POETRY AND STUDENTS’ READING ENGAGEMENT: An Exploratory Study In An Efl Classroom At A Senior High School In Bandung.
Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Poetry and Students’ Reading Engagement:
An Exploratory Study in an EFL Classroom at a Senior High School in Bandung
A Thesis
Submitted in Partial Fulfillment of the Requirements for a Master’s Degree in
English Education
By: Rahma Arsyad
1103415
ENGLISH EDUCATION DEPARTMENT SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
BANDUNG 2013
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Poetry and Students’ Reading Engagement:
An Exploratory Study in an EFL Classroom at a Senior High School in Bandung
Oleh Rahma Arsyad
S.Pd Universitas Pattimura Ambon, 2009
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) Pada Fakultas Pendidikan Bahasa dan Seni
© Rahma Arsyad 2013 Universitas Pendidikan Indonesia,
Agustus 2013
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difotocopy, atau cara lainnya tanpa ijin dari penulis.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPROVAL SHEET
A Thesis
Poetry and Students’ Reading Engagement: An Exploratory Study in an EFL Classroom at a Senior High School in Bandung
By Rahma Arsyad
(1103415)
Approved by:
Main Supervisor Co. supervisor
Dr. Rd. Safrina Noorman, M.A. Bachrudin Musthafa, M.A., Ph.D.
Nip. 196207291987032003 Nip. 19573101987031001
Examiner I Examiner II
Prof. Dr. Didi Sherdi, M.Ed. Iwa Lukmana, M.A., Ph.D.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DECLARATION
I hereby certify that this thesis entitled: “Poetry and Students’ Reading
Engagement: An Exploratory Study in an EFL Classroom at a Senior High School
in Bandung” is my own original work. I am completely aware that I have quoted
some statements and ideas from other sources, and they are properly acknowledged in the texts.
Bandung, August 2013
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
This study investigated the use of poetry as materials in an EFL classroom
at school settings. It explored the students’ engagement in learning through poetry
and their responses to the use of poetry in EFL reading. This study used a qualitative-exploratory approach, involving 27 students of grade X of a senior high school in Bandung, West Java. Multiple data collecting techniques including
observations, students’ documents (written responses) and open-ended interviews identified that: (1) students were engaged in three ways namely behavioral, emotional and cognitive engagements. The students behaviorally invested their effort to comprehend poems learned through insightful reading and active participation in the class. Also, poetry engaged students’ emotion that students expressed through affective reaction and responses. In the cognitive side, students had invested their high cognitive thinking through giving various analysis especially figurative analyses, associative and emotional responses. (2) Most students’ responses to the use of poetry in reading class were positive. They admitted that poetry had given them many benefits especially in developing their vocabulary and promoting independent participation and critical thinking. With the reference to the result, it is suggested that poetry should be used appropriately as materials in EFL reading class to engage students in learning. There are also
many aspects, such as students’ competences and characteristics, to think about when teachers intend to use poetry as materials. It is because poetry is very sensitive. Inappropriate selection of poems and teaching method can be unprofitable for learning. It is also hoped that further in-depth studies can be conducted to get more insightful understanding on the use of poetry at school level.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK
Studi ini meneliti tentang penggunaan puisi sebagai materi pembelajaran bahasa Inggris di sekolah. Study ini mengeksplorasi engagement siswa dalam belajar melalui puisi dan respon mereka terhadap penggunaan puisi dalam EFL Reading. Studi ini menggunakan pendekatan qualitative-exploratory yang melibatkan 27 siswa tingkat X di salah satu SMA di Bandung, Jawa Barat. Dengan beberapa teknik pengumpulan data berupa observasi, dokumen siswa dan wawancar ditemukan bahwa: (1) siswa terlibat dalam tiga pola belajar yaitu behavioral, emotional and cognitive engagements. Secara behavioral, siswa menginvestasikan usaha mereka dalam memahami puisis melalui pembacaan yang mendalam dan partisipasi aktif di kelas. Secara emosional, siswa melibatkan diri melalui reaksi-reaksi dan respon afektif. Secara kognitif, siswa menginvestasikan pola berfikir yang tinggi (high cognitive thinking) melalui analysis figuratif, assosiatif dan emotif. (2) Respon siswa terhadap penggunaan puisi pada umumnya bersifat positif. Mereka mengatakan bahwa penggunaan puisi memberikan banyak manfaat khususny dalam mengembangkan kosakata, dan menstimulasi partisipasi yang independen serta berfikir positif. Berdasarkan hasil yang ditemukan, dapat disarankan bahwa puisi dapat digunakan sebagai materi EFL reading di tingkat sekolah. Namun, ada bebrapa hal yang perlu diperhatikan dalam pemilihan puisi yaitu karakteristik siswa berupa kemampuan dan karakter mereka karena puisi sangat sensitive. Pemilihan puisi dan metode pembelajaran yang tidak sesuai bisa memberikan dampak yang tidak baik bagi pembelajaran. Diharapkan pula penelitian lebih mendalam dengan ranah serupa dapat dilakukan agar informasi yang ditemukan bisa lebih dalam.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
