FINAL TESTS

LEARNING PROCESS PLAN

English Poetry

Lecturer: Kristanti Yuntoro Putri, M. Pd

By
1. Mia Mei Lutfi (19020230076)
2. Habib Maulana A. (19020230054)

KADIRI ISLAMIC UNIVERSITY OF KEDIRI

THE FACULTY TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
2022
 RENCANA PROSES PEMBELAJARAN

MATERI FREE VERSE POEMS

Skill atau Kemampuan:

Writing

Materi:

Definition of Free Verse

Free verse is a literary device that can be defined as poetry that is free from the
limitations of a regular meter or rhythm and does not rhyme with fixed forms. Such
poems are without rhythm and rhyme schemes, do not follow regular rhyme scheme
rules, yet they provide artistic expression. In this way, the poet can give his own shape to
a poem however he or she desires. However, it still allows poets to use alliteration,
rhyme, cadences, and rhythms to get the effects that they consider are suitable for the
piece.

Features of Free Verse

1. Free verse poems have no regular meter or rhythm.

2. They do not follow a proper rhyme scheme; these poems do not have any set rules.
3. This type of poem is based on normal pauses and natural rhythmical phrases, as
compared to the artificial constraints of normal poetry.
4. It is also called vers libre, which is a French word meaning “free verse.”

How to analyse free verse poetry

In analyzing poetry, you must first know the meaning of the poem. As with all
types of poetry, try to grasp what the poem is saying as a whole. After knowing the
meaning of the poem, you can only analyze the storyline from the contents of the poem
and several other elements such as theme, setting, and so on. When analysing poems, one
thing to consider is the tone of the poem – does it sound like there is a narrator? Is there a
 reason the poem does or does not have stanzas? What does the presence or lack of stanzas
say about the poem?

Example Free Verse

When I Heard the Learn’d Astronomer

By Walt Whitman

When I heard the learn’d astronomer,

When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Analysis of “When I Heard the Learn’d Astronomer”

The poem’s title talks about an Astronomer or a figure of science, who is

ascribed to be ‘Learn’d’ that is, educated by scientific terms. The poem accounts
the poet’s experience of what happened to him or what he realized on listened to
the ‘Learn’d Astronomer. This poem talks about how science cannot facilitate the
understanding and discovery of nature as much as an individual’s connection with
nature.

The poem is structured around the personally developed style of free verse by
Whitman. The poet has involved multiple literary devices in the body of the poetry.
The device of Anaphora as ‘When I’ is repeated at the inception of each line to affirm
the view and opinion of the poet. The poem is sufficiently provided with imageries in
several instances. The poet has used the devices of Assonance, Consonance and
Alliteration in various cases too. The poet has employed the device of hyperbole in
order to portray the intensity of a sentence. For example, in the line where he mentions
 that he has glided out of the lecture hall – that is not practically feasible. There are
eight lines in the poem without any distinctions between the stanzas. This, in a way,
shows how Whitman did not follow the etiquette of poetry writing.

Proses Pembelajaran

1. Diawal pembelajaran guru meminta siswa membaca materi tekait poetry “Free Verse”
2. Guru kemudian menyajikan sebuah contoh Free Verse berjudul “When I Heard the
Learn’d Astronomer” dan mengajak siswa membaca puisi secara bersama
3. Guru menunjuk/ meminta 1 volunteer untuk membaca contoh puisi yang disajikan guru
4. Selanjutnya, siswa yang maju diminta menunjuk satu atau dua siswa lainnya untuk
menyampaikan maksud atau isi puisi secara singkat
5. Guru mengajak siswa menganalisis puisi “When I Heard the Learn’d Astronomer” secara
bersama
6. Guru meminta siswa membuat puisi “Free Verse” secara mandiri/ individu bertema
pengalaman hidup atau harapan hidup kedepannya
7. Setelah selesai membuat puisi, guru akan menunjuk siswa secara acak untuk maju
mempresentasikan hasil puisi yang dibuatnya
8. Setelah selesai membaca guru memberi feedback tentang penampilan dari siswa tersebut
dan memintanya mengumpulkan hasil pusisi yang dibuatnya
9. Selanjutnya siswa akan menunjuk satu siswa lainnya untuk membaca puisi kedepan
kelas, begitu seterusnya sampai pembelajaran selesai
10. Diakhir pembelajaran guru meminta semua siswa yang belum melakukan presentasi
mengumpulkan hasil pembuatan puisi mereka dan meminta siswa memfoto hasil
pengerjaan mereka
11. Selanjutnya guru meminta siswa yang belum presentasi untuk membuat video membaca
puisi yang akan dikumpulkan dilink google drive yang disediakan guru
12. Guru mengakhiri pembelajaran dengan mengapresiasi semangat dan keaktifan siswa
selama pembelajara
Penilaian

RUBRIK PENILAIAN
KETERAMPILAN ASPEK MENULIS DAN MEMPRESENTASIKAN (WRITING)

