thinking skills. Students are asked to be able to develop creative new ideas or ideas 

when idealizing the title of the poem being listened to. So, it's not just mastering the material 

theoretically. 

The question used to optimize the ability to think critically based on imagination games in 

listening to poetry is 5W +1H.  follow the question word used, 1). What, asking the state of the 

content of the text, 2). Where, asking the place of the event/place being used in the text, 3). When, 

asking the time of occurrence of events in the text, 4). Who, ask spoken in an event in the text, 5). 

why, asking why an event occurred in the text, 6). how), process an event takes place in the text 
16(Susanti, 2021:607). The ability to answer from the 5W+1H question pattern associated with 

personal experience improves critical thinking skills and awakens self-confidence with their 

abilities. 

The second stage in the imagination game in listening to poetry is the game of imagination 

of meaning. This game invites students to interpret the poems they read. Wexler  in Hennings17, 

wanted listening to poetry to be assessed including visualizing, activating related knowledge, and 

predicting; to identify the main idea when listening or reading and to support that idea with 

evidence; to compile data charts to clarify similarities and differences between poems; to formulate 

a pendapat  and support those opinions with facts; to develop the main idea for compiling; and 

enjoyed sharing what they had written. Based on this statement, students willanalyze the meaning 

of the results with two indicators that must be achieved , namely interpreting the imagination of 

the array of poems listened to and understanding the imagination of each verse of poetry listened 

to. 

The interpretation of the imagination of the poetry array that is listened to is a literary activity 

by analyzing each array in the poem. According to the Great Dictionary of Indonesian, The 

interpretation of an array is the giving of an impression, opinion,  or theoretical interpretation of 

each line in a rhyme.  From the aspect of critical thinking, the imageof audio rice usedin poetry 

will stimulate students to find the true meaning because poetry does not express meaning straight 

 
15 Ridwan Abdullah Sani, Pembelajaran Saintifik Untuk Implementasi Kurikulum 2013 (Jakarta: PT Bumi Aksara, 

2015). 
16 Fitria Lestari, Ivoni Susanti, and Ria Dwi Jayati, “Surya Abdi Mas” 5, no. 1 (2021): 22–27. 
17 Henning Kagermann et al., Recommendations for Implementing the Strategic Initiative INDUSTRIE 4.0: Securing 

the Future of German Manufacturing Industry; Final Report of the Industrie 4.0 Working Group (Forschungsunion, 2013). 



 
 
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forwardly 18.  Based on this, students will play a game of imagination in listening to poetry in the 

area of finding interpretation through critical thinking. 

The process of interpreting requires an understanding of the array in poetry. Recitation of 

poems with relatively short pauses as fragments between arrays/alternations of arrays. If this 

understanding is not mastered then students will have difficulty determining the array afterwards. 

Pauses should be arranged with a tepat so that the recitation of the poem can be heard properly.  

Menyimak poetry as a receptive activity requires high concentration and good hearing.  These two 

things can be trained and continuously improved in order to better understand the meaning of 

poetry.19    Thus, if the student does not practice these two things then each array in the poem 

cannot be interpreted optimally. 

Students fill in the fields provided by following the instructions in writing. The process of 

understanding the couplet requires understanding the pause between stanzas. Recitation of poems 

with relatively long pauses as a sign of fragments between stanzas. If this understanding is not 

mastered then students will have difficulty determining the temple afterwards. The process of 

understanding couplets can give rise to new ideas that are not the same as the process of 

interpreting arrays in previous activities. However,no matter if the student's interpretation of a 

poem, the interpretation must be reverted to the text. With the meaning of the word, any 

interpretation/understanding must be based on the text. 

The third game in critical thinking based on the game of imagination in listening to poetry 

is a game of imagination of judgment or post-listening activities. The imagination game of 

judgment is the last game by formulating the value of the results of the imagination of the meaning 

of poetry. Assessing the results of the imagination of the meaning of poetry is seen from the game 

of imagination of information identification and the game of imagination of meaning 

(interpretation of arrays and understanding of stanzas). The assessment is carried out by looking 

at the appropriateness of the context that the student writes from the first game to the last game. 

The related context indicates that students can participate in critical thinking activities based on 

imagination games to the maximum. 

Good scoring in the 80-100 grade range, medium scoring in the 40-70 value range, and less 

grading in the 10-30 value range. The existence of a written assessment in LKS on critical thinking 

activities based on imagination in listening to poetry helps students to know the evaluation that 

will be made in this game. This supports the process of the imagination game running 

transparently.  