TITLE PAGE ……….. i
COPY RIGHT ……… ii
APPROVAL SHEET ………..……… iii
DECLARATION ………..……….. iv
PREFACE……… v
ACKNOWLEDGMENTS ……….. vi
ABSTRACT ………..……….. vii
TABLE OF CONTENTS ………..………. ix
LIST OF TABLES ………...……….. xii
LIST OF FIGURES ……… xiii
LIST OF APPENDICES ………. xiv
CHAPTER I INTRODUCTION 1.1.Background of This Study ………... 1
1.2.Research Questions ………..……… 3
1.3.The Purpose of This Study ……….. 3
1.4.Significance of This Study ………..…… 3
1.5.Definition of Key Terms ………..… 4
1.6.Organization of the Paper ……… 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1. Defining Poetry ………. 6
2.2. Poetry for EFL Teaching and Learning ………. 7
2.2.1.Poetry as EFL Materials ………. 7
2.2.2.The Usefulness of Poetry for EFL Learning and some Related Research ………. 11
2.2.2.1. Poetry for Reading and Vocabulary Development………… 11
2.2.2.2. Poetry for Listening, Speaking, and Pronunciation Skills Development ……… 12
2.2.2.3. Poetry for Syntactical and (Creative) Writing Skills Development ……….. 13
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.2.3.The Challenge of Using Poetry in EFL Classroom ……… 13
2.3.Students’ Engagement and Poetry………... 14
2.3.1.Students’ Engagement ………... 14
2.3.2.The Factors of Engagement in Poetry ……… 16
2.3.2.1. The Characteristics of Poetry ……… 17
2.3.2.2. Transactional Theory of Reading ……….. 18
2.4.Design of the Teaching of Poetry in EFL Classroom ……….. 19
2.4.1.Approach to the Teaching of Poetry ……….. 19
2.4.2.Selection of Poem and Condition of Learning ………... 20
2.5.Conclusion ………... 21
CHAPTER III METHODOLOGY 3.1.Research Design ……….. 23
3.2.Site and Participants ……… 24
3.3.Teaching Program ……… 24
3.4.Data Collection Techniques ………. 25
3.4.1.Observation ……… 25
3.4.2.Document ……….. 26
3.4.3.Interview ……… 26
3.5.Data Analysis ………. 27
3.5.1.Data from Observation ………. 28
3.5.2.Data from Document ……… 29
3.5.3. Data from Interview ……… 29
CHAPTER IV FINDINGS AND DISCUSSION 4.1.Students’ Engagement in Poetry Reading………... 31
4.1.1.Behavioral Engagement ………. 32
4.1.1.1. Effort in Reading ……….. 32
4.1.1.2. Participation in the Class ……….. 34
4.1.2.Emotional Engagement ……….. 36
4.1.2.1. Affective Reaction ……… 36
4.1.2.2. Emotional Responses ……… 38
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.1.3.1. Restatement Response ……….. 39
4.1.3.2. Emotional Responses ……… 40
4.1.3.3. Associative Response ……… 40
4.1.3.4. Figurative Response ………. 41
4.2.Students’ Responses to the Use of Poetry in EFL Reading ……… 43
4.2.1.Students’ Positive Responses to the Use of Poetry as EFL Materials ……… 43
4.2.2.Factors Affecting Students’ Responses to the Use of Poetry as EFL Materials ……… 44
4.2.2.1. Interest and Enjoyment in Reading Poetry ……….… 44
4.2.2.2. Students’ Own Preference as Teaching Materials ….……… 45
4.2.2.3. Teaching Method ……… 50
4.2.2.4. Students’ Raising Awareness on the Usefulness of Reading Poetry ……… 52
4.3.Discussion ……… 55
CHAPTER V CONCLUSION AND RECOMMENDATIONS 5.1.Conclusion……… 58
5.2.Recommendations ……… 59
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES
Appendix #A Teaching Program ……….. 66
Appendix #B List of Poem Used in This Study ……… 70
Appendix #C Transcription of Video Recording ………... 71
Appendix #D Sample of Students’ Worksheet ……….. 90
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
This chapter elaborates the introduction of this study. It is divided into several parts. The first part tells about the background underlying this study. The following parts point out the research questions, the purpose of this study, the significance of this study, and the definition of terms. Finally, the organization of the paper is presented.
1.1.Background of the Study
Poetry, like other non-literary genres, has the characteristics to be used in the Teaching English as Foreign Language (TEFL). It has meaning to be conveyed contextually. The difference is that poetry is written in an aesthetical way. According to Carter & Long (1991) poetry is beneficial to be used in the TEFL because (1) it can be a good language model from which learners may learn sentence construction (syntax) and acquire vocabulary; (2) it can enrich target
language culture knowledge; and (3) it can develop students’ personal character
through the moral value embedded in it.
In Indonesia, the use of poetry is not mentioned in the current curriculum (see KBK & KTSP) in the school level. As a consequence, poetry is rarely used in the school setting. Besides the absence of poetry in the curriculum, the unpopularity of the use of English poem at school level is also trigerred by its difficulty. Some research showed that many students found poetry as the most difficult literary work to be learned (Alwasilah, 2001; Ki, 2010; Murdibjono, 2011).
