Using a "Prosing Poem" Strategy in Teaching Poetry in the EFL Context of Indonesia

The present article reports our reflections on how to teach an introductory course on poetry in an Indonesian tertiary educational institution where English is a foreign language. The reflections are made on the basis of our experiences of teaching the course, the main challenge of which centres on...

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Bibliographic Details
Published in:TEFLIN journal 2022, Vol.33 (1), p.201-219
Main Authors: Amri, M. Misbahul, Basthomi, Yazid
Format: Article
Language:English
Subjects:
Accreditation
Applied Linguistics
Beliefs
Departments
Doctoral Degrees
Educational Practices
Educational Strategies
EFL
English (Second Language)
English as a second language
English as a second language instruction
English Instruction
Evidence
Foreign Countries
Foreign language learning
Grammar
Higher education
Indonesian
Introductory Courses
Language
Language Processing
Language Skills
Language Teachers
Linguistic Performance
Literary Genres
Native Speakers
Pedagogy
Poetry
Poets
prosing poem
Reflection
Second Language Instruction
Second Language Learning
Student Attitudes
Students
Teacher Attitudes
Teaching Experience
Teaching Methods
teaching strategy
Undergraduate Students
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Summary:The present article reports our reflections on how to teach an introductory course on poetry in an Indonesian tertiary educational institution where English is a foreign language. The reflections are made on the basis of our experiences of teaching the course, the main challenge of which centres on students' wronged perception of what poetry is; students tend to have an entrenched idea that poetry must be perplexing. The reflections have led us to a teaching strategy which we call "prosing poem." Applying the strategy, we help students by providing made-up prosaic forms of the poems. This strategy has proven to help demystify students' idea on poetry as a difficult subject. It allows students to unpack the poetic texts in a less daunting way as they can rely on their English mastery without having cognitive block.
ISSN:0215-773X
2356-2641
DOI:10.15639/teflinjournal.v33i1/201-219