ENGLISH REVIEW: Journal of English Education 

Volume 8, Issue 2, June 2020 

p-ISSN 2301-7554, e-ISSN 2541-3643 

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237 

 

DEVELOPING TEACHING MATERIAL OF POETRY APPRECIATION 

BASED ON STUDENTS’ COMPETENCY ANALYSIS  
 

Satinem 
Department of Indonesian Language and Literature Education, STKIP PGRI Lubuklinggau, Indonesia 

E-mail: satinemyohana@gmail.com 

 

Juwati 
Department of Indonesian Language and Literature Education, STKIP PGRI Lubuklinggau, Indonesia 

E-mail: watiaja56@ymail.com 

 

Noermanzah 
Postgraduate Program of Indonesian Language Education, University of Bengkulu, Indonesia 

E-mail: noermanzah@unib.ac.id 

 

APA Citation: Satinem, Juwati, & Noermanzah. (2020). Developing teaching material of poetry appreciation 

based on students’ competency analysis. English Review: Journal of English Education, 

8(2), 237-246. doi: 10.25134/erjee.v8i2.2707. 

 

Received: 22-01-2020 Accepted: 24-03-2020 Published: 01-06-2020 

 

Abstract: The aim of this research was to develop the material of poetry appreciation at the Department of 

Indonesian Language and Literature Education of STKIP PGRI Lubuklinggau. The type of this research was 

Research and Development (R&D) which was developed by the Dick, Carey, and Carey. Data collection 

was conducted through questionnaire, interviews, and tests. The data analysis and validity test were 

performed by using pretest and posttest of performance. The data is then processed by using a simple paired 

t test with the SPSS 20 program.  The result of this research can be measured Asym.Sig. (2-tailed) 0,000... < 

0,05. Therefore the value of t-hit 36,956 and t-tab 2,045 to (d) 17 and alpa 0,05, so it can be concluded  t-hit 

<t-tab, so Ho has rejected, an Hi was accepted, its’ meaning that the average value of students' ability to 

appreciate poetry after using instructional materials as a result of development was equal to 70 or more than 

70. Thus, the model of instructional materials developed has been feasible and effective for lecturers.  

Keywords: teaching material; poetry appreciation; competency analysis. 
 

INTRODUCTION 
The use of teaching material in poetry 

appreciation greatly affected the students' 

achievement. A number of studies on this have 

made us aware of optimizing the use of teaching 

materials so as to be able to boost the students’ 

academic performance. Mahayana (2015) warned 

us that “The essence of literary learning is 

appreciation, and that only can be realized if 

teacher and student read those literary works.”  A 

teacher must have an innovative breakthrough in 

presenting teaching material that makes students 

can enjoy reading literature as a fun activity. 

Warsiman (2015) believed that poetry 

appreciation material urges the students to find 

and comprehend the literature meaning of the 

literary works. The similar study was conducted 

by Setyorini & Rizkiana (2019) shows that most 

students do not yet have poetry appreciation 

textbooks. Another research regarding poetry 

appreciation textbooks also conducted by Puspita, 

Andayani, Waluyo, & Rohmadi (2017). The study 

explored that the use of poetry appreciation 

textbooks supports students’ ideas regarding the 

critical thinking and self-appreciation. In addition, 

by implementing poetry appreciation in the class, 

it affects students nuance of learning to be more 

cooperative due to the discussion process of 

appreciating poetry itself.  

Khatib (2011) explained the same statement 

of implementing poetry in learning process. The 

students tend to be active participants rather than 

being passive in order to make their own 

interpretation of the poetry. The results are clear 

that teaching materials have an important role to 

improve students' abilities while at the same time 

accustom them to study independently without 

any dependence on lecturers. Therefore, in order 

to increase the students' interest, it needs to create 

teaching materials that suitable for their needs. 

This research is based on the problem of the third 

semester students facing the difficulty to 

understand the meaning of poetry as a whole. 

