The Model of Poetry Writing Learning Based on Authentic-Collaborative Assessment in High School

DOI

10.2991/assehr.k.200325.106How to use a DOI?

Keywords

Collaborative Authentic Assessment, learning to write poetry

Abstract

The insistence on the need for poetry writing instruments in school encourages efforts to compile authentic instruments for poetry assessment. The assessment did not only focus on the final work of poetry, but also on the process of creating poetry. This study examined the effect of learning to write poetry based on authentic assessment instruments combined collaboratively to assess the process of creating student poetry. The learning model in this study hereinafter referred to as the PMP-PAK Model (Learning to Write Poetry -Collaborative Authentic Assessment). Quantitative methods were employed with two quasi-experimental research designs namely single group pre-experimental that is testing instruments in three experimental classes with different school clusters; (2) quasi-experimental in the experimental and control classes by comparing the use of instruments in the experimental class and the use of conventional assessment instruments, as well as partial authentic assessments such as the class of self-assessment, peer evaluation, and conference evaluation. Subjects were high school students in class XI in three schools representing high, medium and low clusters in the city of Bandung, West Java, Indonesia. The results revealed that the PMP-PAK model influenced the learning of poetry significantly. This influence proved that the PMP-PAK model (1) enhances students’ imagination and creativity in writing poetry; (2) fosters the ability to cooperate with students in small groups; (3) fosters the initiative for the positive character of students, for example, mutual respect for peer work as well as own work.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Suci Sundusiah
PY  - 2020
DA  - 2020/03/31
TI  - The Model of Poetry Writing Learning Based on Authentic-Collaborative Assessment in High School
BT  - Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)
PB  - Atlantis Press
SP  - 329
EP  - 335
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200325.106
DO  - 10.2991/assehr.k.200325.106
ID  - Sundusiah2020
ER  -