TECHNIQUE IN TEACHING LITERATURE

Oleh: Jaftiyatur Rohaniyah

(Mahasiswa Program Pascasarjana UNESA &
Alumni Prodi Tadris Bahasa Inggris STAIN Pamekasan )

Abstract:
This article tries to explore a particular technique in literature classroom.
Literature is a content subject and compulsory subject, such as: poetry, prose,
drama, etc. which give for the college students who take course in English
language education. The paper focuses on using small group discussion
technique included pre-discussion activities, whilst-discussion activities, and post-
discussion activities and how to implement them in teaching English poetry for
the EFL/ESL students of English language education program. This technique
is intended to help students in improving their poetry comprehension and
motivating them to learn literary subject especially poetry.

Keywords:
Small-Group Discussion, Technique, Poetry

Introduction because its capacity for providing

Issues and concerns relevant to pleasure and enjoyment, the subject of
using literature in the English language literature can also increase the students’
teaching both as a foreign language and motivation to interact with text which
second language have explored by increase their reading comprehension.1
some scholars, experts, teachers, and Indeed, literature offers the students
researches. Many literary texts/works some opportunities to develop their
are integrated in teaching English such interpretative power which disciplines
as song, poem, and short story because greatly involve the skill of
literary texts provide much aesthetic, comprehension.
intellectual and emotional pleasure to Before discussing the literary
the students. Lazar (1993) stated that works in language teaching, it is
using literature in the classroom is a important to know the distinction
fruitful way of involving the learner as a between study of literature and the use
whole person, and provides excellent
opportunities for the learners to express 1
Raymond Ng. Literature in Language
their personal opinions, reactions and Teaching for Translation Students. A paper of the
th
feelings. In same vein, Raymond (2009) 5 International Conference, I.L.E., Hong Kong.
Online Article. (Accessed on 23 July
argued that literature serve to enhance
2012),. http://sunzi1.lib.hku.hk/hkjo/view/
students’ language competence 10/1000007.pdf, 2009.
 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

of literature as a resource for language In teaching literature, the

teaching. They have differentiated them objective of teaching held important role.
which focus on what kind of competence The successful of the teaching is
or skills of the students will be expected measured for how far the objective of
2
in the language teaching. . The study of teaching can be reached in teaching-
literature is making literature itself as the learning process. To achieve the
content or subject of a language course, objective of teaching, the teachers
while the use of literature as resource implement methods,
draws on literature as one source among techniques/strategies, approaches, and
many different kinds of texts for procedures or choose the effective and
promoting interesting language activities. appropriate ways in their teaching. The
The study of literature aims at uses of particular techniques of teaching
developing the ‘literary competence’ of literature in each form of literary works
the students, while use of literature may are very useful. The appropriate
not aim to develop ‘literary competence’ methods, approaches, and techniques
of the students but it is possible that the for teaching prose, poetry and drama
students will begin to acquire that enable students to increase their
competence through their exposure to competence both in language and
literary texts. The use of literature help literature. Meanwhile, this paper will try
students to sensitize the students’ to investigate and explore particular
3
literacy discourses , develop in readers techniques of teaching poetry in
a lifelong interest in and literature class by purpose the
4
appreciation and develop students’ techniques will help students to
awareness of language use, and this comprehend English poems. The
awareness spurts their affective and technique is being to be discussed is
experiential achievement that will small-group discussion technique.
5
motivate them to read on.
Teaching Literature
2
Gillian Lazar, Literature and Language In English language teaching,
Teaching: A Guide for Teachers and Traine
many literary texts were used as
(Oakleigh: Cambrige University Press, 1993), p.
13-14 additional passages. The use of
3
Gideon Wibawa, The Use of Literature literature in language teaching has given
to Enhance Language Competence. In Bambang
Yudi C. & Utami Widiati (Eds.), The Tapestry of many contributions to increase students’
English Language Teaching and Learning achievement such as creative thinking,
Indonesia (pp. 327–335) (Malang: State
motivation, enjoyment, etc. In university
University of Malang Press, 2004), p. 2004:327.
4
Stoodt Roe & Burns. Secondary
School Reading Instruction: The Content
Areas.The Fifth Edition (Boston: Houghton Online Asian EFL Journal.Volume 10. Issue
Mifflin,1995), p. 442 4,ISSN: 1738-1460.(Accessed on July 21, 2012)
5
Pin-hsiang Natalie Wu and Wen-chi Wu, www.asian-efl journal.com/
One Page Plus, One More Character. December_2008_EBooks.pdf, P. 2
110 OKARA, Vol. I, Tahun 7, Mei 2012
 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

