Prospective EFL teachers’ perception toward teaching English vocabulary through poetry
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Published:
Mar 8, 2024
Keywords:
EFL, perceptions, poetry, student-teachers, vocabulary
Main Article Content
(1) * Ni Komang Arie Suwastini
Universitas Pendidikan Ganesha
Indonesia
(2) Putu Rahmayanti
Universitas Pendidikan Ganesha
Indonesia
(*) Corresponding Author
Abstract
Poetry has been reported to promote language awareness and authentic learning sources. As poems are composed in carefully arranged words to form rhyming sounds with beautiful rhythm, the present study aimed to reveal EFL students' perceptions of using poetry to teach English vocabulary. As a qualitative research, the present study observed eighty-seven short essays on using English poems for improving students' vocabulary written by students in an English Language Education Department in Bali. It was revealed that the student-teachers perceived poetry to help improve students' acquisition of word form, use, and meaning. Forty-four students wrote poems that could improve students' understanding of English word forms; twenty-three students argued that poetry could improve students' pronunciation. Twenty-one participants believed poems could improve students' spelling. In terms of word meaning, a total of thirty vouched for the use of poetry for introducing figurative languages (twenty-three students), enhancing students' acquisition of colloquial vocabulary (eleven students), and familiarizing students with unfamiliar words (eleven participants). Nine students insisted that poems could be used to improve students' word use, whereas six students believed poems could display grammatical functions. At the same time, three participants recognized the use of poems for acquainting students with collocations. These results imply that future EFL teachers recognize the potential of bringing English poetry as a medium for improving their EFL students'' vocabulary, hinting at the need for further research on the systematic procedure of how to implement poetry into EFL classrooms.
HIGHLIGHTS :
- Poetry, incorporating rhyme, figurative language, and diction, enables students to learn
creative vocabulary through pronunciation, spelling, figurative language, colloquial
language, unfamiliar words, grammatical function, and collocation. - Poetry comes in form of short and rich texts providing contextual sources for vocabulary
elements. Hence, it can enhance vocabulary learning through engaging activities, but
teachers must consider students' level and type. - Vocabulary enhances students' receptive and productive skills, particularly writing.
Poetry in EFL classes can enhance comprehension and consumption of complex texts,
supporting the writing process and improving eloquence, ultimately affecting the quality
of writing results.
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How to Cite
Suwastini, N. K. A., & Rahmayanti, P. (2024). Prospective EFL teachers’ perception toward teaching English vocabulary through poetry. JEES (Journal of English Educators Society), 9(1), 1-11. https://doi.org/10.21070/jees.v9i1.1769
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Copyright (c) 2024 Ni Komang Arie Suwastini, Putu Rahmayanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Antika, R. (2017). Poetry in Efl Classroom. Tell-Us Journal, 2(2), 20–35. https://doi.org/10.22202/tus.2016.v2i2.1335
Arindora, T., Sudarsono, S., & Regina, R. (2021). Developing poetry-based grammar teaching materials. Journal of English as a Foreign Language Education, 2(1), 12–21.
Ashirbaeva, A. (2020). Positive traits of teaching language through literature. Science and Education, 1(2), 43–46.
Baharuddin, A. F., Nur, S., & Isma, A. (2022). Teaching Strategy in Enriching the Efl Students’ Vocabulary Through Literature. LLT Journal: A Journal on Language and Language Teaching, 25(1), 250–262. https://doi.org/10.24071/llt.v25i1.4105
Beaumont, N. E. (2022). Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners. Education Sciences, 12(12). https://doi.org/10.3390/educsci12120905
Bowen, T., & Marles, J. (1992). The pronunciation book: Student-centred activities for pronunciation work. Longman.
Brown, D. (2011). What aspects of vocabulary knowledge do textbooks give attention to? Language Teaching Research, 15(1), 83–97. https://doi.org/10.1177/1362168810383345
Brown, D. F. (1974). Advanced vocabulary teaching: The problem of collocation. RELC Journal, 5(2), 1–11. https://doi.org/10.1177/003368827400500201
Burklund, C. E. (1955). The presentation of figurative language. Quarterly Journal of Speech, 41(4), 383–390. https://doi.org/10.1080/00335635509382101
Cameron, D. (1997). Sparing the rod: What teachers need to know about grammar. International Journal of Phytoremediation, 21(1), 229–239. https://doi.org/10.1080/1358684970040205
Concannon-Gibney, T. (2021). “Teacher, Teacher, can’t Catch Me!”: Teaching Vocabulary and Grammar using Nursery Rhymes to Children for Whom English is an Additional Language. Reading Teacher, 75(1), 41–50. https://doi.org/10.1002/trtr.2013
Cushing, I. (2018). ‘Suddenly, I am part of the poem’: texts as worlds, reader-response and grammar in teaching poetry. English in Education, 52(1), 7–19. https://doi.org/10.1080/04250494.2018.1414398
Finch, A. (2014). Using Poems to Teach English Using Poems to Teach English. Research Gate, June 2003.