Poetry requires special understanding from the 

reader. In this case, poetry has a choice of words 

with typography with connotation meaning so that 

the poetry appreciation teaching material is based 

on the analysis of competencies that are truly 



Satinem, Juwati, & Noermanzah 

Developing teaching material of poetry appreciation based on students’ competency analysis 

238 

 

mastered by students (Khan, Jehanzeb, Ulah, & 

Irfan 2016).  

Mulyasa (2003) and Mulyasa (2017) also 

stated that competence is mastery of a task, skills, 

attitudes, and appreciation needed to support 

success. In this case, competence is seen as a set 

of knowledge, skills, and behaviors that must be 

possessed, internalized, mastered, and actualized 

by the teacher or lecturer in carrying out their 

professional duties. Competence is also the 

knowledge, skills, and basic values reflected in 

the habits of thinking and acting (Yayat, 2017). 

Kim, Xie, & Cheng (2017) stated that teacher 

competency is often defined in literature as 

teachers' capacity to deal with a typical task or 

challenge (e.g., evaluation). It is also believed that 

teacher competences involve intellectual ability as 

well as affect-motivation characteristics to cope 

with real-world problems. The habit of thinking 

and acting consistently and continuously enables 

a person to be competent, in the sense of having 

basic knowledge, skills, and values to do 

something.  

The indicators used to measure lecturers’ 

competencies mostly consist of pedagogical 

competence, professional competence, personality 

competence, and social competence. However, 

there are only a few lecturers who aware that one 

of the basic pedagogic competence is creating 

their own teaching material (Fathorrahman, 

2017). The lecturers who already created their 

teaching material can be seen as the one who have 

a great competency due to the fact that they put a 

lot of effort to revise the result of their teaching 

process. Anisa, Ansari, & Solin (2019) add that 

the development of teaching materials is done as 

an effort to improve learning outcomes and 

determine the material based on the context of the 

situation that exists in schools. In addition, many 

lecturers are reluctant to create their teaching 

material that should be consisted of (1) 

instructional, (2) competences to be achieved, (3) 

supporting information, (4) exercises, (5) 

worksheets, and (6) evaluation as being stated by 

Lestari (2013). In accordance with the statement, 

Aji, Pratiwi & Widiarti (2018) also added that it is 

important to create teaching material that contains 

material conceptualized which will be able to 

support a fun learning. 

Prastowo (2011) states that many teachers 

still use conventional learning materials, teaching 

materials are bought by them without any effort. 

Furthermore, Depdiknas (2008) also wrote that 

teachers/lecturers need to develop their own 

teaching materials so that it will be in accordance 

with the curriculum, target characteristics, and 

problem-solving demands. A lecturer is required 

to be able to produce teaching materials in various 

sources through theoretical study as a basis for 

developing high-quality teaching materials. 

Lestari (2013) said that teaching materials are a 

set of learning materials referring to the 

curriculum in order to achieve competency 

standards and basic competencies.  

In addition, Arifin & Kusrianto (2013) assert 

that it is unfortunate if a teacher/lecturer has never 

composed their own teaching material once in 

their career. In this case, Nadeak & Naibaho 

(2019) add that this kind of problem existed due 

to the limited number and the competitive nature, 

limited ability, and also lack of the enthusiasm of 

the lecturers themselves. Furthermore, the results 

from the interview, showed that lecturers used 

learning resources following the literature written 

in the RPKPS, without any assistance in 

preparation, and making their teaching materials.  

