Educational Psychology for English Poetry: Classroom Innovation in Pedagogy & Poetic Understanding

Dr. Fitriyani Bakri, S.S., M.Hum.

Dr. Auliyanti Sahril Nurfadilah, S.Pd., M.A.TESOL

Editor: Dr. Muh. Safar Nur, S.Pd., M.Pd.

Rp. 80.000

Deskripsi

It is a moment as predictable as the ringing of the school bell, a collective, psychic wince that ripples across a classroom when the teacher announces, “Alright, everyone, for the next three weeks, we’re starting our poetry unit.” And there it is. The Groan. It is a sound of twenty-five students simultaneously slumping in their chairs. This phenomenon is what we, the authors, call “The Poetry Problem.” It is so common in English classrooms, from middle school hallways in Makassar to university seminars in Melbourne, that it has become a pedagogical cliché. We have seen this look in our own classrooms in South Sulawesi, and we have heard it echoed by colleagues across continents. And for years, we tried “cooler” poems. We tried slam poetry, song lyrics, and Twitterbots. We tried new activities, group work, and creative projects. And while these things sometimes created a temporary spark, the deep, underlying resistance—the groan—remained.