The Effect of Learning Method and Confidence Level on the Ability of Interpreting Religious Poem

Kinayati Djojosuroto

doi:10.11591/edulearn.v11i4.6923

Abstract

This research aims to determine the effect of the learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation of the students of the third semester, majoring in the Indonesian Language and Literature Education of Universitas Negeri Manado. The method used is the quasi-experimental method with 2 x 2 factorial designs. The measurement of Y variable (ability to interpret the religious poetry) uses the writing test and the level of confidence uses a questionnaire. Data analysis technique in this study is analysis of variance (ANOVA) followed by two lanes and Tuckey test to look at the interaction of the group. Before the test, the hypothesis is that analysis requirements normality data test using Liliefors test and homogeneity test data using Bartlett test. The results show differences in the ability to explain the religious poetry among students who study with the expository method and the students who study with the authentic method. That is, overall, the expository method is better than the authentic method to improve the ability of the students. To improve the ability of the students to interpret the religious poetry, it is better to use the authentic method for the group that has a lower level of confidence. There is the influence of the interaction between learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation. Based on these results, it can be concluded that: First, lecturers can determine what materials and method that can be used to enhance the ability to interpret religious poetry when the level of confidence of the students has been known. Second, expository teaching methods and authentic teaching method for group of students with different level of confidence will give you different result on the ability of that group of students to interpret religious poetry as well. Third, the increase of the ability to interpret religious poetry can be affected by factors of learning methods and level of confidence. Finally, learning methods and the level of confidence have a very close interaction toward the ability to interpret the religious poetry.

Highlights

The poetry appreciation course in Indonesian language and literature education of Universitas Negeri Manado (Unima) relates to the meaning of poetry, poetry writing, poetry reading, and poetry musicalization
The results obtained are such as: for the first hypothesis, the result of calculation of variance analysis of two paths between columns obtained price Fcalculate = 5.17 is greater than Ftable = 4.08 at the level of significance α = 0.05. This means that the ability to interpret religious poetry of students who studied with expository methods is better than the group of students who studied with authentic methods is acceptable (Ibe, 2013; Ganiron Jr, 2014)
Second hypothesis, advanced calculation results by using Tuckey test on a group of students with high confidence level who studied with expository method and group of students who studied with authentic method (A1B1 banding A2B1) was obtained Qcalculate = 8.11 is greater than Qtable = 2.80 at the level of significance α = 0.05 and Qtable = 3.70 at the level of significance α = 0,01

Summary

Introduction

The poetry appreciation course in Indonesian language and literature education of Universitas Negeri Manado (Unima) relates to the meaning of poetry, poetry writing, poetry reading, and poetry musicalization. In these subjects are presented various types of poetry, such as ballad poetry, hymns, elegy, environment, and religious. The existence of the poetry appreciation course is expected for student to have the ability to appreciate poetry, both receptive activities such as perception/interpret poetry, poetry reading, recitation, pantun, and productive activities such as creating poetry, musical poetry. Students are required to be able to apply sensitivity, reasoning, and imagination, sensitivity to society, culture, and environment. The ability to interpret religious poetry is an integral part with the purpose of education in order to form a whole human (Bober, 2014)

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Results

Conclusion