In the new EFL curriculum designed (Kurikulum 2013) poetry is included as one of genres that students should learn (see Kurikulum 2013: Standar Kompetensi SMA/MA). This demands EFL teachers to be able to use poetry as materials effectively. Since there are limited studies identified in the use of poetry in school setting (Isaeni, 2004; Rudy, 2001), there is no sufficient information on how poetry is taught and learned at school level in Indonesia. Hence, many
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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English teachers might be unfamiliar with the appropriate way of the teaching of poetry. The use of inappropriate teaching methods can cause failure in learning (Beach & Marshall, 1990; Hennessy, Hinchion, & McNamara, 2010). An inappropriate teaching way noticed by researchers is traditional method. Beach & Marshall (1990) mentioned that the use of traditional literature teaching method which focuses on one valid interpretation makes students bored in learning. They also described that the students whose interpretations are rejected by the teacher become unmotivated in learning literature.
In fact, according to the transactional theory of reading coined by Louise Rosenblatt, literary texts (including poetry) have the potential to engage and motivate students in learning through reader-text transaction. This theory proposes that there is a transactional process between the reader and the literary text in which the reader makes meaning (Rosenblatt, 1988; Probst, 1987). During the process, the reader involves their linguistic competence and life experience to interact with the text to attain meaningful interpretation (Rosenblatt, 1985 in Cox & Many, 1992). Hence, readers may have different interpretations since their experiences may be also different. This theory implies that in the teaching of poetry, students/readers can be the most involved parts. Teachers should
emphasize the discussion of students’ interpretation rather than the teachers’. This
is a key of engaging the students in learning literature (Marks, 2000; Shernoff et al, 2003; Jones, 2009). Engagement is very important for learning development and it has very strong correlation with learning achievement (Marks, 2000; Shernoff et al, 2003; NCSE, 2006).
Apparently, poetry can engage students by involvement and enjoyment. Poetry is an authentic human feeling expression through which students can attend and relate to their feelings and experiences (Musthafa, 1994). Therefore, to
fully engage students through poetry, teachers should carefully attract students’
enjoyment in choosing appropriate poetry which is relevant to their age. For instance, poetry about love and friendship will be suitable for adolescents. The presence of enjoyment in learning can make the sense of belonging in learning grow. So, learning can last longer and effective.
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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Seeing the limited study and the new curriculum design, the study on the use of poetry in teaching English at school level is considered important. Therefore, this study was designed. This study investigated how the use of poetry as materials in teaching English engaged students in learning. It also aimed to see how students responded to the use of poetry in learning English.
1.2.Research Questions
There were two basic research questions this study aimed to answer. The
first question was related to the students’ reading engagement during learning through poetry in the classroom. The second question dealt with the students’
response on the use of poetry in learning. These were represented in these following questions:
1) How does the use of poetry engage students in EFL reading? 2) How do the students respond to the use of poetry in EFL reading?
1.3.Purpose of the Study
Based on the research problems above, there were two purposes this study intended to achieve.
1) This study aimed to describe the students’ reading engagement during learning through poetry in EFL classroom.
2) This study intended to find out the students response to the use of poetry in learning English.
1.4.Significance of the Study
The result of this study provided some benefits in three areas of English language pedagogy.
a. For theory
This study can enlarge the horizon of language teaching theory in the EFL classroom particularly related to the use of literature as material to increase
students’ language learning engagement.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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This study also brings up the awareness of the usefulness of using poetry in EFL pedagogy with appropriate implementation, so that it can provide academic information to increase the chance of literature being integrated into the EFL curriculum in Indonesia.
c. For practice
Finally this study can provide chance for English language pedagogy practitioners to improve the quality of teaching practice especially in the use of various effective materials and methods in teaching.
Those significances mentioned above are seen as rational goals for the development of EFL pedagogy in Indonesia, i.e. to create a generation who are able to compete and exist in the globalization challenge.
1.5.Definition of Key Terms
This study relates several broad concepts of teaching literature. This part aims to specify them in terms of their use in this study. They also will be explained more deeply later in chapter II.
a. Poetry
Poetry is a type of literary text which contains a variety of linguistic devices (Maley and Moulding, 1985 in Ki, 2010) and presents experiences, thoughts, and feelings (Hanauer, 2004 in Ki, 2010), and is written for enjoyment (MacKay, 1993 in Ki, 2010). The poetry used in this study has been selected through
consideration of students’ prior and potential competence for learning as to
promote Zone of Proximal Development (See Vygotsky, in de Bot, et.al., 2005). b. Reading engagement
This study focuses on the students’ engagement in the reading instruction which encompasses the theory of engagement as “a psychological process,
especially the attention, interest, investment, and effort students expend in the
work of learning” (Marks, 2000, pp. 154-155). The description of engagement in this study covers three areas of engagement proposed by Fredericks, Blumfield, &
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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Paris (1994, in Appleton, Christenson, & Furlong, 2008), namely behavioral, cognitive, and emotional engagements.
c. EFL classroom
EFL classrooms are defined as the situations where the students of non-native English background learn English language as a foreign language in which it is not used in the community as a means of communication alongside the native language (Brown, 2007).
1.6.Organization of the Paper
This paper is organized in five chapters. Each chapter provides subtopics which explain the related issue. Chapter I presents the introduction which contains the background, research question, the purpose of this study, the significance of the study, definition of terms, the scope of this study and organization of the paper. Chapter II focuses on review of related literature. It elaborates the theoretical framework underlying the topics of this study namely poetry reading and students engagement. In chapter III, the research methodology is provided in which research design and setting, data collection and analysis, and the procedure of the research are described. Chapter IV presents the result of the study elaborated in the findings and discussions. Lastly, Chapter V ends this paper with the conclusion and suggestion given from this research.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
METHODOLOGY
This chapter presents the methodology of this study. It includes the research design, site and participant, data collection, data analysis and the research procedure.
