DEVELOPING APPRECIATIVE LITERATURE TEXTBOOK BASED ON THEMATIC-INTEGRATIVE THROUGH ACTIVE LEARNING TO IMPROVE UNDERGRADUATE STUDENTS’ APPRECIATIVE CAPABILITY ON POETRY AND DRAMA IN ELEMENTARY TECHER EDUCATION PROGRAM
<p><em>The objectives of this research </em><em>we</em><em>re: (1) to describe students</em><em>’</em><em> and lecturers</em><em>’ </em><em>needs </em><em>on </em><em>poetry and drama </em><em>appreciative textbook</em><em>, (2) to describe the development of textbook model (3) to find the effectiveness of textbook </em><em>model</em><em> 4) to describe textbook dissemination. The type of research used was research </em><em>and </em><em>development. Research was done through 4 stages: (1) </em><em>exploration</em><em>, (2) model development, (3) model testing, (4) dissemination. Exploration stage used qualitative descriptive approach. Data </em><em>was collected through</em><em> in-depth interviews, observation, documentation, and questionnaires. Data analysis technique </em><em>was </em><em>interactive analysis model. </em><em>M</em><em>odel testing </em><em>was done through </em><em>experimental research. The results of this research were: (1) </em><em>the </em><em>exploration stage showed that the </em><em>poetry and drama learning </em><em>textbook used by </em><em>Elementary Teacher Education Program (ETEP) </em><em>student</em><em>sin </em><em>Surakarta </em><em>did </em><em>not </em><em>meet the </em><em>student</em><em>s’</em><em> and lecturer</em><em>s’ need</em><em>, (2) model development </em><em>stage producedappreciative poetry and drama </em><em>textbook through preliminary field testing; (3) </em><em>model </em><em>testing phase </em><em>was to test</em><em> effectiveness </em><em>of the textbook used </em><em>t-test </em><em>non-</em><em>independent technique</em><em>.It was </em><em>obtained t</em><em><sub>obtain</sub></em><em>of </em><em>23 </em><em>and </em><em>t</em><em><sub>table(</sub></em><em><sub>90; 0.05)</sub></em><em>of </em><em>1.67. Thus, t</em><em><sub>obtained</sub></em><em> (23)> t<sub>table</sub> (1.67) </em><em>which meant that</em><em> the hypothesis was accepted (Ho was rejected). In conclusion, the </em><em>Appreciative</em><em> Poetry and Drama textbook model was effectively improve students' poetry and drama appreciation skills. Dissemination was done through national seminars, article writing in international journals, as well as the publishing of an Integrative-thematic Textbook of Poetry and Drama Learning</em><em> with ISBN</em><em>.</em></p>