Futagi, Y., Deane, P., Chodorow, M., & Tetreault, J. (2008). A computational approach to detecting collocation errors in the writing of non-native speakers of English. Computer Assisted Language Learning, 21(4), 353–367. https://doi.org/10.1080/09588220802343561
Ghofur, A. (2022). Digital Comic Media on Smartphones to Improve Communication Skills. Journal of Innovation in Educational and Cultural Research, 3(3), 432–444. https://doi.org/10.46843/jiecr.v3i3.149
Gibbs, R. W., Buchalter, D. L., Moise, J. F., & Farrar, W. T. (1993). Literal Meaning and Figurative Language. Discourse Processes, 16(4), 387–403. https://doi.org/10.1080/01638539309544846
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Hasanah, D. (2020). The Use of Colloquial Words in Improving Students’ Speaking Through Teacher’s Daily Assessment. 430(Conaplin 2019), 29–33. https://doi.org/10.2991/assehr.k.200406.007
Herlina, N. (2016). Teaching Literature Through Poetry: a Shifting Reading Orientation From Efferent To Aesthetic. EduLite: Journal of English Education, Literature and Culture, 1(2), 225. https://doi.org/10.30659/e.1.2.225-238
Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53–66. https://doi.org/10.1017/CBO9781107415324.004
Hong, H. (2018). Exploring the role of intertextuality in promoting young ELL children’s poetry writing and learning: a discourse analytic approach. Classroom Discourse, 9(2), 166–182. https://doi.org/10.1080/19463014.2017.1351383
Huang, P. Y., & Tsao, N. L. (2021). Using collocation clusters to detect and correct English L2 learners’ collocation errors. Computer Assisted Language Learning, 34(3), 270–296. https://doi.org/10.1080/09588221.2019.1607880
Imamović-Topčić, E., & Weger, D. (2017). Colloquial and academic language in interaction: Students’ linguistic strategies during a collaborative task in history class. Orbis Scholae, 11(3), 47–62. https://doi.org/10.14712/23363177.2018.273
Issitt, J., & Issitt, M. (2010). Learning about the world of the student: Writing poetry for teacher-student understanding. Education 3-13, 38(1), 101–109. https://doi.org/10.1080/03004270903099801
Jones, R. H. (1997). Beyond “Listen and Repeat”: Pronunciation teaching materials and theories of second language acquisition. System, 25(1), 103–112.
Kalogirou, K., Beauchamp, G., & Whyte, S. (2019). Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting. Language Learning Journal, 47(3), 332–343. https://doi.org/10.1080/09571736.2017.1283351
Kanonidou, E., & Papachristou, V. (2019). The Use of Songs, Lyrics and Poetry in EFL Teaching and in SLA: Students’ and Teachers’ Views Authors: (Issue April).
Keshavarzi, A. (2012). Use of Literature in Teaching English. Procedia - Social and Behavioral Sciences, 46, 554–559. https://doi.org/10.1016/j.sbspro.2012.05.159
Kreiner, D. S., Schnakenberg, S. D., Green, A. G., Costello, M. J., & McClin, A. F. (2002). Effects of spelling errors on the perception of writers. Journal of General Psychology, 129(1), 5–17. https://doi.org/10.1080/00221300209602029
Kuru Gönen, S. İ. (2018). Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers. Advances in Language and Literary Studies, 9(5), 28. https://doi.org/10.7575/aiac.alls.v.9n.5p.28
Lee, J. S., Lee, K., & Arifah Drajati, N. (2019). Preservice English teachers’ perceptions of English as an international language in Indonesia and Korea. Journal of Multilingual and Multicultural Development, 40(3), 230–243. https://doi.org/10.1080/01434632.2018.1503669
Liao, F. Y. (2018). Prospective ESL/EFL teachers’ perceptions towards writing poetry in a second language: Difficulty, value, emotion, and attitude. Eurasian Journal of Applied Linguistics, 4(1), 1–16. https://doi.org/10.32601/ejal.460583
Lin, D. T. A., Pandian, A., & Jaganathan, P. (2017). Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development. Reading Matrix: An International Online Journal, 17(2), 40–51. http://ezproxy.lib.uconn.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1154761&site=ehost-live%0Ahttp://www.readingmatrix.com/files/17-lj107025.pdf
Mahmud, M. (2017). Teaching students to develop paragraphs by poetry writing. International Journal of Language Education, 1(1), 37–50. https://doi.org/10.26858/ijole.v1i1.2870
Marcus-Quinn, A. (2016). The potential of high-quality Open Educational Resources (OERs) for the teaching of English poetry. Journal of Poetry Therapy, 29(1), 33–45. https://doi.org/10.1080/08893675.2016.1133085
Mardali, J., & Siyyari, M. (2019). English teachers’ beliefs and practices in teaching vocabulary: The case of teaching experience. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1686812
Mart, Ç. T. (2021). The Seamless Relationship between Teaching Poetry and Language Learning. Universal Journal of Educational Research, 9(2), 288–291. https://doi.org/10.13189/ujer.2021.090204
Master, P. (2017). Systems in English grammar: An introduction for language teachers (Issue February). Pearson Education.
McWhorter, J. Y. V., & Bullion-Mears, A. T. (1997). Writing Poetry in Content Classrooms. Middle School Journal, 29(2), 46–50. https://doi.org/10.1080/00940771.1997.11494497
Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (H. Salmon & K. Perry (eds.); Third Edit). SAGE Publications.
Moehkardi, R. R. D. (2002). Grammatical and lexical English collocations: Some possible problems to Indonesian Learners of English. Humaniora, 14(1), 53–62.
Moolman, K. (2015). Teaching the Practice of Writing Poetry in an Academic Environment. Current Writing, 27(2), 124–131. https://doi.org/10.1080/1013929X.2015.1088247
Mudzielwana, N. P. (2016). Conceptualisation of Language and Vocabulary Learning Strategies: Key Aspect in Every Curriculum Area. International Journal of Educational Sciences, 15(3), 538–546. https://doi.org/10.1080/09751122.2016.11890564
Muthmainnah, Rahman, A., Atmowardoyo, H., Salija, K., & Asrifan, A. (2020). Literary Work as Teaching Materials: A Study of Students and Lecturers Needs Analysis. Solid State Technology, 63(5), 394–407.
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