3.1. Research Design
This study applied a qualitative research design in an exploratory study. An exploratory study is commonly used to investigate phenomena which are not really well understood and whose related research is very limited (Creswell, 2003). Therefore, it was believed that an exploratory study is an appropriate way
to study the phenomena of students’ engagement in EFL learning through poetry
which are also not very well understood. This study identified the boundaries or salient factors in the use of poetry in EFL classroom environment in which the engagement and preferences toward learning occurred (Creswell, 2003; Frenkel & Devers, 2000).
This exploratory study was conducted through a teaching program. This teaching program was designed for teaching English by using poetry. It consisted of eight meetings. Through this program, observations were carried out. The observations were conducted in two ways by classroom video-recording and
field-note. There are three dimensions of students’ engagement (Fredericks, Blumenfeld, & Paris, 2004; Guthrie, Wigfield, & You, 2012; Wigfield, et al., 2008) which were observed.
After the accomplishment of the program, a written interview was conducted. This interview was used a way to find the data related to observation as well as to find the students perception about the use of poetry in EFL
classroom. This study also applied document analysis. Students’ written response
in worksheet was analyzed to support observational data on students’ engagement
during reading. Those three ways of data collection was seen as a triangulation to validate the findings.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.2. Site and Participants
This study was conducted in a Senior High School located in Bandung, West-Java, Indonesia. The school is well-established. Its classes are designed for small class so that instruction and learning can undergo effectively.
The participants in this study were students of X grade. The number of students in this class was 27. In terms of English proficiency and learning ability, most of the students in the class were quite good. The reason for choosing this site and participant was that the researcher gets the easy access to this school and was well acquainted with the condition of the school and the participants (Creswell, 2003; Alwasilah, 2000). In describing the participants in chapter IV, finding and
discussion, initials of students’ names are used. Using initial is applied to keep the
participants’ privacy.
3.3. Teaching Program
As the context of this research, a teaching program was created. Through this program, data were taken. This program consisted of eight meetings of
reading instruction through poetry with the main goal that is to develop students’
reading competence; and developing students’ oral competence and literary appreciation as the subsidiary goals.
In this program, poems presented in each meeting were different in theme, length and amount. The poems whose themes are interested and relevant to the students were chosen. The length and the number of poem varied in each meeting. The following table tells the poems used in each meeting.
Table 3.1. List of Poems Used in the Study
Meeting Theme Stanza
Length
Amount Title
1st Love 3-5 3
- A Red, Red Rose by Robert Burns - Dandelion by Dick Buenger - To say “Hello” is to say
“Good-Bye” by Frederick D. Harper 2nd Friendship 5 2 - Rainbow’s End by Sally Clark
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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- Love and Friendship by Emily
Bronte
3rd Funny Love Story 7 1 - The Horse Ride by Annabel Sheila
4th Favorite Place 8 1 - My Room by Joe Powning
5th Environment 1 1 - If the Earth were only a few feet in Diameter by unknown Author
6th Poverty 3-5 4
- Poverty Doesn’t Laugh By Mehreen
Mujeeb
- PovertyIs A Relative Thing By
Francis Duggan
- 21st century cries by Salma Torrez - That Money Speaks Every Language
By Francis Duggan
7th Life Experience 5 1 - Autobiography in Five short Chapters by Portia Nelson 8th Plant 11 1 - Mushroom by Sylvia Plath
As it is shown above, considering the length, the poems used in this program were ranged from short to longer in the first four meetings and the following. To provide choice to students, some short poems were given in two meetings. The rests provided only one poem or two due to the length and the complexity of the activities made. For complete presentation, syllabus of this program is attached in appendices (see appendix 1).
3.4. Data Collection Techniques
In answering the research questions this study used three instruments for data collection. Observation was used to answer the first research question about the learning process (Creswell, 2007). Document analysis was utilized to support observation data about cognitive engagement. Interview was applied to answer the first and second research questions about their learning and their response to their learning through poetry.
3.4.1. Observation
Observation was utilized to find the answer of the first research question.
It was intended to see the phenomena of the students’ learning engagement. The students’ engagement was observed through their verbal and non-verbal expression of attention, interest, investment and effort they expend while learning. These observable items are classified in three areas of classroom engagement,
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namely behavior, emotional and cognitive engagements (Fredericks, et.al 2004 in Annetta, et.al., 2009).
The observation was carried out eight times. The type of observation in this study was participant observation (Creswell, 2007; Alwasilah, 2000). The researcher simultaneously acted as the teacher. Field-note and videotaping were used as a tool of observation (Creswell, 2003; Allwright & Bailey, 1991; Nunan, 2001). During teaching videotaping was taken. Note-taking was carried out during and right after the lessons. The researcher found video recording very useful because it could bring back any information which might be missing from live observation. It also enabled the researcher to go backward iteratively to see the detail or important phenomena in the learning process.
