Poetry Lesson Research Articles

New Directions in Cognitive Grammar and Style

New Directions in Cognitive Grammar and Style

IMPROVING THE MOTIVATION AND LISTENING ABILITY OF ELEVENTH GRADE STUDENTS BY USING SMART APP CREATOR

The objective of this study was to find out and analyze the process of improving the motivation and listening ability of the eleventh grades students by using Smart App Creator in the Management Program at SMK Negeri 3 OKU Selatan. The method which used in this research is classroom action research where it took place in 3 cycles. The result of this study found that there was improvement of students’ listening ability and motivation. The score of minimum completeness criteria of English lesson was 70. In listening test cycle 1 there were 10 students who pass the minimum completeness criteria or 33,3% of students. In listening test cycle 2 there were 18 students who pass the minimum completeness criteria or 60% of students and in listening test of cycle 3 there were 26 students who pass the minimum completeness criteria or 86% of students. There were improvement of students listening ability as 52.7% where from cycle 1 to cycle 2 gained improvement as 26,7% and from cycle 2 to cycle 3 gained improvement as 26%. The students’ participation increased during the teaching learning process whereas it indicates the students’ motivation had increased. Faqih, (2021) have researched about Smart App Creator as a learning media where he found that smart app creator effective to use as a learning media of poetry lesson and now the researcher found that smart app creator can use as a learning media to improve students’ listening ability and motivation.

THE USE OF PERSONAL-RESPONSE APPROACH (PRA) IN POETRY ANALYSIS AMONG JUNIOR HIGH SCHOOL STUDENTS

This study aimed to examine the personal response approach in the context of poetry analysis and sought to identify the phases the responses of the students fall and the possible influencing factors in their responses. Thirty-five (35) grade 10 students of Mary Help of Christians College took part in this study. The qualitative research design was used for this study. The data were gathered by conducting three synchronous sessions of poetry lessons applying the personal response approach. The sessions were recorded, and the students' responses to poetry analysis, both verbal and written, were transcribed as primary data. The researcher applied the personal response approach in discussing the following poems: ?I remember, I remember? by Thomas Hood; ?The Road Not Taken by Robert Frost?, and ?Sonnet 116? by William Shakespeare, and obtained the responses of the students to the analysis questions during the poetry lessons. The responses were qualitatively analyzed using the phases of the developmental model by Thomson (1987) presented in Spirovska (2019). The responses were categorized in the phases reached: literal, empathy, analogy, reflection, evaluation, and recognition. One hundred forty-six responses were gathered from the analysis of three poetries used. The data revealed that students were able to provide responses the analysis question of the text until the sixth phase of the developmental model of the personal response approach. using PRA creates an opportunity for the student to further understand the text by connecting their experiences, emotions, reflections, realization, and role in the reading process. With this, students improve their literary skills and reading comprehension for they understand better the given poetry. PRA in this regard, improves the pedagogy of poetry teaching by letting the students have a more personal connection to the text to understand the essence of literature, as well as to improve understanding of others. In addition, influencing factors were identified namely linguistic knowledge, emotion and subject matter, experience, reflective ability, values and beliefs, and role awareness. These factors can be considered in order to assist students to have deeper understanding of the text. The study recommends that the conclusions generative be investigated. To improve poetry analysis using the approach teachers are encouraged to use prompt responses that would guide students to a clearer understanding of the text. They may also consider the influencing factors identified in the current study in selecting appropriate literature for the students. For future researchers that would dwell in a similar study, it is recommended to gather both qualitative and quantitative data to compare and statistically validate the students' understanding of poetry analysis. As well as to conduct the study measuring the students' perception, attitudes, and metric scores in the implementation of the personal response approach to poetry analysis.

A Poetry Lesson

ABSTRACT What do we see when we observe an excellent English lesson? What’s going on in the room? Perhaps what stands out is a collaborative making of meanings inspired by stimulating texts. Perhaps what’s most important is an ever-deepening knowledge about, and facility with, the many ways that language works. Maybe what we’re seeing is a carefully sequenced preparation for future hurdles to be negotiated. Or a blend of all three. And perhaps, as this story suggests, there is more. Perhaps every English lesson is affected in all kinds of subtle and sometimes invisible ways by unconscious fears and desires and by half-remembered histories, the territory towards which a story – more easily than a piece of non-fiction – can gesture.