Based on these facts, it has become an 

obligation for lecturers to design teaching 

materials themselves. Teaching materials that 

produce from the development will be more 

beneficial for students because the material 

delivered is in accordance with the wishes and the 

students’ needs. By the development of teaching 

materials, students are able to dissect poetry in 

depth. Due to the fact that poetry belongs to the 

literature field, Puspita, Andayani, Waluyu, & 

Rohmadi (2017) argue that literature reveals the 

human life, but the process of poetry creation 

requires the power of writers’ imagination and 

creativity. In line with the statement, Sayuti 

(2002) says that poetry is an aesthetic work that 

utilizes unique language facilities. The statement 

is in line with Daniel (2013) and Noermanzah,  

Rais, & Muslihah, 2013) argues that poetry is an 

artistic form of writing that meant to be woken up 

human’s senses. Although Ritonga & 

Halimatuhsa’diah (2019) argued that appreciating 

poetry can be seen as the literary activity with 

overflowing expression of thoughts and ideas, but 

based on observations in real life, reading books 

related to poetry in the library of STKIP PGRI 

Lubuklinggau are still very rare. It means that 

material related to literature especially poetry has 

characteristics itself, it is not a priority compared 

to the development of literature in general.  

Satinem & Juwati (2018) state that from the 

data obtained inform us that the highest score on 

the pretest was 85 the highest value and the 

lowest value was 40, whereas in the posttest, the 

highest value was 95 and the lowest value was 60. 



ENGLISH REVIEW: Journal of English Education 

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p-ISSN 2301-7554, e-ISSN 2541-3643 

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There was an increase in the ability of students 

after using the results of the development of 

teaching materials writing poetry with pictures. In 

addition, folklore teaching materials on poetry 

types have also been developed using a thematic 

approach and the results are effective in 

increasing folklore women poetry type students 

(Satinem, 2015). The poetry appreciation material 

based on competency analysis has never been 

conducted. 

Based on these considerations, it is necessary 

to compile and develop teaching materials of 

poetry appreciation that are in accordance with 

the students’ characteristics of STKIP PGRI 

Lubuklinggau. The problems of this research are 

as follows: a) What is the need for teaching 

materials of poetry appreciation according to 

lecturers and students; b) What is the model of 

teaching material of poetry appreciation 

developed for students; c) What is the feasibility 

of teaching material of poetry appreciation; d) 

What is the effectiveness of teaching materials of 

poetry appreciation? 

 

METHOD 
This research used Research and Development (R 

& D) method. According to Sugiyono (2012), R 

& D is research method used to produce particular 

product and tested the effectiveness of the 

product. R & D was “a process used to develop 

and validate educational products” (Borg & Gall, 

2003). Thus, development research was a method 

for producing products or completing learning 

material products based on competency analysis. 

This research used developing model by Dick, 

Carey, & Carey (2005). The development steps as 

follows 1) identification of learning objectives; 2) 

identification of learning; 3) identification of 

students' behavior and characteristics; 4) write 

specific learning goals; 5) write test items; 6) 

develop learning strategies; 7) developing 

learning materials; 8) carry out formative 

evaluations; 9) revision; 10) carry out summative 

evaluation. 

The subject at this research was the third 

students’ of STKIP PGRI Lubuklinggau as many 

as two classes. Furthermore, data collection 

techniques was  carried out into 2, quantitative 

data and qualitative data. The data analyzed 

qualitatively such as: 1) lecture appreciation 

poetry information; 2) input, responses and 

suggestions from the design of teaching materials; 

3) information from small group respondents and; 

4) suggested respondents. While quantitative data 

were obtained through a questionnaire of student 

needs and product assessment from 3 

experts/validators. 

There are three types of methods used, 

namely descriptive methods, evaluative methods, 

and experimental methods. Descriptive method is 

used to collect data about existing conditions, 

evaluative methods are used to evaluate the 

product development trial process, while the 

experimental method is used to test the reliability 

of the product produced (Sukmadinata, 2009). 

Product designs that have been evaluated by 

experts are tried on research subjects. The results 

of these treatments will know the level of product 

acceptance. In the final stage of development also 

used an experimental method, which is to 

measure the acceptability of products that have 

been revised on a larger scale.  

 

RESULTS AND DISCUSSION 

The results of the identification stated that in 

lectures the appreciation of poetry needs to be 

created that have teaching qualities. Lecturers not 

only rely on existing literature books but are able 

to create their own teaching materials. 