3.4.2. Document
To support the data of observation of cognitive engagement, document analysis was made (Alwasilah, 2000). The students’ worksheets were taken as the documents. The aspects which were analyzed in the documents were the students’ responses or interpretations to the poems they learned. It is because students’ written responses reflected the cognitive skill they invested during learning. The tool of this analysis was the rubric of response type proposed by Bleich as cited by Heryatun (2007). Detail information of the responses can be seen in data analysis.
3.4.3. Interview
Interview was used to get more in-depth information from the participants about their views on their learning through poetry to answer the second research question. This is as an introspective combination of observation (Nunan, 2001; Wallace, 1998). Nunan (2001) states that “introspection is the process of
observing and reflecting on one’s thoughts, feelings, motives, reasoning processes
and mental states with a view to determining the ways in which these processes
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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The interview was taken to all participants (27 students) in this study in written form. Written interview was chosen because it ensured all students to be able to state their response and thought about learning through poetry. This interview was built open-ended question. This type of question was very useful to get in-depth information about their thought. The language used in the interview was in Bahasa Indonesia so that the students could answer the questions comfortably. This interview consisted of seven questions. Each question was
given to find the information about participants’ view on:
1) their interest on poetry
2) their interests and enjoyment on learning through poetry 3) their preference on the poems used as the materials 4) the method used in the teaching of poetry
5) the learning activities designed
6) their strategy in comprehending the poem
7) the usefulness of poetry for their English development
The result of the interview described students’ overall interests in learning
using poetry, the extent to which they enjoyed the poetry lessons, their views on the learning activities, as well as their views on the usefulness of poetry.
In sum, the use of those research instruments is seen as a methodological
triangulation. It is very important in research as triangulation techniques “attempt
to map out, or explain more fully, the richness and complexity of human behavior by studying it from more than one standpoint” (Cohen & Manion, 1994). Allwright & Bailey (1991) also concerned about methodological triangulation in the practice of classroom research because it is much more difficult to believe in the validity of data taken from only one perspective (p.73).
3.5. Data Analysis
Data analysis was conducted during and after data collection as the nature of qualitative study. Data were analyzed in an inductive way to find the answer of
the research questions (RQ). To answer the first RQ i.e., about the students’
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interview were categorized based on the categories of engagement (Fredericks, et.al, 2004; Annetta, et.al., 2009; Finlay, 2006; Wigfield, et al., 2008; Guthrie, Wigfield, & You, 2012), namely behavioral, emotional, and cognitive.
Meanwhile, to answer the second RQ, data from interview were analyzed. Data from written interview were analyzed in inductive way (Alwasilah, 2000; Nunan, 2001; Wallace, 1998). Since the RQ is related to the students’ responses to the use of poetry in reading class, the results of interview were analyzed and described based on the topic of each question. In order to come to the answers of the RQs, the data from different sources are analyzed in the following part.
3.5.1. Data from Observations
As it is mentioned previously, the observations were recorded and (then)
transcribed. The transcriptions reflected the classrooms’ interactions and students’
behaviors. From the transcription, students’ behavioral, emotional and cognitive
engagement could be traced. The data from observation could show students’
behavioral engagement which is shown in their behaviors. The behaviors which were analyzed were shown from their effort, persistence, attention, and participation in the class.
The data from observations could show students’ emotional engagement. This kind of engagement was seen from students’ affective reaction and emotional response. They were noted from the students’ reaction during and after reading and their stated responses, including interests to text, values drawn from it and the expression of feeling after reading it, i.e. statement of emotional response.
Finally the data from observations were analyzed to see the students’
cognitive engagement. Cognitive engagement of the students is the investment of psychological effort in reading that is a desire to go beyond the text. It could be
seen from the quality of students’ responses in the interactions recorded in the
observations. The quality is shown by the use of high order thinking in making meaning. This can be evaluated through the quality of response given to the text. In analyzing them, the responses were categorized based on response types. There are four types of literary responses which reflect the quality of cognitive
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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investment during meaning making, namely restatement, emotional, associative and figurative responses (Bleich as cited in Heryatun, 2007). Each type of responses is explained as follow.
a. Restatement
Restatement is a text-based response in which the reader does not analyze the text in-depth. It represents the lowest thought, because the reader basically only retells the poem without in-depth analysis.
b. Emotional Response
Emotional response is an expression of feeling of the reader after reading the text. This shows that the reader involves subjective reaction. This is more complex than a restatement response.
c. Associative Response
Association response reflects that the reader analyzes the text by relating their experiences. This response shows that the reader invests high order thinking. d. Figurative Response
Figurative response is the identification of the specific features of text
such as phrase, sentence, theme, character, etc which invite reader’s attention. This is the highest level of thinking the reader spends in making meaning.
Besides finding out the quality of cognitive engagement from observation,
analysis of students’ documents (worksheet) analysis was also used. The
following part elaborates the analysis of data from document.
3.5.2. Data from Documents
The data from document were used to support the data from observation especially on the emotional and cognitive engagement. The documents taken as
data were students’ worksheet. From their worksheet emotional and cognitive
engagement could be seen. The emotional engagement showed in the students’ document was shown in the students’ responses to the answer of the questions in
the worksheet. The cognitive engagement noted from the documents was shown from students’ responses which were analyzed through categorization of the type
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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of the responses (as mentioned above). So, basically data from documents were used to support and validate the data from observations.
