ELT MATERIAL - TEACHING LITERATURE (POETRY) IN ELT

CLASSROOM: Lesson Plan

Oleh:
Besse Darmawati
Organisasi Riset Arkeologi, Bahasa, dan Sastra
Pusat Riset Bahasa, Sastra, dan Komunitas
Email: [email protected]

Material : Teaching Literature by Using Poetry

Level : 1st Grade of Senior High School
Language Skill : Integrated
Sources : Book of “Sound and Sense: An Introduction to Poetry,
3rd edition by Laurence Perrine, published in 1969.

A. Competence Standard
To understand the short functional written text and the literature in the form of
poetry in the daily living context and to access of the science.
B. Basic Competence
To respond the meaning of the poetry and the rhetorical steps of understanding
the written text of literature in form of poetry.
C. Indicator
1. To identify the meaning of the text of poetry as a whole.
2. To improve the students’ ideas in building up their vocabulary by reading
and listening, and then setting a content to improve their speaking and
writing.
D. Learning Objectives
1. Students will be able to identify the meaning of the text of poetry as a
whole.
2. Students will be able to present their ideas in building up their vocabulary
by reading and listening, and then setting a content to improve their
speaking and writing.
E. Material Description
Material will be described through the activities.

Activity 1 (Warm-Up)
In this activity, teacher relax asks the students about their prior knowledge about
poetry.
Task 1. Ask the students to explore their opinion about poetry!
Poetry is ....
Poetry does a ...
Poetry menas ...
Poetry involves ...
Poetry includes ...
Poetry generally shows ...

Task 2. Ask the students to mention the tittle of poetry that they have found or
read, either Indonesian Poetry or Western Poetry!
Indonesian Poetry Western Poetry
1. Aku 1.The Man He Killed
2. Pahlawan Tak Dikenal 2.When Adam Days and Days
3. Jati Cinta 3.The Ladies
4. Indonesia 4.Stupidity Street
5. Tanah Air 5.The Fish
6. ... 6....
7. ... 7....
8. ... 8....
9. ... 9....
10. 10.
Activity 2 (Observing)
In this activity, teacher introduces a new poetry to the students.
Task 3. Read the poem carefully (Read individually in their seat)!

THE ROSE FAMILY

by Robert Frost (1874-1963)

The rose is a rose,

And was always a rose.
But the theory now goes
That the apple’s a rose,
And the pear is, and so’s
The plum, I suppose.
The dear only knows
What will next prove a rose.
You, of course, are a rose—
But were always a rose.

Task 4. Invite students to read aloud the poem based on their own style in front of
the class (represented by group, each group represents by only one
student).
Group 1: ......................
Group 2: ......................
Group 3: ......................
Group 4: ......................
Group 5: ......................
Group 6: ......................

Task 5. Ask the students to list the difficult words/phrases of the poem and look
for the meaning by using dictionaries (do it in group and one group consists
of 4 or 5 students)!
 The words/phrases list The meaning
1. Rose 1. Bunga
2. Apple’s a rose 2. Apel adalah bunga
3. Pear 3. ...............................................................................
4. Plum 4. ...............................................................................
5. Suppose 5. ...............................................................................
6. .............. 6. ...............................................................................
7. .............. 7. ...............................................................................
8. .............. 8. ...............................................................................
9. .............. 9. ...............................................................................
10. .............. 10. ...............................................................................
etc. dst.

Task 6. Ask the students to find out the appropriate meaning of the difficult
words/phrases of the poem and share opinions within group and or
between groups!
The words/phrases list The meaning (dictionary) The appropriate meaning
1. Rose 1. Bunga 1. Bunga, sesuatu yang indah
2. Apple’s a rose 2. Apel adalah bunga 2. Apel pun bagaikan bunga
3. Pear 3. .................... 3. ....................
4. Plum 4. .................... 4. ....................
5. Suppose 5. .................... 5. ....................
6. .............. 6. .................... 6. ....................
7. .............. 7. .................... 7. ....................
8. .............. 8. .................... 8. ....................
9. .............. 9. .................... 9. ....................
10. .............. 10. .................... 10. ....................
etc. etc. etc.
Activity 3 (Developing)
In this activity, the students will study the explanation about definition of poetry
and the structure of poetry as part of literary works.
• Poetry is a group of beautiful words in a specific design to present the author’s
expression. In expressing idea, the author uses dictions as beautiful words to
present the work. Simply, the author of poem just uses few words, but
sometimes has more than one meaning. It means that poetry just involves few
words chosen to interpret the meaning of the poem
• Poetry involves such important things, namely character(s), setting, plot,
message(s), and theme.
• Character is the actor involved, may be as protagonist or antagonist
• Setting is the place where the story happened, the time when the story happened
or in what period.
• Plot is the structure of the story, from the beginning until the end.
• Message is something which can be found from the story and have function for
the human being of life.
• Theme is the central idea of the story talking about.

