books and other resources to gain idea.

“The first thing that I have done to gain the idea was watching YouTube videos,
listening podcast and music, reading some books, and re-reading some poetry in my
house”.

This opinion supported by Rosmawan (2016) stated that reading is an activity that will

help student to generate ideas. He also emphasized that besides generating ideas, reading also

help reader to organize the ideas. Proper reading material provides valuable information,

vocabulary, new ideas, and inspiration which required by the reader. As poetry writing, reading a

poetry or any literacy product may be a way to get a helpful source for the writer.

In planning and incubation stage, the students expressed different ways of planning what

they are going to write. It includes making draft, developing ideas, and add more resources by

reading. As the respondent said:

“I always ask myself, what am I going to write? What massage do I want to convey?”
(R3)
“I just start writing, I believe ideas will come in the process (R2)”
“I create draft of my poem” (R5)

The drafting process in writing poetry is an important process because poetry is not

written in one process. In the drafting process, the writer arranges a series of words that come

from the author's memory or emotions (Dymoke, 2003). In the drafting process, the author can

provide aspects of the poem such as word form, sound, and word choice display that represent

more deeply the message that the author wants to convey (Lahman et al., 2019).

Besides that, respondent 1 said that during planning and incubation stage, he tried to give

imagination to his poetry.

“I write my imagination” (R1)

 According to Zalipour (2011), a wide imagination can describe the emotional, intellectual

and expressive feelings of the author which will certainly move and strengthen the poetry. Asim

et al., (2017) mentioned that imagination was assumed to be similar to memory as it was thought

to mediate the reproductive images of mental realities rather than those of sensory realities that

exist in the real materialistic world. They also mentioned several types of imagination such as

prosaic imagination, pictorial imagination, fancy imagination, fancy-realistic imagination and

poetic imagination.

During the beginning stage, students expressed different activity such as continuing the

draft, conducting consultation with experts. In developing the flow of the poetry or flowing

stage, the students reread the poetry and doing revision of the poetry. As the students said:

“My lecturer gave me some revision of my poetry” (R4)

“I think it is important to revise our poetry to make it more beautiful” (R5)

In doing revision of the draft, the writer can read out loud the poetry or given it to

someone to read. By doing this, the writer can identify the aspects of poetry such as space, line

breaks, punctuation to clarify the interpretation of the poetry (Lahman et al., 2019). Supported

that the process of revising the draft could consider the comments from personal point of view or

others such as experts point of view (Feltham & Sharen, 2015). Doing poetry’ revisions as the

process of creative writing found to be highly correlated with the quality of the end product

(Groenendijk et al., 2008).

The last steps were breakthrough and making title of the poetry. In breakthrough stage,

the students said that they tried to close the poetry with strong words or sentences. However,
student 1 said that she re-read the poetry to find if something is missing or correcting the

grammar, miss-typed word etc. As they said:

“I want the ending of the poetry to be kicking”(R2)

“I used strong symbol at the end of my poetry” (R5)

“I re-read my poetry to make sure everything is cleared” (R1)

Morley (2007) suggested that in breakthrough stage, the writer to reread the poetry from

the beginning to the end. This is useful for the writer to identify technical mistakes and repaired

them. Dymoke (2003) adds that in writing poetry, many of famous poets reread their poetry

many times to identify unnecessary repetitions and insignificant words; further correction of

punctuation.

The last stage conducted by students in writing their poetry was giving the title of the

poetry. The students said:

“I Have decided the title of my poetry at the beginning” (R3)

“The title came up at the end of the writing process” (R4)

“I could not keep a certain title for my poem because it constantly changed over time”

From their responses, it can be said that the students conducted inductive and deductive

approach in writing the poetry. Besides that, the respondents all picked a title that represents the

content of the poetry. In inductive approach, the writer created the tittle to guide them in

developing the writing, while in deductive approach, the writer created the title at the end of the

writing process (Sutrisno, 2019). Giving a title to a poem is something that all poets do. The title

of the poem can represent the contents of the poem, both events, feelings, thoughts, philosophy,
etc.(Schaper, 2013). The title of the poetry is very significance in determining the first

impression of the readers (Awasthi & Kulkarni, 2014).