The application of indicators is laid out in the Student Worksheet (LKS). LKS is designed 

to attract and make it easier for students to carry out listening activities. Such as tables and language 

that are easy for students to understand.  In its application, the use of LKS as a game medium of 

imagination, the role of LKS is very helpful both in the process of listening and understanding.  

(Karsli & Şahin, 2009:23; Saregar, 2016:10) also stated that LKS can help students understand the 

material and provide a wide opportunity todemonstrate knowledge and develop prose skillss. This 

means that LKS as a medium for imagination games is very influential on the development of 

 
18 NURMALLA A AKASE, “Penerapan Metode Demonstrasi Dalam Pembelajaran Membaca Puisi Pada 

Siswa Kelas IV SDN 13 Telaga Biru Kabupaten Gorontalo,” Skripsi 1, no. 151414056 (2018). 
19 Yusida Gloriani, “PERBEDAAN KEMAMPUAN SISWA DALAM MEMAHAMI ISI PUISI DENGAN 

MENGGUNAKAN TEKNIK MEMBACA PUISI DAN TEKNIK MENYIMAK PUISI PADA KELAS VIII SMP 
NEGERI I CIBEUREUM KABUPATEN KUNINGAN,” Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2, no. 1 
(2013). 



 
 
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process skills. 

LKS that applies critical thinking methods helps students to actively find a concept with 

an attitude of curiosity, respect for proof, think critically, creatively, based on evidence, and care 

for the environment. Critical thinking aims to decide what to believe and what to do in a particular 

context, in relation to the available evidence, using appropriate conceptualizations and methods, 

and evaluated with appropriate criteria 20. By thinking critically siswa oriented to find one's own 

answers to the problems at hand. 

The components contained in the LKS are critical thinking indicators based onimagination  

games in listening to student worksheets and worksheets. Indicators are compiled as guidelines for 

planning and carrying out imagination games in listening to poetry.  Indicators are markers of 

achieving a learning goal through changes in attitude behavior, knowledge, and measurable 

constraints21.  The writing of indicators in LKS clearly helps students understand what to do and 

achieve. This is a guide to the steps of pre-listening activities, listening activities, and post-listening 

activities.  

By providing stimulus, students can work on LKS according to the game of their 

imagination. The imagination can be related to events or things that are closely related to the 

student. Listening activities with LKS media bring out critical thinking according to the level of 

student ability. With several stages of critical thinking and the arrangement of indicators that are 

in accordance with the game of imagination in listening to poetry can provide benefits in 

developing the ability to think critically based on the game of imagination in listening to poetry. 

Efforts to improve critical thinking skills are efforts to overcome problems or reach a higher 

level of critical thinking than before. Critical thinking based on imagination games in listening to 

poetry is divided into three stages, namely pre-listening, listening, and post-listening activities. 

Students can improve their critical thinking efforts based on imagination in listening to poetry by 

paying attention to each stage and indicator. The first stage is pre-listening with a game of 

informational imagination. The second stage is listening with a game of meaning imagination. The 

third stage is after listening with the imagination game of judgment. 

The 5W+1H question in an effort to think critically about poetry-based imagination games 

is the initial foundation before going to the next stage of the imagination game. 5W+1H questions 

help group research levels in critical thinking activities based on imagination games in listening to 

poetry. The first grouping is the question of what ,  who ,  where   and when lies in the research 

process of knowing, knowing or understanding. The second grouping, namely the question of how 

lies in the degree of research understanding and analyzing. The third grouping is the question of 

why (why) lies in the level of critique research. 

The first stage of the effort is to pre-listen with the game of information imagination.  In 

the game of information imagination students answer questions 5W+1H according to personal 

experience. This can be improved if students understand the meaning of the 5W+1H question 

with experiences that are being or have been passed through. The experience became the most 

controversial thing according to the students. This is asserted by Santrock22 that thecritical b-cyclist 

is to expose them to controversial topics. 

 
20 Facione, Facione, and Sanchez, “Critical Thinking Disposition as a Measure of Competent Clinical 

Judgment: The Development of the California Critical Thinking Disposition Inventory.” 
21 Candra Abdillah, Dameis Surya Anggara, and Putut Said Permana, “Perencanaan Pengajaran” (2019). 
22 John W Santrock, Educational Psychology, Fifth. (San Francisco, New York: McGraw Hill Press, 2011). 