3.5.3. Data from Interview
The data from interview were mainly used to answer the second RQ. The
data were analyzed to see the patterns of students’ response to the use of poetry as
materials in EFL reading. The data were categorized into the form of responses namely positive, negative and neutral. Their responses were patterned to see the factors affecting their responses. The data from interview were also found as stimulated recall of their behavior and responses during learning.
To conclude, all the data from observations, documents and interview were found to support the main question of this study. The second question was answered through trough the analysis of the data from interview.
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter is the end part of this thesis. It consists of two points. The first one is the conclusion based on the research questions posed in the first chapter. The second part presents the recommendation for the use of poetry in EFL classroom, especially at school level. The recommendation is directed to EFL practitioner and researcher.
5.1. Conclusion
This study has answered the research questions related to reading engagement in and students’ response to the use of poetry in EFL classroom. There are two conclusions can be drawn. Each conclusion is elaborated as follow. Firstly, poetry as a material has the power to engage students in learning English. It has been elaborated fully in chapter IV that poetry has engaged the students in reading in three ways. First, it has engaged the students behaviorally in which, they invested time in reading to gain comprehension of the poems. They were also engaged through active participation in learning by delivering their own personal interpretation to the poem. Secondly, poetry has engaged the students emotionally in which students involve their affective or emotional feeling during reading and giving response. Lastly, it has engaged students cognitively through a response - based approach. At this point, the poems have driven students’ habit of thinking from low to high order thinking in making interpretations or inferences.
Secondly, the students’ responses to the use of poetry as materials in learning English are mostly positive. There are at least four factors affecting students’ response to the use of poetry in EFL reading. They are:
1) Interest and enjoyment in reading poetry
The use of poetry in this study has attracted students’ interest and motivation to read.
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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Students liked poems which convey strong feeling such as happiness, sadness, hope, love, poverty, and friendship.
3) Teaching method
The students argued that the use of a response based approach in teaching poetry has given them independence in responding to the meaning of the poems that they could explore individually and collaboratively.
4) Students’ raising awareness on the usefulness of reading poetry.
The students perceived that the use of poetry in EFL reading has enriched their vocabularies and developed their reading comprehension and oral language skills. They also said that poetry is beneficial to develop students’ personality through the moral value in the poems and critical thinking through making inference.
From the elaboration above, it can be said that poetry has the potential to be used as materials in English classrooms of senior high school. Poetry as materials is able to engage students in learning and participating in the class. It is also able to attract students’ interest in reading. Nevertheless, there are some points to think about when using poetry as materials. They are explained in the recommendations.
5.2. Recommendations
During the working in this study, it has been noticed some recommendations dealing with the implementation of poetry in EFL classroom especially at school level. The recommendations are directed to EFL teachers and researchers.
For teachers, role as facilitators is very important in incorporating poetry in the classroom. Here are some suggestions for teachers.
1) Teachers have to work hard in selecting poem which should fit students’ interest and level of language competence. Otherwise, students will get bored. 2) It is good to implement response-based approach interactively to promote the
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3) Since poetry can be very challenging, teachers should actively guide the students to help them gain comprehension of the poem.
For researchers, there are several recommendations offered for further research on the use of poetry in EFL classroom especially in school level. They are listed below.
1) Doing other related studies would help giving further comprehensive view of reading engagement through poetry at school level.
2) Researching on the use of poetry for critical thinking through response-based approach would be demanded.
Accordingly, the potential of poetry as materials should be accompanied with appropriate implementation from the teachers to achieve the best learning process and result. It also is suggested for teacher to conduct research implementing poetry in their class in order to gain comprehensive understanding on the best way in the implementation.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY
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the impact of video games on high school students’ engagement and
learning about genetics. Computers & Education, 53, 74–85.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Students engagement with school: critical conceptual and methodological issues of the construct. Psychology in the School, 45 (5),369-386.
Ashton-Hay, S. (2005). Drama: engaging all learning styles. Proceeding 9th International INGED (Turkish English Education Accociation). Ankara, Turkey: Economic and Technical University.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevant is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students' engagement in schoolwork. British Journal of Education Psychology, 72, 261-278.
Beach, R., & Marshall, J. (1990). Teaching Literature in Secondary School. Orlando, FL: Harcourt Brace Jovanovich, inc.
Brown, H. D. (2007). Principle (5th Edition ed.). New York: Pearson Education. Carter, R., & Long, M. N. (1991). Teaching Literature. Hongkong: Longman. Chik, A. (2008). Hong Kong English teachers vs. Shakespeare: Language arts in
the English curriculum. Hong Kong: Unpublished Conference Presentation: Responding to Change: Flexibility in the Delivery of Language Programmes.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Cohen, L., & Manion, L. (1994). Research Methods in Education . London: Routledge.
Collie, J., & Slater, S. (1990). Literature in the Language Classroom: A Resource Book of Ideas and Activities . Cambridge: Cambridge University Press. Cox, C., & Many, J. E. (1992). Toward an understanding of the aesthetic response
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Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. California: Sage Publication.
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd Edition ed.). California: Sage Publication.
de Bot, K., Lowie, W., & Verspoor, M. (2005). Second Language Acquisition: An advanced resource book. Oxon: Routledge.
Dunston, P. J., & Gambrell, L. B. (2009). Motivating adolecent learners to read. In K. D. Wood, & W. E. Blanton, Literacy Instruction for Adolecent: Research-Based Practice (pp. 269-282). New York: The Guilford Press. El-Hindi, Y. H. (2008). A Suggested Responding Approach for Teaching Poetry to
Junior English Students at the IUG. Gaza: The Islamic University.