The Use of Figurative Languages on the Students' Poetry Semester V at FKIP Universitas HKBP Nommensen

<p>This research discusses The Use of Figurative Languages on the Students’ Poetry Semester V at FKIP Universitas HKBP Nommensen. The problems of this research are (1) what types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? (2) what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? The objectives of this research are to find out types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan and to figure out and analyze what figurative language is dominantly used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan?To find out the answer of the problem in this research, the writer uses the related theories; they are Quinn (1982), McDonough and Shaw (1993), Gluckberg (2001), Alm-Arvius (2003), Lazar (2003), Ratumanan and Laurens (2003), Brown (2004), Harmer (2004), Heller (2006), Picken (2007), Keraf (2009), Creswell (2009), Arikunto (2010), Arnold and Von Hollander (2011), Dalman (2012), Dancygier and Sweetser (2014). This research is conducted with descriptive qualitative research where the subject and object is taken from the students’ poetry. The writer gets the data by observation and documenting. After the data had been collected, the writer finds out three types of figurative language on the students’ poetry: symbol, metaphors and personifications. In teaching poetry, every teacher needs to call upon a number of techniques and methods. If teachers of poetry disagree on the methods of teaching a certain poet, they must agree on goals: To put their students in touch with the mind of that poet. No doubt, it is known for every one that good poetry lessons occur in classrooms where young people are guided by responsive teachers who implement as well as they plan.</p><strong>Keywords: </strong>Figurative language, poetry, language

Poetry Writing Learning Contextual Learning Through Application Model (Contektual Teaching And Learning) Share Class Ix Student Smp Negeri 1 Painan South Coastal District

In the literary learning activities will be realized concretely through the reading and understanding of poetry, novels, short stories, romances, and drama text. The activities of understanding a literary work should be done in earnest so as to train and develop the sensitivity of the mind. While learning Indonesian language directed to improve the ability of students in communicating both orally and in writing and can foster an appreciation of a work of Indonesian literature.
 Learning poetry writing will also be able to develop the ability of students of class IX SMP Negeri 1 Painan using Contextual Model (contektual teanching and learning). With the development of contextual model (contexual teanching and learning), it is expected that the students will be more active and creative in learning Indonesian language especially in writing poetry lesson, and improving the quality of students' learning in terms of finding, finding and solving problems in learning. By actively and creatively breeding in searching for sources and in discussions as problem-solving efforts, students will really understand the learning materials. By mastering the learning materials, it allows them to get the optimal value and in turn the index of his presentation will increase.
 The change is one of them by using contextual model (contektual teanching and learning) as an effort to improve the ability to write poetry. Contextual modeling (contextual teanching and learning) is a system that stimulates the brain to construct patterns that embody meaning or a learning system that matches the brain that produces meaning by linking the academic content to the context of the student's daily life. In order to optimize the learning of the Indonesian language especially for the subject of writing poetry, it is necessary to conduct a classroom action research on "Poetry Writing Learning Through Application of Contextual Learning Model (Contextual Teaching And Learning) for Class IX Students of SMP Negeri 1 Painan Pesisir Selatan Regency".

‘Suddenly, I am part of the poem’: texts as worlds, reader-response and grammar in teaching poetry

This article draws on research into using reader-response theory as a way of thinking about teaching grammar and poetry in the English classroom. Framing my discussion around world-based models of reader-response such as Transactional Theory (Rosenblatt 1938, 1978) and Text World Theory (Gavins 2007; Werth 1999), I argue that this approach is useful in that it foregrounds the creative nature of reading whilst providing a systematic way of analysing language. I analyse data from a series of Key Stage 3 poetry lessons, showing how world-based approaches provide a “concept-driven pedagogical tool” for the teaching of grammar, giving KS3 students the opportunity to build and develop on KS2 grammatical knowledge. I also show how this approach helped to produce authentic responses to literature and generated meta-reflective discussions on the reading process. I argue that this approach offers an intuitive, accessible and contextualised method for exploring how language and grammar work.