level, many departments of English which science and philosophy are not
language education in Indonesia have concerned. The second function is
integrated literature not only as that literature makes the human
additional passages but also as content perceive what human see, imagine
subject. As content subject, literature what human already know
was trained partly as compulsory subject conceptually or practically. The final
which is grouped based on its genres, function of literature is that literature
for examples, Introduction to Literature, relieve human either writers or
Poetry, Poetry, Prose, and Drama. readers from the pressure of
6
In EFL/ESL language teaching, emotions.”
literature as a content subject can Meanwhile, literature as content
promote internal as well as international subject is expected to be able to give
communication among all human in the positive impacts, knowledge, great ideas
world through literary works because and awareness to the students when the
literary texts provide much aesthetic, literary works have written, read,
intellectual and emotional pleasure to analyzed or appreciated.
the students. Literature reflected the
various experiences, ideas, passions of Some Techniques of Teaching
human beings in their daily life that English Poetry for EFL/ESL Students
express on several forms and styles of Teachers of literature are always
literary works. Since literature directly on the lookout for effective techniques
derives from human life, it can increase and approaches to teach the subject.
students’ knowledge and experiences Various techniques needed in the
about human problems included values, EFL/ESL literature classroom, especially
morals, cultures, and human interests. poetry because they will help teaching-
After reading a literary work, the learning process reach the objectives.
students may get a certain impression of Wu & Wu (2008) stated that the applying
what he/she has read. particular techniques and approach in
Literature as content subject has teaching and learning literature such as
given several functions to the students in student-centered activities, teaching and
the learning process. Literary texts have learning literature can be an enjoyable,
a powerful function in raising moral and exciting, and uplifting experience
ethical concerns in the classroom. because the reading process provokes
“literature has great function in students’ individual thoughts and
developing human’s feelings, ideas, interpretations. The literature classroom
and interests. In specific, the should be a place where dissimilar ideas
functions of literature are as follows:
the first function is literature gives 6
Rene Wellek and Austin Warren,
rd
knowledge of those particularities with Theory of Literature. 3 ed. (New York: Harcourt,
1973), p. 32.

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 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

confront, conflict, and at times converge Schools (1989:37) explores some

with each other, for students will gain techniques of teaching poetry that
maximum profit only when they are involved pre-reading techniques (for
active and highly-involved in the learning example: draw pupils into the text,
process. activate background knowledge, relate
Relate to the use of technique in the text to personal experiences),
teaching poetry, Hay (2004) have techniques of sustaining reading and
discussed and proposed exploration (for example: divide the work
a Comprehension Strategies Matter in into manageable portions, provide
teaching poetry for EFL students motivation for independent reading,
especially undergraduate Turkish provide a framework), and techniques
students. She tries to explore and for highlighting and follow-up (for
highlight some of the strategies used to examples: explore a particular theme or
challenge, encourage and support the character, enable pupils to express their
communicative learning process for two own response, enable pupils to share
large classes of Turkish learners in their views or ideas).8
third and fourth years of the English Beside the use of appropriate
Language and Literature Department at methods and techniques, the selecting
Ataturk University. Her learning appropriate poetry based on the
strategies cover a range of areas students’ needs and level is also
including cognitive reading strategies, important. According to Reeves (1972)
rigorous learning standards, learning different poetry needs different
styles and multiple intelligences, treatments or methods. To decide what
meaningful content and building cultural good poems are for the students, one
knowledge in order to assist learners in should apply the criteria of poetry in
7
realizing their full potential. . He hoped general, read it with the understanding,
that these strategies might be adaptable the vocabulary, and the feelings of
to other contexts and inspire teachers to students.9 Here, the teachers should
teach what matters most in their own decide what kind of poetry is will be
classrooms. given to their students. The poetry
While, Guidelines for Literature emphasizes on form, content or aspect
Teaching in Singapore Secondary of language. The teacher must
continually study the nature and
7
Sally Asthon Hay, Teaching English
Poetry to Turkish Undergraduates:
8
Comprehension Techniques Matter. Paper Guidelines for Literature Teaching in
presented at Bilkent University 9th International Singapore Secondary Schools (Singapore: The
English Language Teaching English Unit Languages and Library Development
Conference, “Challenge in Learning: Helping Branch, Curriculum Planning Division, Ministry of
Learners Realise Their Full Potential”. March 4-6, Education of Republic of Singapore, 1989), P. 37
9
2004, Ankara, Turkey.Online paper. (Accessed on James Reeves, Teaching Poetry
th
July 20 , 2012), http://eprints.qut.edu.au (London: Heinemann, 1972)
112 OKARA, Vol. I, Tahun 7, Mei 2012
 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