 
Table 1. Gaps before and after doing the research 

Present The expected conditions 
1. There was no teaching material for lecturing 

appreciation of poetry. 

2. Students find it difficult to get reading material 

that is relevant to the course. 

3. Students were fixated on the explanation of the 

material by the lecturer. 

4. The appreciation power was still very low due 

to the limited reading material. 

5. Students were less motivated to study poetry in 

greater depth. 

6. Understanding of students was limited to 

certain materials. 

1. The availability of poetry appreciation teaching 

materials in accordance with the wishes of 

students and lecturers. 

2. Students are able to learn mandarially with 

available teaching materials. 

3. Students are more creative in developing bright 

ideas through teaching materials. 

4. Students are more creative in appreciating. 

5. Students become active and motivated to read 

the material in depth. 

6. Students have very broad material insights. 

 



Satinem, Juwati, & Noermanzah 

Developing teaching material of poetry appreciation based on students’ competency analysis 

240 

 

After identifying at the research stage, 

information was obtained that STKIP-PGRI 

Lubuklinggau had implemented a competency-

based curriculum or KKNI. The Semester 

Program Plan has been designed in accordance 

with applicable regulations. RPS is equipped with 

learning objectives, learning outcomes, a 

description of the material for each meeting and 

ends with training. 

 

Table 2. Competencies that must be mastery by students on poetry appreciation courses 
The Previous Lecturing Material Lecturing Material in  KKNI 

1. Definition of poetry 

2. Intrinsic elements in poetry 

3. Extrinsic elements 

4. The nature and method of poetry 

5. Structural approach 

6. Semiotic approach 

7. Cultural approach in literature 

8. The literary religious approach 

9. Intertextual in poetry 

 

1. Poetry and sonnets 

2. Semiotic structural approaches and applications in poetry 

3. Structural approach and application 

4. Semiotic approach and its application 

5. Structural genetic approach and application 

6. Anthropological approach and application 

7. Religious approach and application 

8. Intertextual approach and application 

9. Psychological approach and application in poetry 

10. Strata norm approach and application 

 

The function at this stage to determine the 

abilities of students, learning styles, interests, 

responses, and attitudes of students in lecturing 

activities. The response can be seen through the 

activity and interest in poetry. The developing 

was carried out on the description of the course 

for 1 semester, the learning objectives, and the 

learning outcomes. Learning objectives was 

carried out to measure student achievement and 

mastery of lecture material. The final step of 

development was to measure learning outcomes 

through formative and summative tests. The 

evaluation and revision stage was carried out 

through: a) evaluation of individual experts; b) 

small group evaluation; and c) field trials. 

Evaluations and revisions were made by linguists 

design experts, and material experts. 

 

Expert evaluation 

Results of language validation 

The questionnaire consists of ten questions, 

namely: 1) Simplicity of sentence structure; 2) 

language is easy to understand; 3) information 

clarity; 4) the use of Indonesian language rules; 5) 

the language used is effective and efficient; 6) 

linkages between sentences and between 

paragraphs; 7) Completeness of supporting 

presentation; 8) use of EYD; 9) use of sentences; 

10) straightforward sentences. 

Simplicity of sentence structure (unambiguous) 

and in accordance with Indonesian sentence 

patterns 
The sentence is stated as complete if it already 

has the S-P-O-K element. Based on the results of 

the study, it is stated that the third semester 

students have been able to write sentences that 

meet the S-P-O-K. They have been able to 

compile paragraphs that contain one main idea. 

Language validators provide an assessment that 

the sentences produced by students in poetry 

appreciation activities are very suitable with 

theoretical studies. 

The results of the analysis need state that 

students and lecturers hope that the teaching 

materials of the research results are easily 

understood and in accordance with the RPS. It 

turned out that after evaluating the language 

validator, the teaching material produced was 

stated both in terms of language. The results of 

the validator assessment can be interpreted 

teaching materials produced from research can be 

developed into quality teaching materials. The 

results and responses from linguists on teaching 

materials can be seen in Table 3. 

