Development of "Magic Hat Action Cards" as a Game-Based and Multimodal Learning Medium for Poetry Reading
Keywords:
Game-based learning, Multimodality, Poetry reading, Learning media, Formative evaluationAbstract
Learning to read poetry requires not only an understanding of the text's content but also the ability to communicate meaning through pronunciation, intonation, expression, tempo, and emotional engagement. A needs analysis conducted in a Grade X class at SMAN 1 Purwosari revealed that while students possessed a basic understanding of poetry, they struggled to translate that understanding into an expressive oral performance. This study aimed to develop and conduct a preliminary evaluation of the "Magic Hat Action Cards," a game-based learning medium that integrates a drawing mechanism, activity cards, and audiovisual examples accessible via QR codes. This study employed the ADDIE model, which comprises analysis, design, development, implementation, and evaluation phases. Data were collected through expert assessments, student and teacher response questionnaires, observations, interviews, and a poetry reading performance rubric. The implementation involved 33 Grade X students. The results indicated validation scores of 97.92% from subject matter experts and 80% from media experts, along with positive responses from students (85.96%) and teachers (97.92%). The average poetry-reading performance score was 82.20. These findings demonstrate that the "Magic Hat Action Cards" is a viable and well-received learning medium for poetry reading. However, as the study involved only a single class without a pretest-posttest design or a control group, the performance results cannot be interpreted as definitive evidence of improvement or a causal effect attributable to the medium used. The study’s contribution lies in the integration of game mechanics, multimodal scaffolding, and performative practice in poetry reading instruction
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