interests of the students, their emotional The readers can start to analyze
development, their maturity and poetry or poem from poetic devices,
immaturity outlook, and their range of types, sound devices, structural
vocabulary and intelligence. The teacher devices and all aspects of poetry that
can choose and select the particular, can be analyzed.
appropriate, and varied poems from Reading poetry differs from
anthologies of poems to be taught to reading a newspaper or a memo and
students in a particular class and time. a book. Reading poetry is a process
of finding particular information,
Reading and Analyzing Poem: A ideas, experiences, message, values
Process of Comprehension and themes for pleasure or serious
a. Reading Poem analysis.11. Poems also lead the
Understanding poems is an readers feel intensely, to experiences
activity involving reading and process deeply, and often to extend our
of comprehension. Reading poem understanding of experiences
can be the first process of knowing different from the readers’ experience
the information of particular poem. or to affirm own ideas and
The activity of reading poem also experiences of the readers.
involved some aspects of reading In comprehending a text of
process. The more important things of poetry, the students should know how
comprehending the poem are what to read comprehensively the poem
the contents of poem. Poetry is like according to the level of
other literary works: prose and drama, comprehension process. Crawley and
it also has its own structures, Moutain (1995:6) in Roe et al. (1995)
purposes, languages and general stated that reading is as a thinking
characteristics. process has four dimension of
Commonly, poetry written in reading such as word recognition
verse in which consists of lines and skills, literal comprehension skills,
stanza. At least poetry also contains interpretation skills, and
of sounds devices such as rhyme, critical/creative thinking skills. The
rhythm, repetition, meter, and word recognition skills of reading
onomatopoeia and speech of poem can be a process of knowing
language such as simile, metaphor, the meaning of words, determining
hyperbole, and personification. All of the words-choice (diction), classifying
the elements of parts of poetry can be the denotative and connotative words.
used to find information or ideas in In the literal comprehension part, the
10
comprehending and appreciating it.
11
Peer Schakel&Jack Ridl, Approaching
10
Christopher Russell reaske, How to Poetry: Perspectives and Responses (New York:
Analyze Poetry (New York: Monarch Press,1966). St. Martin’s Press, 1997), P. 12

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 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