 

Table 3. Recapitulation of language validator assessment 
Value Range Percentage Category 

42  -  49 P ≥  85% Excellent 

34  -  41 65% ≤ P<85% Good 

26  -  33 40% ≤  P < 650% Moderate 

18  -  25 25% ≤ P <40% Less 

10  -  17 10% ≤ P <25% Very Less 

   



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From the results obtained it can be concluded 

that the component of language eligibility is 

included in the excellent category with a value of 

46 (92%). It can be interpreted as the quality of 

teaching materials in terms of language that has 

been tested and declared to be very good. 

Design/graphic validation results 

Teaching materials have been designed in 

accordance with the learning objectives contained 

in the syllabus and RPKPS. The purpose of the 

lecture has been mutually agreed between the 

lecturer and the student during the lecture 

contract. The validator stated that the teaching 

materials were very appropriate. Teaching 

materials consist of instructions for the use of 

teaching materials for lecturers and students, 

course descriptions, learning objectives, learning 

outcomes, and lecture appreciation lecture 

material for one semester. The validator stated 

that the teaching materials were very appropriate. 

Providing motivation 

Teaching materials have provided motivation for 

students. In teaching materials there were various 

methods to be able to dissect poetry. In addition, 

teaching materials use language that is easily 

understood and communicative. The validator 

stated that the teaching materials were very 

appropriate. Teaching materials have a stimulus 

and response for students. The validator states 

that teaching materials are very appropriate. 

Teaching materials have used the right type and 

size. Teaching materials have complete 

information in terms of content or lecture 

material. Teaching material was mutually agreed 

upon during the recovery contract. The validator 

stated that the teaching material developed was 

very appropriate. 

The type of letter used was Times New 

Roman, with a size of 12, and a space of 1.5. The 

size and type of letters were in accordance with 

the standards required in writing scientific papers. 

The validator provides an assessment of the 

results of development in terms of size and type 

of letters said to be good. 

Complete illustrations of images 

Cover was designed according to the students’ 

needs which attractive and full color. The cover 

of teaching materials was dominated by light blue 

combined with white. It looked a very contrasting 

color blend. The front cover was illustrated with a 

very neat and abundant pile of literary books. The 

picture contains an invitation to them to later 

become nerds. The validator provides an 

assessment that the teaching materials resulting 

from the development in terms of the accuracy of 

the illustrations in graphics, graphs, and tables are 

stated to be good. 

The teaching material produced has a simple 

but elegant appearance. Light blue dominates 

teaching. A beautiful young woman is reading 

surrounded by various types of books. The 

validator gives an assessment that teaching 

material seen from physical appearance can be 

said to be very suitable. Paper used A4 with a 

thickness of 80 grams. Paper on teaching 

materials has been standardized with the rules of 

writing scientific papers. The paper was white and 

does not shine so it did not make the reader 

dazzled. Cover Blue combined with white made a 

very contrast. The shape of the cover was 

equipped with a picture of a woman who was 

pondering. Behind a beautiful girl there were 

various types of neatly arranged books, meaning 

that there was no day without reading. 

Design/graphic experts gave the following advice: 

1) Add multiple images that match the content. 

2) Made Boy Tex in the poem quoted. 

3) Overall teaching materials were good can be 

used according to suggestions and revision. 

 

Table 4. Recapitulation of design/graphic validator assessment 

Value Range Percentage Category 

42  -  49 P ≥  85% Excellent  

34  -  41           65% ≤ P<85% Good 

26  -  33 40% ≤  P < 650% Moderate 

18  -  25           25% ≤ P <40% Less 

10  -  17           10% ≤ P <25% Very Less  

 

From the results obtained it can be concluded 

that the component of design/graphic feasibility 

was included in the Very good category, which is 

46 (92%). The results of the evaluation of the 

validator can be interpreted that teaching 

materials are very well used for learning poetry 

appreciation. 

