SI LAMIS: Development of a Board Game to Support the Poetry Writing Process for 8th-Grade Students

Abstract

Abstract

Poetry writing instruction in junior high schools still faces challenges regarding idea generation, diction selection, and the meaningful use of figurative language. Previous studies on board games for poetry instruction have generally positioned the game merely as a stimulus separate from the actual writing stages; consequently, there has been limited research into integrating idea generation, diction, figurative language, text composition, and revision into a unified game mechanism. This study aims to address this gap by developing and evaluating the feasibility of a board-game-based learning medium for poetry writing titled "Si Lamis: Poetry in Mystery Numbers." The study employed the research and development (R&D) method, adapting the Borg and Gall model into seven stages: problem identification and data collection, product planning and design, expert validation, revision, field testing, final revision, and dissemination with limited implementation. Data were gathered through interviews, open-ended questionnaires, validation sheets, student response questionnaires, and a poetry assessment rubric, and were subsequently analysed using both qualitative and quantitative descriptive methods. The results yielded feasibility scores of 82% from the subject matter expert, 79.09% from the media expert, and 98.33% from the practitioner, while student responses reached 91.52%. The findings indicate that "Si Lamis" is suitable as a supporting medium for poetry writing instruction within the research context and has the potential to facilitate idea generation, the exploration of language choices, text composition, and revision. These findings should not be interpreted as evidence of causal effectiveness, as the study did not utilize experimental or quasi-experimental designs.