Finlay, K. A. (2006). Quantifying School Engagement: Research Report. Denver, Colorado: National Center for School Engagement.
Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of evidence. Review of Educational Research, 74 (1) 59-109.
Frenkel, R. M., & Devers, K. J. (2000). Study design in qualitative research—1: developing questions and assessing resourceineeds. Education for Health, 13 (2), 251–261.
Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. California School Psychologist, 8, 99 – 114.
Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 63 (3) 172-178.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, 1-30.
Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional context for engagement and achievement in reading. In S. e. Christenson, Handbook of Reseach on Students Engagement (pp. 601-634). USA: Springer.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96 (3), 403-423.
Hamiddin. (2011). Improving Students’ Comprehension of Poems Using Two Stay-Two Stray Strategy: A Cooperative Learning Approach. Retrieved
March 2013, from Teaching and Learning Zone:
http://hamiddinsyam.blogspot.com/p/teaching-poetry-for-english-students-of.html
Hennessy, J., Hinchion, C., & McNamara, P. M. (2010). Poetry and Pedagogy: Exploring the Opportunity for Epistemological and Affective Development within the Classroom. Literacy Information and Computer Education
Journal (LICEJ), 1 (3), available at
http://works.bepress.com/jennifer_hennessy/2. [Accessed on May, 26th
2003]
Heryatun, Y. (2007). How Students Make Meaning from Literary Text: A Case Study at Prose Class at a University in Tasikmalaya. Bandung: Unpublished Thesis at Universitas Pendidikan Indonesia.
Himmele, P., & Himmele, W. (2009). The language-Rich Classroom: A research-Baased Framework for Teaching English Language Learners. Alexandria, VA, USA: ASCD.
Hişmanoğlu, M. (2005). Teaching English through literature. Journal of
Language and Linguistic Studies, 1 (1), 53-66.
Isaeni, N. (2004). Literature in an EFL Classrooom. Bandung: Non punlished thesis at Post-Graduate Program UPI.
Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions andmeasures of school engagement and related terms. California School Psychologist, 8, 7 – 27.
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Jones, R. D. (2009). Student Engagement. New York: International Center for Leadership in Education.
Ki, L. O. (2010). An Investigation into Hong Kong Junior Secondary Students' Preception on the Use of Poetry in the English Classroom (a Thesis). Hong Kong: University of Hongkong.
Kong, F. (2010). On the effectiveness of applying English poetry to extensive reading teaching. Journal of Language Teaching and Research, 1, 918-921. Kucer, S. B. (1998). Engagement, conflict, and avoidance in a whole language
classroom. Language Arts, 75 (2) , 90-96.
Kurikulum 2013. (2013). Kompetensi Dasar SMA/MA. Jakarta: Kementrian Pendidikan dan Kebudayaan.
Langer, J. A. (1989). The Process of Understanding Literature. National Research Center on Literature Teaching and Learning .
Lee, H. C. (2003). Using Poetry to Develop Teenagers' speaking Competence at Han-Mei Language Institute in Taiwan. Edinburgh: The University of Edinburgh.
Marks, H. M. (2000). Students engagement in instructional activity: Patterns in the elementary, midle, and high school year. American Educational Research Journal, 37 (1), 153-184.
McManus, C. (2008). Teachers’ Perspectives on Language Arts in Junior Secondary English Classrooms. Hongkong: The University of Hongkong. Meyer, J. (1997). What is literature: a definition based on prototype. Work Papers
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Murdibjono, A. W. (2011). Using Poetry in English Language Teaching: Encouraging Students' Creativity. In B. Y. Cahyono, & C. Hilda, Best Practices in the Teaching of English (pp. 3-17). Malang: State University of Malang Press.
Musthafa, B. (1994). Literary response: a way of integrating reading-writing activities. Reading Improvement, 31, 52-58.
Musthafa, B. (2008). Teori dan Praktik Sastra. Jakarta: New Concept English Education Center.
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY
Ainy, S. (2011). A reflection on the use of poetry in developing reading comprehension in an EFL classroom. ELTED, 14, 24-31.
Allwright, D., & Bailey, K. M. (1991). Focus on the Language Classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Alwasilah, A. C. (2001). Language, Culture and Education. Bandung: Bahasa dan Seni Press.
Alwasilah, A. C. (2000). Pokoknya Kualitatif. Jakarta: PT. Dunia Pustaka Jaya. Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M.-T. (2009). Investigating
the impact of video games on high school students’ engagement and
learning about genetics. Computers & Education, 53, 74–85.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Students engagement with school: critical conceptual and methodological issues of the construct. Psychology in the School, 45 (5),369-386.
Ashton-Hay, S. (2005). Drama: engaging all learning styles. Proceeding 9th International INGED (Turkish English Education Accociation). Ankara, Turkey: Economic and Technical University.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevant is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students' engagement in schoolwork. British Journal of Education Psychology, 72, 261-278.
Beach, R., & Marshall, J. (1990). Teaching Literature in Secondary School. Orlando, FL: Harcourt Brace Jovanovich, inc.