Content/material expert 

Teaching materials in accordance with the 

syllabus contained in the RPKPS were delivered 

at the beginning of the lecture contract. The 



Satinem, Juwati, & Noermanzah 

Developing teaching material of poetry appreciation based on students’ competency analysis 

242 

 

validator provides an assessment that teaching 

materials were in accordance with the RPKPS so 

that they are declared good. Teaching materials 

according to student needs. The validator gives a 

good rating. The material contained in teaching 

materials was in accordance with RPKPS and has 

character values. The validator giving an 

assessment of teaching materials was stated to be 

very in accordance with the characteristics of the 

students. 

Teaching materials provide benefits to add 

insight into science. Before the development of 

poetry appreciation teaching materials only used 

literature in the library. The validator provides an 

evaluation of the instructional materials the 

results of the development are expressed both in 

terms of conformity with the existing reality. The 

material on teaching materials has been equipped 

with exercises and examples of poetry 

appreciation activities. Training is given at the 

end of each subject. The validator gives an 

assessment of the teaching material in terms of 

the suitability of the material can be stated 

accordingly. 

The material has been completed with the 

final evaluation and also the weighting of each 

question. The validator provides an assessment in 

terms of the suitability of the material with the 

final evaluation declared good. All material and 

appreciation activities contain new insights with 

various literary methods. Validator provides 

judgments in terms of insight into knowledge 

otherwise very appropriate. 

Lecture material on teaching material was 

easy to understand and in accordance with the 

characteristics. The validator provides an 

assessment that the material was very appropriate. 

The material presented already has character 

values. The validator provides an assessment that 

teaching materials are very suitable for use. The 

material has a very high cultural value. The 

validator provides an assessment of teaching 

materials that were very culturally appropriate. 

The results of the material validator can be seen 

in Table 5. 

 

Table 5. Recapitulation of the content validator’s assessment 
Value Range Percentage Category 

42  -  49 P ≥  85% Excellent 

34  -  41 65% ≤ P<85% Good 

26  -  33 40% ≤  P < 650% Moderate 

18  -  25 25% ≤ P <40% Less 

10  -  17 10% ≤ P <25% Very Less 

 

The results of the assessment of the material 

validator can be interpreted that the teaching 

material produced was very good. Recapitulation 

of the overall results of the three validators can be 

seen in table 6. 

 

Table 6. Recapitulation of evaluation of three validators 
No. Validator Rating Result Percentage Category 

1 Linguist 46 92% Excellent 

2 Graphic Expert 46 92% Excellent 

3 Material Expert 46 92% Excellent 

Average 46 92% Excellent 

 

Implementation of one to one evaluation 

Poetry appreciation courses are one of the 

advanced courses. They are allowed to take 

poetry appreciation courses after graduating from 

the literary theory course. This means that in 

theory all approaches used to analyze poetry have 

been mastered by students. The objectives to be 

achieved through this course are so that students 

will be able to study a number of literary theories 

for the final project. Teaching materials produced 

in the study, will be packaged into a book that has 

an ISBN. Student final assignments related to 

literature can cite books that have been produced 

in research. 

The results of the implementation of the one 

to one test did not improve from the suggestions 

of the validators, this could mean that teaching 

materials could be used without revision and then 

a practical test would be carried out on small 

groups. 

Small group evaluation implementation 

The practicality of the teaching materials resulting 

from the development was carried out by means 

of one-to-one tests and small group evaluations. 

One to one evaluation was conducted by 



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interviewing 3 students. While the small group 

test evaluation was given the provision of a 

questionnaire containing the practical use of 

teaching materials. The results are very much in 

accordance with the percentage of 83%. 