Poetry Lesson

Poetry Lesson

Enhancing English Competences in Tanzania: Developing Activity-oriented Learning Materials in Poetry Lessons

Enhancing English Competences in Tanzania: Developing Activity-oriented Learning Materials in Poetry Lessons

‘Poems look like a mathematical equation’: Assessment in poetry education

<p>This article considers the influence that assessment exerts on poetry education. By means of research conducted in a post-16 educational context in Malta, it shows that teachers’ and students’ practices in the poetry lesson are determined by the kind of examinations that candidates sit for. When the mode of assessment is constituted solely by the traditional essay test that excludes students’ personal response, their engagement with poetry might be impaired and teachers’ role becomes highly pronounced. The article demonstrates how assessment plays a key role in governing teachers’ and students’ practices in the classroom. However, it is also argued that other factors are equally responsible for their approach to poetry.</p>

HUBUNGAN JIWA-RAGA DAN KURIKULUM PENDIDIKAN ISLAM MENURUT IBNU SINA

This study discusses the life philosophy of Ibn Sina that the human soul is divided into three namely (1). Soul plants (2). Animal souls (3). The Human souls. The human soul has two power that is practical to do with the power agency and daya teoritis yang hubungannya dengan hal-hal yang abtrak. The theoretical power has four levels namely, material sence, sence al-angle, The actual sense, sense mustafad. Based on the assessment that the four stages of the mind is a stage of human thinking to acquire knowledge. Humans acquire the knowledge necessary to practice and study hard from material sense to the sense mustafad. It can be used as a foundation in providing curriculum materials on human education. My mind and body are intimately connected. The influence of the soul to the body is not enforced, whenever the soul wants to move the soul, then the price will be asked. It provides recommendations for the development of educational curriculum should put the education of the soul footstool headliner. Ibn Sina formulate curriculum development based on the age of the child's developmental level. Age 3-5 years the formation of a physical, mental and moral. Age 6-14 years: includes reading and memorizing the Koran, religion subject, arabic, poetry lesson, and sports, teaching skills, appropriate talent. Age 14 years to the top, subjects given selected according to their talents and interests of children towards a professional or an expert in a particular field. Keywords: relationship of soul and body, Islamic education curriculum

Animate affects: censorship, reckless pedagogies, and beautiful feelings

ABSTRACTThis paper argues that affect bears a potent teaching capacity. To do so, it explores the intensities that built around a student-teacher's dismissal from a US school placement. In this incident, the topic of homophobia in a poetry lesson elicited a buzz among students that enacted a pedagogy that exceeded the speaking subject. It was these animating capacities of affect, the author argues, that were deemed particularly threatening by the school. Affect as pedagogy puts pressure on legacies that position the human, usually the teacher, as the sole locus of pedagogy in the classroom and that privilege telos-driven notions of curricular ‘progress’. The paper concludes by drawing connections between the animating capacities of affect and larger debates around trigger warnings on curricular materials. The author suggests that, rather than seeking to foreclose intensities in classrooms, educators might pay more attention to how affect offers richly generative, but often overlooked, sites of pedagogical force.

Teaching Poetry in Korean Language Classes

ABSTRACT This article illustrates how literature was incorporated into the curricula of Korean language classes and reports the effects it had on students and instructors. Poetry, a genre of literary text, was chosen because of its brevity and rhythmic nature, which allows students to gain immediate access to Korean authors' original writings. The intent was to build a more authentic curriculum that empowers students as authors and as intellectual thinkers in the target language from the outset to bridge the gap between the existing language curricula and literature curricula. The results from the first-year classes show that poetry lessons inspired students to creatively use Korean as a thinking tool and that students directly applied learned expressions for everyday objects and concrete verbs in their poetry writing. Students from the second year reported that the process of reading, understanding, and writing poems added a new dimension of meaningful exercises to the existing curriculum and that the poetry project increased an understanding of Korean society in its historic contexts. After studying poetry for 2 years, students not only developed an ability to appreciate poetry in the context of Korean culture and history, but also appreciated the complexity and depth of the creative writing process.

Using legimation code theory to track pedagogic practice in a South African English home language poetry lesson

This paper utilises two dimensions of Legitimation Code Theory, Specialisation and Semantics, to describe and analyse aspects of the poetry pedagogy of a South African home language subject English teacher. The Specialisation analysis illuminates how, while the lesson is oriented towards social relations in its focus on cultivating learners’ literary gaze, the teacher’s pedagogy exhibits varying emphases on epistemic relations and social relations in different phases of the lesson. These concepts facilitate more precise description of the pedagogy, which assists in clarifying and explicating the nature of the pedagogy of a teacher working with a cultural heritage orientation to literary instruction. Analysis within the Semantic dimension enables the tracking of pulses of shifts in abstraction and particularity through the lesson. This highlights the ways in which the teacher moves between more and less abstract and concrete forms of knowledge, which implicitly models ideational networks required for higher levels of close textual analysis.