Brown, H. D. (2007). Principle (5th Edition ed.). New York: Pearson Education. Carter, R., & Long, M. N. (1991). Teaching Literature. Hongkong: Longman. Chik, A. (2008). Hong Kong English teachers vs. Shakespeare: Language arts in
the English curriculum. Hong Kong: Unpublished Conference Presentation: Responding to Change: Flexibility in the Delivery of Language Programmes.
(2)
Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Cohen, L., & Manion, L. (1994). Research Methods in Education . London: Routledge.
Collie, J., & Slater, S. (1990). Literature in the Language Classroom: A Resource Book of Ideas and Activities . Cambridge: Cambridge University Press. Cox, C., & Many, J. E. (1992). Toward an understanding of the aesthetic response
to literature. Language Arts, 69 (1),28-33.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. California: Sage Publication.
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd Edition ed.). California: Sage Publication.
de Bot, K., Lowie, W., & Verspoor, M. (2005). Second Language Acquisition: An advanced resource book. Oxon: Routledge.
Dunston, P. J., & Gambrell, L. B. (2009). Motivating adolecent learners to read. In K. D. Wood, & W. E. Blanton, Literacy Instruction for Adolecent: Research-Based Practice (pp. 269-282). New York: The Guilford Press. El-Hindi, Y. H. (2008). A Suggested Responding Approach for Teaching Poetry to
Junior English Students at the IUG. Gaza: The Islamic University.
Finlay, K. A. (2006). Quantifying School Engagement: Research Report. Denver, Colorado: National Center for School Engagement.
Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of evidence. Review of Educational Research, 74 (1) 59-109.
Frenkel, R. M., & Devers, K. J. (2000). Study design in qualitative research—1: developing questions and assessing resourceineeds. Education for Health, 13(2), 251–261.
Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. California School Psychologist, 8, 99 – 114.
Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 63 (3) 172-178.
(3)
Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, 1-30.
Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional context for engagement and achievement in reading. In S. e. Christenson, Handbook of Reseach on Students Engagement (pp. 601-634). USA: Springer.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96 (3), 403-423.
Hamiddin. (2011). Improving Students’ Comprehension of Poems Using Two Stay-Two Stray Strategy: A Cooperative Learning Approach. Retrieved March 2013, from Teaching and Learning Zone: http://hamiddinsyam.blogspot.com/p/teaching-poetry-for-english-students-of.html
Hennessy, J., Hinchion, C., & McNamara, P. M. (2010). Poetry and Pedagogy: Exploring the Opportunity for Epistemological and Affective Development within the Classroom. Literacy Information and Computer Education
Journal (LICEJ), 1 (3), available at
http://works.bepress.com/jennifer_hennessy/2. [Accessed on May, 26th 2003]
Heryatun, Y. (2007). How Students Make Meaning from Literary Text: A Case Study at Prose Class at a University in Tasikmalaya. Bandung: Unpublished Thesis at Universitas Pendidikan Indonesia.
Himmele, P., & Himmele, W. (2009). The language-Rich Classroom: A research-Baased Framework for Teaching English Language Learners. Alexandria, VA, USA: ASCD.
Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1 (1), 53-66.
Isaeni, N. (2004). Literature in an EFL Classrooom. Bandung: Non punlished thesis at Post-Graduate Program UPI.
Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions andmeasures of school engagement and related terms. California School Psychologist, 8, 7 – 27.
(4)
Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Jones, R. D. (2009). Student Engagement. New York: International Center for Leadership in Education.
Ki, L. O. (2010). An Investigation into Hong Kong Junior Secondary Students' Preception on the Use of Poetry in the English Classroom (a Thesis). Hong Kong: University of Hongkong.
Kong, F. (2010). On the effectiveness of applying English poetry to extensive reading teaching. Journal of Language Teaching and Research, 1, 918-921. Kucer, S. B. (1998). Engagement, conflict, and avoidance in a whole language
classroom. Language Arts, 75 (2) , 90-96.
Kurikulum 2013. (2013). Kompetensi Dasar SMA/MA. Jakarta: Kementrian Pendidikan dan Kebudayaan.
Langer, J. A. (1989). The Process of Understanding Literature. National Research Center on Literature Teaching and Learning .
Lee, H. C. (2003). Using Poetry to Develop Teenagers' speaking Competence at Han-Mei Language Institute in Taiwan. Edinburgh: The University of Edinburgh.
Marks, H. M. (2000). Students engagement in instructional activity: Patterns in the elementary, midle, and high school year. American Educational Research Journal, 37 (1), 153-184.
McManus, C. (2008). Teachers’ Perspectives on Language Arts in Junior Secondary English Classrooms. Hongkong: The University of Hongkong. Meyer, J. (1997). What is literature: a definition based on prototype. Work Papers
of the Summer Institute of Linguistics, 41, 1-10.
Murdibjono, A. W. (2011). Using Poetry in English Language Teaching: Encouraging Students' Creativity. In B. Y. Cahyono, & C. Hilda, Best Practices in the Teaching of English (pp. 3-17). Malang: State University of Malang Press.
Musthafa, B. (1994). Literary response: a way of integrating reading-writing activities. Reading Improvement, 31, 52-58.
Musthafa, B. (2008). Teori dan Praktik Sastra. Jakarta: New Concept English Education Center.
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Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Rahma Arsyad, 2013
Poetry And Students Reading Engagement (An Exploratory Study In An EFL Classroom At A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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