Aspek Yang Dinilai Indikator Penilaian Nilai

A. Kesinambungan  Kalimat tersusun secara 4
(Coherence) sistematis, minim
kesalahan dan mudah
dipahami
 Kalimat tersusun secara 3
sistematis, terdapat
bebarapa kesalahan tapi
masih bisa dipahami
 Kalimat tidak sistematis, 2
terdapat banyak
kesalahan tapi masih
bisa dipahami
 Kalimat tidak sistematis, 1
terdapat banyak
kesalahan dan tidak bisa
dipahami
B. Isi (Content)  Isi sesuai dengan tema 4
dan struktur umum di
masing-masing teks
 Isi sesuai dengan tema 3
namun ada sedikit
kesalahan struktur umum
di masing-masing teks
 Isi kurang sesuai dengan 2
tema dan ada sedikit
kesalahan struktur umum
di masing-masing teks
 Isi tidak sesuai dengan 1
tema dan struktur umum
di masing-masing teks
C. Pemilihan kosa  Pemilihan kosa kata 4
kata (Vocabulary sangat tepat dan efektif
 selection)  Pemilihan kosa kata 3
cukup tepat dan efektif
 Pemilihan kosa kata 2
kurang tepat namun
tidak efektif
 Pemilihan kosa kata 1
tidak tepat dan tidak
efektif
D. Pemilihan tata  Pemilihan tata bahasa 4
bahasa (Grammar sangat tepat
options)  Pemilihan tata bahasa 3
tepat
 Pemilihan tata bahasa 2
cukup tepat
 Pemilihan tata bahasa 1
kurang tepat

Jumlah Skor A +B +C+ D

Pedoman penilaian keterampilan : nilai = x 25 = x 25
4 4
Note:
A: Kesinambungan (Coherence)
B: Isi (Content)
C: Pemilihan kosa kata (Vocabulary Selection)
D: Pemilihan tata bahasa (Grammar Option)
 LEMBAR PENILAIAN ASPEK MENULIS DAN
MEMPRESENTASIKAN (WRITING)

NO NAMA SISWA SKOR TOTAL

A B C D
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
 36

RENCANA PROSES PEMBELAJARAN

MATERI HAIKU POEMS

Skill atau Kemampuan:

Reading

Materi:

Definition of Haiku

Haiku is the shortest form of poetry in the world which only consists of 17
syllables consisting of 3 dimensions (lines) each of which is composed of 5, 7 and 5
syllables respectively. (Encyclopedia of Japan,1958 :78). In other hand, Haiku can be
defined as a form of descriptive poetry that originated in Japan. It is usually short and can
be read in just one breath. Traditionally, haiku are meant to talk about subjects primarily
in the natural world such as the moon, seasons, and animals without mentioning the most
insignificant elements found in nature such as a blade of grass.

History of Haiku

The term Haiku only appeared in the 1890s, introduced by Masaoka Shiki. Haiku
is arguably Hokku's liberation from the Haikai chain. Haiku can stand alone, are complete
in itself without depending on a longer chain of rhymes. Haiku is the result of the
development of its forerunner, namely hokku, then haikai. In a limited way it can be said
that haiku only started in the last years of Edo (1600-1868) by masters such as Matsuo
Basho (1644-94), Yosa Buson (1716-84), and Kobayashi Issha (1763-1827). Matsuo
Basho is the most famous Haiku poet, a great observer of 'things and things', he once said,
"A haiku poem that expresses 70-80% of its subject is good.

The Format of Haiku

 To write a Haiku poem, there are several formats that must be understood
and understood, so that the resulting haiku poetry is good. Some of these important
things are:

1. A haiku should have only three lines with a total of 17 syllables

2. The first line should have a total of five syllables
3. The second line should have seven syllables
4. The third line should have five syllables
5. No particular rules of grammar or punctuation, the poet is left to decide how to
put his/her words
6. No particular rhythm is followed when writing a haiku
7. Repletion of words or sounds is allowed when writing a haiku poem
8. Haiku subjects mainly focus on nature
9. Titles are optional, should be short and give the reader insight into the subject.
10. The first two lines talk about separate issues. The last line should provide a
surprising relationship of the two.
11. The poet's focus should be on the details of the cause of emotion rather than how
the subject makes him/her feel.
In addition, there are tips for making haiku easily, there are :

1. Settle on a topic
Before writing a haiku, you need to have a topic in mind. As mentioned
earlier, most haikus are inspired by nature but that doesn't mean you are only
limited to nature, you can explore other options.
2. Analyze your topic
Once you have selected your topic, you need to ask yourself some questions,
what is the point of writing the point? What is fascinating about the topic? This
will enable you to bring in a twist to your poem and leave something for your
readers to ponder upon.
3. Writing your haiku
Now you need to put your thoughts down on paper. After carefully
analyzing your topic and you are now satisfied that it is what you want to write
 about, then you need to follow the following tips like understand the haiku
structure.
4. Make final touches
You need to ensure that you have come up with the best haiku. This can
only be possible is make some final touches to ensure that it is well polished.