 
 
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Students also need a confident nature towards the experience to be written. The nature of 

self-confidence is the nature of being confident in the abilities possessed. Partanto23 also suggests 

that the self-belief that individuals have is related to specific tasks including in the academic field. 

Academic in the dictionary the term popular means science, about teaching and education, and 

berteori. If the student is confident in the information he has obtained is appropriate, then without 

a doubt the student will easily get relevant information from the poems he listens to. 

The second stage of the effort is to listen with a game of meaning imagination.  In the 

imagination game the meaning of the student interprets the array and stanza in the poem. Facione 

(2010:36) explains aspects of critical thinking, namely interpretation, analysis, conclusions, 

evaluation, and self-regulation. By improving critical thinking skills indirectly improves 

interpretation ability. This can be improved if the student can maximally relate the context of the 

question in the first game to the imaination game of meaning either the array or the verse. The 

meaning of arrays and stanzas in critical thinking based on the game of imagination in listening to 

the poem at the beginning identifies the meaning of groups of questions to know, recognize or 

understand, namely what (what), who (who), where (where), and when (when) questions. The 

meaning of arrays and stanzas in critical thinking based on the game of imagination in listening to 

the middle (conflict) poem identifies the meaning of the group of questions to understand and 

analyze, namely the question word how (how). The meaning of arrays and stanzas in critical 

thinking is based on the game of imagination in listening to the poem at the end to criticize, namely 

the question word why (why). 

Thethird attempt is to listen with a game of judgmental imagination. At the stage of the 

imagination game activity, the assessment is still continuous with the activity of answering 

questions 5W + 1H. With different students, post-listening activities are wider in scope because 

each student can provide different interpretations. As Buck (2001: 257) said, listening tests are 

complex and challenging, but with care and effort, they can still be done. This stage can be 

improved if students understand that all stages of the game are one interconnected whole. The 

assessment will get the maximum score if the student can connect the game of information 

imagination and the game of imagination of meaning. 

 Thus, efforts to improve the ability to think critically based on imagination games in 

listening to poetry can be done by paying attention to the Student Worksheet (LKS) indicators at 

each stage of the game. The first game to the last interconnected game makes efforts to improve 

the game-based critical thinking ability of imagination cannot be focused in one game but rather 

the entire set of imagination games. 

The constraints of critical thinking based on imagination games in poetry learning are factors 

that limit or hinder the maximum achievement of the learning outcomes of critical thinking skills 

based on imagination games inlistening to poetry. Basedon the results of the observation of critical 

thinking based on the game of imagination in listening to poetry, there were obstacles that hindered  

the results oflearning, namely: 

In tahap the game of information imagination (pre-listening activities) has its constraints. 

First, memprasangkai speaker.  Students focus more on the style and manner in which the speaker 

looks than on the message he wants to convey.  As hunt24 argues that listeners are oriented towards 

 
23 Pius A Partanto, “Al-Barry M Dahlan,” Kamus Ilmiah Populer (1994). 
24 Everett Lee Hunt, “The Scientific Spirit in Public Speaking,” Quarterly Journal of Speech 1, no. 2 (1915): 185–

193. 



 
 
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paying attention to the personal details of the speaker and not to the actual message of the speaker.  

The second is to pretend to be considerate.  Each student is only able to focus on the focus of 

attention for only a few moments.  One can only maintain focused attention for a limited period 

of time 25. This kind of ugly habit is sometimes very difficult to change, but it must be penetrated 

if you want to improve the quality of listening. 

At the stage of the game of imagination pemaknaan (Listening Activities) there are several 

obstacles. First, daydreaming because the brain can process information more than thespeed of 

speaking.  So, there is still time to be quiet. It is asserted by Webb 26 that it provides time to think 

silently to formulate and organize communication. But if the silence lasts too long, it will 

involuntarily  daydream. Protracted day dreams eliminate  the continuity of the speaker's ideas.  

Second, Confusion that arises when students have not fully understood themeaning of the word 

in the poem. It's very disturbing, all of which creates a mess of mind.  A person who wants to be 

an effective listener must have an adequate vocabulary27 .   If students do not experience the various 

vocabulary of poetry.  Then can not understand the poems that are listened to to the maximum. 

Third, It's wrong to take notes. Notes are used as material to aid memory and concentration. 

