The Improvement in Poetry Writing Skills by Using Prezi in the Primary School

Writing is one of the subjects taught at school. Through poetry writing, students’ imaginative writing skills can be improved. The purpose of this research is to describe the improvement in poetry writing skills and students’ activity using Prezi. This research employed a classroom action research method conducted in three cycles. Each cycle consisted of four stages, namely: planning, implementation, observation, and reflection. The subjects of this research were fifth-grade students of a primary school in Inderalaya consisting of 13 male students and 16 female students. The instrument of the data collection was a poetry writing test. The results of the three cycles in this research were 44.44%, 78.57%, and 89.28% respectively. It showed an increase in poetry writing skills of fifth-grade primary school students after the use of Prezi media in learning. Hence, it can be concluded that Prezi was an appropriate media to teach poetry writing. It is recommended that Prezi could be used as an alternative media to teach writing in the primary school.

Through poetry writing, imaginative writing skills can be enhanced.Nurgiyantoro (2016, p. 312) opines that poetry is one literature genre that pays attention to linguistic aspects so that the language used also requires a word selection process.The The lack of poetry writing skills was also found in the elementary school where the research was conducted.The observation to fifth grade students showed that there were still many students who were confused and hesitant in writing poetry.
Students found it difficult to imagine based on the topic given, and some were found to lacked enthusiasm.This is shown by the acquisition of learning outcomes in writing poetry that was still low.The  The implementation of learning using Prezi was done by the researcher in several stages, as follows:(1) beginning the class; (2) stating the learning outline; combination of imaginative activities and diction, which have elements of sounds, forms and meanings, are carried out in such a way as to form writings that have beauty value.Poetry writing skills are significant to be taught in formal school, hence, writing poetry materials are included in the primary school curriculum, designed for fifth grade students.In the 2013 Curriculum, these materials have been listed in the Basic Competency (KD/Kompetensi Dasar) point 4.4, stating that "To independently sing and present rhymes and poem about natural disasters, and the life of nation and state in spoken and written forms in Bahasa Indonesia by selecting and sorting vocabulary standard".It means that every student must master writing poetry skills as the curriculum output.However, its implementation still faces several obstacles.Several studies have been conducted as an effort to improve students' poetry writing skills, such as: research conducted by Aryusmar & Putria (2014); Utami, Djuanda, & Aeni (2016); Putri, Ngatman, & Joharman (2017), and others show that poetry writing skills are still a problem for elementary school students as they relatively lack of poetry writing skills.
the form of: text, images, and videos); (4) asking students to pay attention to the images displayed with Prezi; (5) displaying a sample of poetry that matches the displayed image; (6) asking students to read and understand the poetry; (7) explaining poetry writing based on the object characteristics in the picture, the poetry elements, and the poetry type: (8) displaying several images with the same theme using Prezi as students' to write poetry; (9) asking students to pay attention to the displayed images until the students fully-comprehend the images; (10) guiding students to list as many related words as possible; (11) asking students to determine the title of their own poem; (12) asking students to start writing poems based on the listed words; (13) reviewing the lessons learned; and (14) closing the learning session Data collection technique used in this research was poetry writing.The test was in a form of a poetry writing test.The results of the poetry writing test were assessed based on seven aspects, namely: (1) the suitability of the title of the poetry to the image (TI), (2) the suitability of the title of the poetry to the content (TC), (3collected data were analyzed by quantitative data analysis technique.Data analysis was carried out since the research activities took place.The categories of students' poetry writing skills were grouped into five categories, which are: very good (≥ 80), good (65-79), good enough (50-64), poor (35-49), and bad (≤ 34).The criteria used in this research are said to be successful if the poetry writing skills of students have met the KKM which was 65 and classical completion, which was 80%.RESULTS AND DISCUSSION The research was conducted in three cycles in five meetings.Each of Cycle I and II were done in two meetings, while Cycle III was done in one meeting.The first meeting was about an introduction to poetry and how to write poetry by utilizing Prezi as the media.Meanwhile, the second meeting focused on the use of Prezi in helping students to write poetry and testing the progress of students' poetry writing skills.The planning stage in the Cycle I was carried out by the researchers who involved class teachers as collaborators.The activities were analyzing curriculum, preparing lesson plans, poetry themes, Prezi, and poetry writing test.The next step was implementation.The activities in first meeting of Cycle I were: discussing types of poetry formula with the help of Prezi; asking students to work in groups to understand the types of poetry.Student activities had started to getting more difficult, although there were still some students who lack concentration in learning (initials: MI, AR, RA, BR, DS, and JS).These students often chat outside the learning materials.Nevertheless, some students had also been very active in learning when using Prezi (initials: A, MFA, PA, SU, HS, QP, RP, MRP, and F) and they were very enthusiastic about watching Prezi's shows and did question and answer with the teacher.In the second meeting of Cycle I, there were two students absent (initials: AE and SU).This second focused on giving stimulation steps to write poetry.Specifically, the teacher displayed pictures and words that were interconnected using Prezi.Prezi helped students to write poetry with the theme "My Goals".The results of writing poetry of students in this Cycle I showed that the achievement of scores in the TI indicator was still very balanced and varied.This score was ranging from score 1-4.In the TC indicator, the students mostly got a score of 3. The students' skills in writing poetry content in accordance with the title were good enough.Their difficulties in choosing diction, real words, and imagination were still very less visible in the acquisition of scores in indicators D, RW, and I.Meanwhile, MFA and RP were the only students classified in very good D selection.This also applied to LS and RT indicators.Even though the positive results were shown by student HS who scored 4 in the LS indicator, most students only got the score of 1 and 2. The highest score was obtained by student A with a score of 23 while the lowest score was obtained by MI with only 7 points.The acquisition of scores in each indicator of student poetry writing skills is shown in Figure 1 below.

Figure 1 .
Figure 1.Results of Cycle I Poetry Writing Skills Test.

Figure 2 .Figure 3 .
Figure 2. Results of Cycle II Poetry Writing Skills Test.

Figure 4 .
Figure 4. Results of Poetry Writing Skills Test in Cycles I, II and III.

Figure 5
Figure 5 below depicts the completion of the results of the skills of students in Cycle I, Cycle II, and Cycle III.

Figure 5 .
Figure 5. Completion of Results of Student Poetry Writing Skills in Cycle I to Cycle III.

Table 1 .
Value of Cycle I, II, and III Poetry Writing Skills.