TEACHING POETRY BY USING CBLT
Abstract: Poetry is the most
neglected subject in the teaching of English as a Second Language. Being
neglected for long, it has become a peripheral item. Unlike reading and
speaking it is minor n the major trends. No wonder teachers and students are
not familiar with it. Therefore they do not know how to interact with a poem systematically.
The major cause is the lack of competence in its convention. Culler states
anyone lacking in it, would be quite baffled if presented with a poem. Like
structure, it serves as the underlying system.Arbitrarily it is a set of rules.
To be able to interact with poetry, students have to provide themselves with itthe
way a poet does. It covers (1) figures of speech covering simile, metaphor,
hyperbole, etc. (2) rhythmcovering: syllable, foot, metre (3) meaning related
to autonomy, theories developed on the back of the NewCriticism, semiotic
theories developed under the influence of the discipline of theoretical
linguistics, andinternationalist theories inspired by speech-act theory and
Grecian analysis of meaning; and (4) poem forms covering ballad, sonnet, free
verse, etc.
As the complex whole, poetry cannot be taught wholly at a time. It is
broken into smaller parts called units of competence. Through the graded goals,
the whole communicative competence will be achieved incrementally.
Keywords: The complex whole, units of competence, schemata, patterns of
stress, trochaic, short-term goal
Author: Siswantoro
Journal Code: jppendidikangg160234
