Introducing the Visual Art through Concrete Poetry in the EFL Classroom: A Case Study

Teaching poetry offers the teacher of literature some basic and active ways to engage students in learning English because of poetry’s rich language which represents an opportunity for learners to explore meanings and be able to formulate creative responses. One must be aware of the fact that poetry includes various types which differ in forms, and each one of these may have a particular influence on students? learning literature; that is why one centralized the research area on concrete poetry or what is called visual poetry too. This study aims to teach students not only to read and listen to a poem but to develop the skill of creativity through rewriting and this ability would be provoked by the visual shape of the concrete poem. One is trying to bring fun in the EFL classroom and particularly during the literature lecture where students are probably bored by analyzing every line and stanza. So, all these aims were to be concrete via a test, observation and questionnaire. These scientific tools confirmed one’s hypotheses about how positive is concrete poetry for the group of the third-year English L.M.D. students at the University of Djilali Liabes, Sidi Bel Abbes

TYPE AND MEANING OF THE FIGURATIVE LANGUAGE FOUND IN NIKI’S SELECTED SONGS' LYRICS

Alfiyani, Wenny. 2021. Type and Meaning The Figurative Language Found in Niki Zefanya’s Selected Songs' Lyrics And its Contribution To Teaching Poetry. Final project English Study Program, Faculty of Language and Arts Educations, University of PGRI Semarang. This final project is based on the study, which attempted to the analysis of the Figurative language in Niki – Nicole Zefanya selected songs and its contribution to teaching poetry. The three songs were Lose, Indigo,and La La Lost You. The main purpose of this study was to found the types, the dominations, and the meaning of figurative languages used in the three songs, and also the contribution to teach poetry. This study expected to be a source for the English teachers to teach Poetry. This study is qualitative research, which analyzed the types and meaning of the figurative language found in Niki’s songs lyrics using Kennedy, X.J. and Gioia. D.’s theory (2005). The data of the research were collected by listening, watching, reading, identifying, analyzing, and classifying. The result of the study was there were seven types of figurative language found in the study. And they were metaphor hyperbole repetition simile apostrophe paradox allegory. The contributions of this by using songs lyrics to teaching poetry was could make a positive, relax, and full attention learning, more focus and absorb the material, bringing a sense of community, Improving memory, and enhance their imagination.

What Happens When Poetry Teaches?

Poetry means different things to different people. This article examines poetry as a genre of literature where writers deliberately select words and artfully arrange them in such a way that they paint vivid images on the canvas of the reader’s mind. It notes that some schools neglect to include poetry as a part of the English Language Arts curriculum, and that even when it is included, there is an imbalance between teaching prose and poetry, and classrooms are fraught with fledgling uninspired teachers fumbling to get students engaged in this neglected literary form. The writer makes the case that by employing innovative best practices in their lessons, educators should create opportunities for students to read, memorize, write, appreciate, and analyze poems. In taking the stance that poetry is an avenue to thinking and making inferences, the article makes the point that training the minds of the students to “dig deeper” will build higher-order thinking skills, an attitude that will be transferred to other areas of the curriculum. It calls for teachers to model and be enthusiastic about teaching poetry.

Efektivitas Pendekatan Struktural Genetik Dalam Pembelajaran Mengkreasi Puisi Pada Siswa Kelas IV SD Inpres Kecamatan Tamalanrea Kota Makassar