readers/students need to understand means that there is no particular

the phrases, clauses, figurative definition of literary appreciation.
languages and sentences that are Literary appreciation defined by
used in poems. While, the Saryono is a process or activity of
interpretation and creative thinking beautification, enjoying, inspiration,
skills, the readers/students give and comprehension to literary works
interpretation of the poems, find the individually, subjectively, existentially,
theme and tone, relate the poems to spiritually, completely, intensively,
matters beyond the poems, and give and totally to find out subject matters
comments, opinions or ideas about in order to the literary work can be
the poem or author’s intention. developed and protected and
Another process of reading increase the sensitivity, shrewdness,
poems is use particular approach or affection, and involvement of the
technique to know any information of readers toward literary works.12
poems textually or contextually. Literary analysis generally
According to Schakel and Ridl (1997) covers novel analysis, poetry analysis
the reader may be drawn to the and drama analysis. Poetry analysis
imagery or rhythm, notice the is an activity to find out particular
language or concentrate on the issues, matters, theme in poetry.
sounds, or the readers generally find Analyzing poetry can be an enjoyable
by themselves intrigued by the and provocative mental exercise.13. In
handling of the line endings. The analyzing poetry, the reader may be
readers may approach the poem by concerned with particular methods
contributing factor in all elements and and techniques of a poem apart in
aspect of a poem such as rhyme, order to gain understanding in its
sound devices, theme, tone, symbol, construction and its meaning. In
and message. The readers may need analyzing any poems, the readers or
a necessary ingredient in processing students are hoped that they will be
and reacting to its forms and able to approach any poem properly
structure. and imaginatively gain an enlarged
understanding of matters and
b. How to Analyze Poem language exist in it.
Literary appreciation or literary It is important to be
analysis is a way of the readers who considered by the readers that a
try to find out particular subject poem can be approached or
matters of particular literary works.
Literary appreciation is similar to 12
Djoko Saryono, Dasar Appresiasi
literary analysis, literary Sastra (Yogyakarta: Elmatera Publishing, 2009),
comprehension and literary study. It P.9.
13
Reaske, How to Analyze Poetry, P.5
114 OKARA, Vol. I, Tahun 7, Mei 2012
 TECHNIQUE IN TEACHING LITERATURE
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discussed in a large variety of ways. increase the students’ achievement

Different poems or different kinds of and comprehension in English skills-
poem must be discussed or analyzed based subject and English content-
in different ways. In analyzing poetry, based subject. There are some
the readers must always know the methods can be applied in teaching
basic two-fold approach of all English poetry. One of the methods in
activities of reading poetry: readers teaching English poetry is cooperative
must understand both the literal learning specifically group discussion.
sense of the poem and the symbolic Within cooperative learning, students
14
or suggested meaning of the poem. benefit from sharing ideas rather than
Many possibilities occur in working alone. Students help one
analyzing any poems. These another so that all can reach some
possibilities mean that a poem is free measure of success. According to
to be discussed or analyzed from any Slavin (1991) in Elliot et all
ways and point of views. One way, (1996:354) cooperative learning is a
the reader may focus on elements of set of instructional methods in which
poetry such sound devices, figurative students are encouraged or required
languages, themes, and values. to work together on academic tasks,
Another way, the reader may to help one another learn. The
approach the poetry by using essential feature of cooperative
particular literary approach such as learning is that the success of one
formalist literary approach, feminist student helps other students to be
literary approach, Marxist literary successful.15 In this case, all the
approach and any other literary students have chance to express
approaches. So, in analyzing poetry, opinion or idea in group. Students
the readers can do anything that is work together to learn and are
possible in poetry. Before the readers responsible for their teammates’
conducting an analysis of poetry, the learning as well as their own. So, the
readers must read for many times in students in group have equal
order to get what the readers want to opportunities for success.
know. Group discussion is one
technique of cooperative learning that
Teaching Poetry Using Small Group used by teachers in particular
Discussions subjects. This method is proposed by
A. Theoretical Background
In teaching English poetry as 15
Robert E. Slavin, Cooperative Learning
a foreign or second language are and Motivation. In Elliot, Stephen N., Kratochwill,
Thomas R. Littlefield, Joan and Travers John
needed particular methods to F. 1996. Educational Psychology: Effective
Teaching & Effective Learning. Second Edition
14
Ibid. 9 (Sidney: Brown & Benchmark, 1991), P. 354

