“Theme-Title-Stanza” Approach to Poetry Reading in a Malaysian Preuniversity Class

Abstract

This study explores the efficacy of the “theme-title-stanza” approach in teaching poetry analysis to Malaysian preuniversity students. Traditional methods of poetry interpretation often focus on analysing individual elements such as rhyme, meter, and literary devices or otherwise known as the bottom-up approach. However, the “theme-title-stanza” approach, a literary specific top-down approach, emphasizes understanding a poem through its overarching theme, the significance of its title, and the analysis of individual stanzas first, before focusing on the parts and details. Utilizing a survey questionnaire, this research investigates the impact of this teaching strategy on students’ comprehension, appreciation, and engagement with poetry in a preuniversity classroom setting, and on their ability to transfer the skills obtained through the “theme-title-stanza” approach into reading other poems. The finding indicates the “theme-title-stanza” approach to teaching poetry is effective and would be utilised by students to read, understand and appreciate poetry in future. This research provides valuable insights into the potential benefits of incorporating this approach into preuniversity literature curricula, shedding light on effective methods to foster a deeper understanding and passion for poetry among students.