Tujuan penelitian ini adalah untuk mengetahui keefektifan pendekatan struktural genetik dalam pembelajaran puisi pada siswa kelas IV SD Inpres Kecamatan Tamalanrea Kota Makassar. Subyek dalam penelitian ini dikelompokkan atas dua kelompok, yaitu siswa kelas IV A SD Inpres Tamalanrea 3 sebagai kelas kontrol dan siswa IV B SD Inpres Tamalanrea 4 sebagai kelas eksperimen. Penelitian ini dibagi ke dalam dua kelas, yaitu kelas eksperimen dan kelas kontrol. Sebelum diberikan perlakuan kepada kelas eksperimen, maka kedua kelas itu diberikan tes awal (pree test). Setelah perlakuan itu diberikan kepada kelas eksperimen, maka kedua kelas tersebut diberikan tes kembali (post-test) untuk mengetahui perbedaan hasil dari kedua kelas itu. Teknik pengumpulan data mengunakan teknik observasi, tes awal, dan tes akhir. Data dianalisis secara deskriptif dan analisis inferensial. Hasil penelitian ini menunjukkaqn bahwa: nilai rata-rata post test kelas eksperimen lebih besar dari pada nilai rata-rata kelas kontrol yaitu 75,19 > 65,62. Ini berarti bahwa pembelajaran dengan menggunakan pendekatan struktural genetik pada lebih efektif dibandingkan dengan siswa yang tidak menggunakan pendekatan structural genetic. The purpose of this study was to determine the effectiveness of genetic structural approach in teaching poetry for fourth grade students of SD Inpres, Tamalanrea District, Makassar City. The subjects in this study were grouped into two groups, namely grade IV A SD Inpres Tamalanrea 3 as the control class and students IV B SD Inpres Tamalanrea 4 as the experimental class. This study was divided into two classes, namely the experimental class and the control class. Before given treatment to the experimental class, the two classes were given a pre-test. After the treatment was given to the experimental class, the two classes were given a post-test to determine the difference in the results of the two classes. Data collection techniques used observation techniques, pre-test, and post-test. Data were analyzed descriptively and inferential analysis. The results of this study indicate that: the post-test mean score of the experimental class is greater than the control class average score, which is 75.19>65.62. This means that students learning using genetic structural approach is more effective than those who do not use genetic structural approach.

Pelatihan Penciptaan Musikalisasi Puisi sebagai Bentuk Apresiasi Sastra pada Siswa SMK Telkom Pekanbaru

Scientific articles are scientific papers of research results communicated in scientific publications, such as journals, magazines, or other publications. In schools, especially teachers who teach Bahasa Indonesia, are required to be able to motivate students to increase their reading interest in literature, because by studying literature students can get various benefits for their lives. Therefore, a teacher is required to be able to guide students to give appreciation for literary works, especially poetry. However, the reality in the field, teachers have difficulty teaching poetry musicalization. Because in addition to a calm understanding of literature itself, an understanding of music is also very important. This Community Service Activity aims to provide students with understanding and provide provisions for the ability to create poetry musicalization as an alternative in appreciating literature, especially poetry. The method used in this activity is in the form of workshops delivered with lectures, question-and-answer, and practical techniques. To find out the extent of student acceptance and understanding, as well as student abilities, at the beginning and end of the training an assessment or evaluation is carried out by filling out the pretest and posttest sheets. Based on the results of the tests that have been conducted, it is known that the participants experienced an increase in their understanding of the concepts of literary appreciation, poetry appreciation, and poetry musicalization from 64% to 100%. Starting from this understanding, students can be more creative in creating a poetry musicalization. Keywords: Literary Appreciation, Poetry Appreciation, Poetry Musicalization

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Poetry Appreciation and Paraphrasing Skills of Grade 9 Students

Among all the literary pieces used in English language teaching, poetry has always been regarded as an interesting and challenging literature genre used in English language teaching. Researchers that explored the appreciation of poetry and the factors that affect its approach had different points of view; however, they certainly agreed on the universal concern of research on the difficulty and lack of enthusiasm in dealing with poetry. Accordingly, recent neuroscientific research commenced using poetry in paraphrasing since both complement one another in language teaching. As a literary product, poetry requires a high analysis skill for adequate comprehension, while paraphrasing involves extensively analyzing ideas and forming new borrowed personal interpretation. Hence, this study aimed to see the relationship between students' degree of poetry appreciation and paraphrasing skills.