Implementation of broad trials 

The research was carried out in accordance with 

the R&D stages. After several revisions in 

accordance with input from the validators and 

users of teaching materials, the teaching materials 

resulting from the development can be tested in 

broad groups. The results of the implementation 

of the test that the teaching material declared 

effective in terms of language, material, and in 

terms of design. The assessment criteria 

determined, students were declared able to 

appreciate poetry if the value obtained. From t ≥ 

70 the results of data processing obtained an 

average value of 72.88. There are 3 students who 

scored below 70. Students who scored an average 

above 70 totaled 14 people (82,355). Based on 

these results it can be stated that the teaching 

material with the title "Appreciation Poetry: 

Theory, Approach and Application" is effectively 

used in Poetry Appreciation courses. The 

following describes the results in detail about the 

reliability, validity, and effectiveness of teaching 

materials developed. 

The extensive trials were conducted to see the 

effectiveness of poetry appreciation teaching 

materials based on competency analysis. 

Furthermore, an evaluation of the effectiveness of 

the teaching materials resulting from the 

development can be seen from the results of the 

Final Semester Examination test. Students were 

said to be able to appreciate poetry if they get a 

value of  ≥ 70. The average value of student 

poetry appreciation reaches 72.88. There were 17 

students taking the final test. Students who score 

below the average are 3 people (17.65%), while 

those who score above the average are 14 people 

(82.35%). Thus the teaching material titled 

"Poetry Appreciation: Theory, Approach, and 

Application" has been effectively used for 

lecturing appreciation of poetry. The following 

detailed results are described regarding the 

calculation of reliability, validity, and 

effectiveness by calculating SPSS. 

Extensive trials were conducted to see the 

effectiveness of poetry    Appreciation teaching 

materials based on competency analysis. 

Furthermore, an evaluation of the effectiveness of 

the teaching materials resulting from the 

development can be seen from the results of the 

Final Semester Examination test. Students were 

said to be able to appreciate poetry if they get a 

value of ≥ 70. The average value of student poetry 

appreciation reaches 72.88. There were 17 

students taking the final test. Students who score 

below the average are 3 people (17.65%), while 

those who score above the average are 14 people 

(82.35%). Thus the teaching material titled 

"Poetry Appreciation: Theory, Approach and 

Application" has been effectively used for 

lecturing appreciation of poetry. The following 

detailed results are described regarding the 

calculation of reliability, validity, and 

effectiveness by calculating SPSS. 

 

Table 7. Calculation of reliability, validity, and effectiveness 

Descriptive Statistics 

 N Minimum Maximum Mean Std. Deviation 

VAR00001 17 60.00 83.00 72.8824 8.13082 

Valid N (listwise) 17     

 

One-Sample Test 

 Test Value = 0 

 

T Df Sig. (2-tailed) Mean Difference 

95% Confidence Interval of the Difference 

 Lower Upper 

VAR00001 36.958 16 .000 72.88235 68.7019 77.0628 

 

 

 

 

 

      

 

One-Sample Statistics 

 N Mean Std. Deviation Std. Error Mean 

VAR00001 17 72.8824 8.13082 1.97201 



Satinem, Juwati, & Noermanzah 

Developing teaching material of poetry appreciation based on students’ competency analysis 

244 

 

One-Sample Kolmogorov-Smirnov Test 

  VAR00001 

N 17 

Normal Parametersa Mean 72.8824 

Std. Deviation 8.13082 

Most Extreme Differences Absolute .179 

Positive .179 

Negative -.173 

Kolmogorov-Smirnov Z .737 

Asymp. Sig. (2-tailed) .649 

a. Test distribution is Normal.  

  

After processing the data using the 

Kolmogorov Smirnov Z One-Sample test, the 

average value of poetry appreciation was 72.8824 

with a mean standard deviation of 8.13082. That 

is, the data are normally distributed with the 

Asym.Sig (2tailed) value of  0,000 <0.05. Thit 

values were 36.958 and t tab was 2.045 for (d) 17 

and alpha 0.05. Based on the test results, then Ho 

is rejected and Ha is accepted. This can be 

interpreted that the average value of poetry 

appreciation after using teaching materials that 

have been developed has exceeded the set 

standards. 