ENTRE LUZES E ROMANTISMO: A ESTÉTICA HEDONISTA DO LICEU DAS DAMAS, DE GARRETT, E A REFLEXÃO SOBRE «POESIA» QUE PROPÕE

Este manuscrito de Almeida Garrett (pertencente à Biblioteca Geral da Universidade de Coimbra), começado cerca de 1822-32 e depois retomado (e que permanece, até hoje, sobejamente desconhecido), pretende posicionar as suas lições de poesia, escritas de um modo leve e cortês dado que se destinavam a uma “jovem Senhora”, no panorama estético e crítico português. O texto está bastante incompleto e, frequentemente, nos seus primeiros estádios de desenvolvimento, mas permite-nos documentar uma grande cisão cultural – aquela responsável pela expressão da subjetividade e subsequente reconhecimento da liberdade criativa, nascida a partir do sensualismo do Iluminismo, o qual foi favorável ao amanhecer Romântico. O prazer é repetidamente invocado pelo “mestre” como padrão de vida e deleite artístico; o seu grande cúmplice é o sentimento – uma energia individual que reúne a vivacidade dos sentidos, os discernimentos da razão e os movimentos de um coração delicado, virtuoso e espiritual. Daí brota o hedonismo estético, a consciência histórica, a relatividade crítica, a falta de “regras” e a tolerância do gosto revelada pelo Liceu das Damas.

‘Dissecting butterflies’: literary theory and poetry teaching in post-16 education

This paper discusses the role of literary theory within the teaching of poetry by focusing on post-16 education in Malta as a case study. Literary theory was meant to lead to a rethinking of the way poetry is approached in the A-level English classroom, but this failed to really come about due to the fact that it has not been adopted by syllabus developers and teachers. This paper explores the reasons for such reluctance by analysing the views of teachers and an examiner. It shows how a sense of unease with students' and teachers' ability to exploit literary theory in the poetry lesson seems to be one of the main factors behind its continued absence.

Both dialogic and dialectic: “Translation at the crossroads”

Abstract Wertsch's sociocultural anthropology, grounded in a theory of mind which owes much to the ideas of Vygotsky and Bakhtin, has enabled a rich understanding of classroom learning in terms of ‘growing semiotic control’ and ‘mastery of the mediational means’. This paper evaluates a recent argument by Wegerif that Wertsch's approach cannot do full justice to the theorising of creative emergence. Through examination of moments of creativity in two secondary school poetry lessons, it is suggested that Wegerif's critique is based on a one-sided view of the dialectic as “a dynamic form of logic leading all apparent differences to be subsumed into identity” and an underestimation of its analytic value. Post-modernist focus on the quality of dialogue at the expense of dialectical models of analysis could tend to undervalue important forms of extended classroom ‘talk for learning’ whose dialectic and dialogic functions are closely intertwined.

In Closing . . .: Poetry Lesson Grade 6

A teacher’s poem reflects on the multiple meanings and creative, personal expressions that children bring to the study of poetry specifically and language arts more generally.

Language play in the classroom: encouraging children's intuitive creativity with words through poetry

AbstractThis article begins by identifying that children have a spontaneous predilection for playing with language, engaging in poetic discourse even before their first poetry lesson. Although children's language play is relatively unresearched in the classroom, in a case study of two groups of pupils aged between 10 and 11, it was observed that children engaged in creative word play, and that this was generated in response to interaction with poetry and each other. This article suggests that children's poetical experiences may best be nurtured by building bridges between children's existing knowledge of language play and the specialised knowledge of poetry taught in the classroom through a teaching methodology based on socio‐constructivist principles.

Backing into Ekphrasis: Reading and Writing Poetry about Visual Art

Teacher Honor Moorman explains an extended poetry lesson that connects art and poetry. Students perform published poems written in response or reaction to paintings as preparation for their visit to an art museum, where they emulate the professional poets in writing original poems about art. Sample poems show the effectiveness of this idea.