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 TECHNIQUE IN TEACHING LITERATURE
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Slavin. Slavin (1987) in Elliot et. al.
(1996:355) stated that in an attempt
to develop techniques designed to
further cooperative learning,
proposed that students should work in
small (four-member) groups of mixed
ability, including one high achiever,
two average achievers, and one low
16
achiever.
The main point in setting up a
discussion group is to make sure that
each group member participates. In
the group discussion, Slavin (1995)
stated that to monitor the participating
of member in group, a group must
have a leader. The leader in group
has function to insure that everyone
participates and that the group stays
17
on task. . To monitor
participating of group member, there
are many alternative ways to monitor
students’ participating such as every
member of group have to write an
opinion or an idea before the group
starts discussion, each members of
group has different role (leader,
reporter, and presenter) and so on.
B. Conducting Small Group
Discussion in Poetry Class
Small group discussion is an
effective technique of poetry class in
comprehending poem because
group discussion consist only four to
five students. In implementing
cooperative learning techniques,
teachers should explain the process
and its purpose to their students. The
cooperative learning process includes
he the discussion and sharing of ideas
with students as active participants.18.
Here, students should understand
exactly what is expected of them
during group activities and they need
to have a thorough understanding of
the topic at hand; otherwise, their
misconceptions can inhibit learning.
The teacher assigns students to
groups which are formed prior to
giving out assignments. Observations
can help teachers know when and
how to adjust group membership and
group activities.
To arrange an effective
the discussion, the small group
discussion session will be divided into
three parts: (a) pre discussion
activities, in which the teachers gives
information about the techniques and
steps of the discussion and the topic
to discuss; (b) whilst discussion
activities, in which the students do the
small group discussion, report their
own discussion, and present the
result of their discussion to other
groups or general discussion; and
(c) post discussion activities, in which
the teacher gives comments,
a corrections, clarifications on the
poems discussed.
Before conducting small group
discussion, the teacher should:

16
Slavin, Cooperative Learning and
18
Motivation. (1987), p. 355. Roe, Secondary School Reading
17
Ibid. (1995). Instruction, p. 332.
116 OKARA, Vol. I, Tahun 7, Mei 2012
 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

1. Organize the group and divide the poem by Robert burns, answering
students into small groups in which the questions that was given by the
one group consists of 4-5 students. teacher, report their own discussion
2. Explain the role of each member of on the piece of paper that was
group provided by the teacher, and present
3. Set time, the task and activity of the result of their discussion in their
discussion, own group first and to other groups in
4. Explain the procedure of panel discussion, while other member
discussion in groups, and of groups may debate, clarify, give
5. Discuss the findings in large opinion, and criticize.
groups/class. During whilst discussion
activities, the teacher should observe
 Pre-discussion activities the groups discussion to make sure
Pre-reading activities were that all members of group participate
employed to give information about in their own discussions. The time of
the techniques, procedures, and small group discussion is 15 minutes
steps of discussions and the poetry to and panel discussion is 30 minutes.
discuss in groups. In this activity, the
teacher gives an example of poetry to  Post discussion activities
discussion in groups and some The post discussion activities
questions. For example, in the the teacher collects the works of
poem Desert Moon by Dr. Antoinette group discussion, the teacher
Voget, the teacher gives related comments the group discussions and
written questions to all the groups, giving the reward (score) to each
such as: does the poem have rhyme? group and members of group who
Find and explain some figurative participate in discussions, the teacher
languages of the poem! What is the may give some corrections if any, and
tone? What is the theme? What is the the teacher may give several oral
message? The duration of this activity questions to members of group
19
is 5 minutes. randomly.
Those activities above can be
 Whilst discussion activities conducted in several meetings with
In whilst reading activities, the some different poems to be discussed
students read and do the small group in groups. To check the students’
discussion about ‘a red, red rose’ comprehension about poem that have
discussed, the teacher may home
19
Desert Moon. www. Poetry Today. A work to analyze a poem and gives a
Quarterly Publication of the International Society
of Poets Spring edition. Owing Mills, MD 21117. written test/quiz individually.
st
(Accessed on July 21 , 2012.) www.
Poetryhunter.com. 2006.