The minimum assessment standard of poetry 

appreciation courses is  ≥ 70. From the above 

table, it can be seen the average value of poetry 

appreciation of students is 72.88. There were 3 

students who scored below the established criteria 

(17.65%) and 14 students (82.23%) had scored 

above the set standard. Consider the following 

chart. 

 

not complete

complete

 
Figure 1. Percentage of completeness 

 

Based on these data, the teaching materials 

resulting from the development are effective and 

can be used for a broad audience. This shows that 

competency-based Poetry Appreciation teaching 

materials that are prepared are able to provide 

students with an understanding of the meaning of 

poetry because poetry is built by simple word 

choices and unique line and line typography so as 

to present deep meaning (Khan et al., 2016). 

Poetry Appreciation teaching materials are also 

compiled by taking into account the competencies 

that must be mastered by students at the tertiary 

level, starting with the introduction of the nature 

of poetry, the characteristics of poetry, types of 

poetry, poetry writing techniques, and the 

development of poetry in the modern era, as well 

as examples of analytical results from the 

meaning of poetry. Particularly from several 

examples of the meaning of poetry in this 

teaching material provide students with direct 

understanding of how to write good poetry and 

understand the meaning of poetry (Noermanzah & 

Friantary, 2019). In each material presented also 

provides learning experiences both cognitive, 

affective, and psychomotor through exercises 

(Yayat, 2017). 

 

CONCLUSION 

Some conclusions from the results of this 

development research are as follows. First, 

students and lecturers need teaching materials that 

are complete, interesting, and easy to understand 

to do poetry appreciation activities. Teaching 

materials are designed with an attractive cover. 

The design of teaching materials gives a cooler 



ENGLISH REVIEW: Journal of English Education 

Volume 8, Issue 2, June 2020 

p-ISSN 2301-7554, e-ISSN 2541-3643 

https://journal.uniku.ac.id/index.php/ERJEE 
 

245 

 

and neat impression. Book size that is not too 

large is more practical. 

Second, the design has changed after 

evaluation by a validator and a colleague. The 

teaching materials already have completeness, 

namely: 1) there were instructions for the use of 

teaching materials both lecturers and students; 2) 

has an assessment rubric for each subject; 3) in 

accordance with the IQF curriculum; 4) have an 

interesting approach. 

Third, the validators concluded that the poetry 

writing teaching material entitled "Appreciation 

of Poetry: Theory, Approach, and Application" 

was stated to be very appropriate (92%) so that it 

could be used for Lubuklinggau STKIP-PGRI 

students. The validator also provides 

recommendations so that lecturers and students 

can use these teaching materials because teaching 

materials have been tested both in terms of 

language, graphics, and materials. 

Fourth, teaching materials using t-test 

statistical analysis with the SPSS program is 

effective. SPSS test results are normally 

distributed data, indicated by the value of 

Asymp.Sig. (2-tailed) 0.000<0.05. As for the t-hit, 

it is valued of 36.958 and t-tab 2.045 for (d) 17 

and alpha 0.05. Thus it can be concluded t-hit> t-

tab, so that Ho was rejected, and Hi was accepted, 

meaning that the average value of a student's 

ability to appreciate poetry after using teaching 

materials from the development is equal to 70 or 

more than 70. Thus, the teaching material model 

developed has been feasible and effective from 

academic/expert studies, practically the teachers, 

and effective use in the field. 

 

ACKNOWLEDGEMENT 

This research is funded by STKIP-PGRI 

Lubuklinggau entitled "Development of Poetry 

Appreciation Subjects Based on Competency 

Analysis". Acknowledgments to the 

Lubuklinggau STKIP-PGRI Institute (2017 

Budget Year Research Contract). Furthermore, 

gratitude was conveyed to reviewers who have 

read, corrected, and provided inputs on this paper.   

 

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