Example of Haiku Poetry

Example of Haiku Poem by Matsuo Basho :

Furu ike ya (old ponds)

Kawazu tobikomu (frogs jumped in)

Mizu no oto (sound of water)

Proses Pembelajaran:

1. Diawal pembelajaran guru meminta siswa membaca materi puisi “Haiku”

2. Selanjutnya guru akan bertanya terkait apa itu puisi haiku? Bagaimana karakteristik puisi
haiku atau strukturnya?
3. Guru akan menampilkan atau membagikan sebuah contoh video membaca puisi haiku
melalui link berikut ini: https://youtube.com/shorts/9Ft7JJqdJVY?feature=share
4. Dari video tersebut guru akan mengajak siswa mencari maksud/ makna puisi yang dibaca
puisi tersebut tentang apa? Bagaimana orang gestur tubuh orang tersebut saat
membawakan, bagaimana ia menyampaikan kata demi kata dalam puisi dan bagaimana
ekspresi?
5. Guru membagi siswa menjadi 6 kelompok lalu membagikan sebuah puisi haiku pada
masing – masing kelompok
6. Setiap kelompok akan berdiskusi/ menganalisis puisi terkait diksi atau pemilihan kata
yang dipilih sehingga membuat pembaca mengetahui alur atau maksud puisi, mencari arti
dari vocabulary yang sulit, menuliskan/ menandai suku kata (dalam haiku 17 suku kata),
dan makna dalam puisi haiku tersebut.
7. Selanjutnya setiap kelompok juga akan membuat sebuah pusi haiku bertema bebas sesuai
kreativitas mereka.
 8. Setelah itu setiap kelompok akan bergilir maju untuk membaca puisi pertama yang
mereka analisis dan puisi kedua yang mereka buat sendiri, serta membacakan hasil
analisis puisi pertama.
9. Setelah satu kelompok selesai presentasi kelompok lain akan memberi feedback atau
bertanya (Q and A)
10. Setelah semua kelompok maju guru akan meminta siswa mengumpulkan hasil analisis
dan puisi yang mereka buat ke meja guru
11. Guru mengakhiri pelajaran dengan mengapresiasi keaktifan siswa dalam pembelajaran

Penilaian:

RUBRIK PENILAIAN
KETERAMPILAN ASPEK MEMBACA DAN MEMIRSA (READING ALOUD)
Aspek Yang Dinilai Indikator Penilaian Nilai
A. Kelancaran (Fluency)  Sangat lancar dalam membaca teks yang 4
sudah disediakan
 Lancar dalam membaca teks yang sudah 3
disediakan
 lancar dalam membaca teks yang sudah 2
disediakan namun masih ada keraguan
 Tidak lancar dalam membaca teks yang 1
sudah disediakan dan banyak keraguan
 Semua ucapan dapat dipahami 4
B. Ketepatan (Accuracy)  Sebagian besar ucapan dapat dipahami 3
 Sebagian kecil ucapan dapat dipahami 2
 Semua ucapan dapat dipahami 1
 Semua pengucapan benar 4
C. Pengucapan  Sebagian besar pengucapan benar 3
(Pronunciation)  Sebagian kecil pengucapan benar 2
 Hampir semua pengucapan tidak benar 1
D. Intonasi (Intonation)  Tekanan/irama semua kata, frasa, dan 4
kalimat benar
 Tekanan/irama sebagian besar kata benar 3
 Tekanan/irama sebagian kecil kata benar 2
 Tekanan/irama semua kata tidak tepat 1

Jumlah Skor A +B +C+ D

Pedoman penilaian keterampilan : nilai = x 25 = x 25
4 4
Note:
A: Kelancaran (Fluency) C: Pengucapan (Pronunciation)
B: Ketepatan (Accuracy) D: Intonasi (Intonation

LEMBAR PENILAIAN ASPEK MEMBACA DAN MEMIRSA (READING

ALOUD)

NO NAMA SISWA SKOR TOTAL

A B C D
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36

HAIKU POETRY

GROUP 1

GROUP 2
GROUP 3

GROUP 4
GROUP 5

GROUP 6
 REFERENCES

https://www.teachingexpertise.com/classroom-ideas/haiku-examples-for-middle-school/

https://ijabar.blogspot.com/2016/01/haiku-katak-matsuo-basho.html

https://www.dictio.id/t/apa-yang-dimaksud-dengan-free-verse/156423#:~:text=Free%20verse
%20(dalam%20bahasa%20Prancis,seperti%20penggunaan%20rima%E2%80%94jika%20ada.

https://www.english-academy.id/blog/puisi-bahasa-inggris

https://bookriot.com/best-free-verse-poems/

https://www.aresearchguide.com/write-a-haiku.html

https://www.britannica.com/art/haiku

https://www.aimizumizu.com/2012/10/haiku-dan-haikai.html

https://www.kompasiana.com/renanurliana/60ecd8b006310e7efd4dca92/sejarah-dan-contoh-puisi-
haiku-yang-tidak-diketahui-banyak-orang?page=2&page_images=1