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C. Advantages of Cooperative learning, students can be

Learning Groups independence learner. This activity
Implementing cooperative can be student-centered activity. It
learning groups has many means that students learn together in
advantages and disadvantages. getting what they needs. Here, the
According to Roe et al. (1995), the role of teacher is only as a guide.
advantages of implementing He/she guides, monitors, and
cooperative learning groups are: addresses the students to achieve the
firstly, it improves students’ goal of learning in the class. This
achievement, self-esteem, and social activity will give positive effects to
development. In cooperative learning students outside the classroom. The
groups, students may help others students may learn not only from the
students to improve their teacher but also from other students.
achievement. It also teaches students
to work together as a team, and each D. Disadvantages of Cooperative
members of group are responsible Learning Groups
one another. These methods also Besides the advantages of
emphasizes on interaction between cooperative learning groups above, it
students in socializing and sharing also has some disadvantages. Roe et
their knowledge, information, and al. (1995) stated that cooperative
opinion to the others. learning groups is not always
Secondly, the students may effective for particular subject. It can
have greater motivation to learn, be difficult for the teacher in applying
more positive attitudes toward this method if the teacher does not
instruction and greater acceptance of know the procedures, rules, and
steps of cooperative learning groups.
student differences. It shows that
Roe et al. mentioned some
cooperative learning groups may
disadvantages of cooperative learning
motivate students to learn and
groups. The first is the applying this
students have more interest to know
method need much time. The teacher
more about the instruction. Other
should provide the much time in order
positive effects, students also learn
to make sure that the activity of
how to accept different opinion of
students in group is in right track. The
other students and how to appreciate
second is teacher may get difficulties
or respect different opinion. This
to monitor the activity in the groups
method also gives opportunity for the
and to evaluate the students’
students in order to do the best
participating in group. The third, some
individually or in groups. gifted students may become
Thirdly, it decreases on in frustrated when they are trying to
dependence on the teacher. In explain material to less able

118 OKARA, Vol. I, Tahun 7, Mei 2012

 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah
students.20 While groups discussion,
students who has low achievement
may do anything that is does not
relate the topic because the
cooperative learning groups, all
students are expected to participate
in groups, both students in low
achievement and students in high
achievement. Cohen (1990) in Roe et
al. (1995) says that cooperative
learning requires only group products,
low-achieving students may never
have opportunity to practice skills that
are vital for improving their
achievement. The high-achieving
student may dominates the
discussion in groups and give more
contribution to group rather than low-
achieving students.
Although there are
disadvantages of cooperative learning
groups, it is possible for the teacher
to implement this method because
the teacher may make the groups of
student smaller for examples one
groups consist of only four students.
Other positive effects for teaching
learning process, the students have
same opportunities to express and
share idea, opinion, and knowledge
one another. This method also gives
a good contribution to the students in
which the process of discussion in
group, there is interaction between
students and feed-back activity. The
main point of using cooperative
learning groups is students have
good motivation in learning. This point
20
Roe, Secondary School Reading
Instruction, P. 264.
OKARA, Vol. I, Tahun 7, Mei 2012
can be good starting point in teaching
learning process. If the students are
motivated to learn, the students will
improve their achievement of
particular subject.
Conclusion
The learning and teaching
techniques are expected to suggest a
positive impact on the undergraduate
students in poetry classes. The small-
group discussions technique is one other
technique of cooperative learning that
proposed by Slavin. A small group
discussion techniques in teaching poetry
included pre-discussion activities, whilst
discussion activities, and post discussion
activities are expected to help students
in improving their comprehension about
poetry. Other expectation of using small
group discussions in teaching poetry is
to develop more active and
communicative learner-centered
classrooms, to motivate students to
learn, and to teach them to be social
people. In conclusion, the writer expects
that small group discussion technique
may be an alternative technique of
teaching poetry and can solve teacher
and students’ problem in poetry class.
References:
Hay, Sally Asthon. Teaching English
Poetry to Turkish Undergraduates:
Comprehension Techniques
Matter. Paper presented at Bilkent
University 9th International English
Language Teaching
Conference, “Challenge in
Learning: Helping Learners
Realise Their Full
Potential”. March 4-6, 2004,
119
 TECHNIQUE IN TEACHING LITERATURE
Jaftiyatur Rohaniyah

Ankara, Turkey.Online paper.

Accessed on July 20th, 2012. Slavin, Robert E.. Cooperative Learning
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Brown & Benchmark, 1991
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Slavin, Robert E. 1987. Cooperative _______ Desert Moon.Www. Poetry

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