This is stated by Mulyati28 taking notes can help listening activities because it encourages listeners 

to concentrate, provides simakan material to repeat and helps remember what has been listened 

to.  The game of meaning imagination needs to take notes in order to be able to interpret the array 

and understand the verses of the results of the poems that are listened to. If the student makes the 

wrong note such as the beheading error of the array then the meaning hasil meaning is not well 

achieved. 

The stage of the assessment imagination game (Post Listening Activities) there are several 

obstacles. First, premature consideration. Many of the students dismissed a topic as uninteresting, 

too difficult, or of no value.  Russel and Black in Marlina29 explain that if something is premature, 

then it is something unnatural. It was an example of an ugly listener, and such a trait actually 

prevented him from becoming an effective listener. Second, just listen to the facts. The activity of 

listeningfor the sake of fact, not for the sake of ideas or ideas, inevitably reduces the 

appropriateness or efficiency of listening activities. It must be remembered and realized that ideas 

or ideas will help the listener to better utilize the facts as a means of support.  consider one another 

and structure their relationship with each other, work on ideas not just limited to a series of facts 

thathappen to be remembered 30.  Thus, listening activity means understanding the entire series of 

activities not just listening to the expressed facts. 

 

 

 

 
25 Ibid. 
26 Noreen M Webb, “Peer Interaction and Learning in Small Groups,” International journal of Educational research 

13, no. 1 (1989): 21–39. 
27 Ice Marlina, “Peningkatan Keterampilan Menyimak Puisi Menggunakan Media Audiovisual Dengan 

Komponen Masyarakat Belajar Pada Siswa Kelas VII-B SMP Islam Al-Kautsar Semarang Tahun Ajaran 2006/2007” 
(Skripsi, 2007). 

28 Noehi Nasoetion, Adi Suryanto, and Yeti Mulyati, “Evaluasi Pembelajaran Bahasa Indonesia” (2008). 
29 Marlina, “Peningkatan Keterampilan Menyimak Puisi Menggunakan Media Audiovisual Dengan 

Komponen Masyarakat Belajar Pada Siswa Kelas VII-B SMP Islam Al-Kautsar Semarang Tahun Ajaran 2006/2007.” 
30 Juju Juangsih, “Faktor-Faktor Yang Mempengaruhi Keterampilan Menyimak Bahasa Jepang Dan 

Pengajarannya,” Wahana Didaktika: Jurnal Ilmu Kependidikan 15, no. 2 (2017): 12–22. 



 
 
EDUCATIO : Journal Of Education 
Volume 7 , Number 1, May 2022 
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Volume 7, Number 1, May 2022 | 51  

  

CONCLUSION 

Based on the description above, it can be concluded that the characteristics of critical 

thinking based on imagination games in listening to poetry are found in three games. The first 

game (pre-listening activity) is a game of information imagination by identifying information from 

the title of the poem. The second game (listening activity) is a game of imagination meaning by 

interpreting the imagination of the poem array that is listened to and understanding the imagination 

of each verse of the poem that is listened to. The third game (post-listening activity) is a game of 

judgmental imagination by assessing the results of imitation of the meaning of poetry. 

Efforts to improve the ability to think critically based on imagination games in listening to 

poetry are carried out by connecting descriptions from information imagination games to meaning 

imagination games. This is done so that the imagination game of the assessment can be maximized. 

Effort cannot be focused on one request because the game of imagination in listening to poetry is 

a series of interconnected critical thinking activities. Obstacles in critical thinking based on 

imagination games in listening to poetry are prejudice to the speaker, pretending to pay attention, 

daydreaming, confusion, taking wrong notes, premature consideration, and just listening to facts. 

 

SUGGESTION 

Based on the results of the research that has been described, the things that can be suggested 

in this study are the application of critical thinking based on imaginary games in listening to poetry 

needs to continue to be applied in learning as a way to improve students' critical thinking skills. 

Learning that improves students' critical thinking skills can be applied using 5W +1H questions, 

especially in listening learning. Further research is expected to be able to develop critical thinking 

Student Worksheets (LKS) which are connected with listening activities. 

The second meaning of imagination is to understand the imagination of each verse of the 

poem that is listened to. This second meaning imagination game is an activity to find out the 

meaning of each stanza in poetry. The couplet is a collection of several arrays of poems. The 

process of understanding the verses of a poem means taking the conclusion of some of the arrays 

that are in the poem. The understanding of couplets can be different. It depends on the 

assumptions of the students. The meaning of the couplet can be the same as the meaning of the 

array, but it can also be different. 

 

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