Task 7. In group, Read the peom again and decide whether the statements below
are true or false!
Statement True False
1. Poetry is words with a frame round them

2. Poetry is the best word in the best order

3. Poetry is the words of the current number one hit

4. Poetry is boring old-fashioned soppy stuff

5. Poetry is the words inside birthday cards

Task 8. In group, answer the following questions based on your own

understanding of the poetry shown in task 3!
 Question Answer
1. Who is the author? Robert Frost
2. Mention the character of the poem?
3. In what setting the poem are created?
4. Describe the plot of the pom?
5. Is there any messages? Mention!

In this activity, the students also will study the explanation about sentence, the
component of sentence, kind of sentence, and tenses.
• Sentence is a sentence which consists of a small unit of subject and verb, and
has a meaning.
For example: 1) I go ‘Saya pergi’
2) She read ‘Dia membaca’
• The component of sentence: Subject (S), Verb (V), Object (O), and
Complement (C).
For example:
1) I go to school everyday. ‘Saya pergi ke sekolah setiap hari.’
S V C C
2) She reads three novels a week ‘Dia membaca tiga novel seminggu,’
S V O C
Task 9. Ask the students to make 10 sentences freely! Better if using the words
shown on the task 5 and task 6!
1. .....................................................................................................................
2. .....................................................................................................................
3. .....................................................................................................................
4. .....................................................................................................................
5. .....................................................................................................................
6. .....................................................................................................................
7. .....................................................................................................................
8. .....................................................................................................................
9. .....................................................................................................................
10. .....................................................................................................................
 • Kind of sentence: Positive, Negative, and Introgative sentences.
Positive sentence, e.g. I read a book everyday.
Negative sentence, e.g. He do not work his homework well.
Introgative sentence, e.g. Are you ready to study now?
• Tenses which is generally used in a sentence are Past, Present, and Future
tenses.
Past tense is to express something in the past or has been happened,
e.g. I went to Java last week.
Present tense is to express something happen now or being happened,
e.g. She works as secretary in her office.
Future tense is to express something will happen in the future,
e.g. He will marry next month.

Task 10. Ask the students to make 10 sentences by applying the kind of
sentences and tenses that are generally used! Better if building up
sentences by using the list of the words on task 4 and task 5.
1. .....................................................................................................................
2. .....................................................................................................................
3. .....................................................................................................................
4. .....................................................................................................................
5. .....................................................................................................................
6. .....................................................................................................................
7. .....................................................................................................................
8. .....................................................................................................................
9. .....................................................................................................................
10. .....................................................................................................................
At the end of this activity, the students will study to simply arrange their sentences
into a paragraph
Task 11. Ask the students to arrange their sentences into paragraph! Better if the
paragraph is created from the sentences on task 9 and task 10. Do it within
group!
Activity 4 (Discussing)
In this activity, the students will show their composition of paragraph by presenting
in front of the class.
Task 12. Ask the students show and present the result of paragraph writing based
on the material of poetry as shown in task 3. Then, the other groups will
give time to comments, ask questions, add opinions, and others.

Comment :

Question :

Answer :

other opinion :
Activity 5 (Evaluation)
In this activity, teacher will give another poem to the students, while students follow
the task instruction. The task will be done individually as homework.
Task 13. Pay attention and read carefully the following poem.

WHEN ADAM DAY BY DAY

by A. E. Housman (1859-1936)

When Adam day by day

Woke up in Paradise
He always used to say
“Oh, this is very nice.”

But Eve from scenes of bliss

Transpotred him for life.
The more I think of this
The more I beat my wife.

Task 14. Answer the questions based on your own understanding of the poem!
1. Who is the author and who is actually the character of the poem?
2. Where and when the poem is created?
3. How is the plot of the poem?
4. What is the poem talked about?
5. What kind of messages do you have through the poem?

Task 15. Formulate a composition-text based on the poem.

Activity 6 (Reflection)
How much do you learn from this unit? Put a thick (ƴ) in the right box according to
how much you have learnt.
Aspects Very much Much Little

Literature Skill
New Vocabulary
Structure of Sentence
Grammar/Tenses
Narrative composition
Language Skill
Reading
Listening
Speaking
Writing

***Good Luck***
Sumber Inspirasi Bacaan:

Darmawati, B., & Sahabuddin, C. (2019). Kalindaqdaq: A Medium of Mandarese

Character Building. In Proceeding of The International Conference on
Literature (Vol. 1, No. 1, pp. 882-890).

Shinta, M. N., & Darmawati, B. (2021). Nonverbal Communication of Supervisors

in The Mentoring Thesis Process: Perceptions Of English Students. Al-Lisan:
Jurnal Bahasa (e-Journal), 6(1), 1-11.

Rahmawati, S., Rahman, S. W., & Darmawati, B. (2018). Pop-Up Book in Reading
Comprehension Ability Context in Thenatic Learning. Jurnal.

Darmawati, B. (2019). SASTRA DAERAH BUGIS DAN MAKASSAR

SEBAGAI KEKUATAN KULTURAL DALAM MEMBANGUN
BUDAYA BANGSA INDONESIA.

Darmawati, B. (2012). Konfigurasi Heroik Dalam Sastra Bugis: Suatu Pendekatan

Sosiologi Terhadap Elong Osong. ATAVISME, 15(1), 85-94.

Darmawati, B. (2014). “Kearifan Sistem Pemerintahan Puang Rimaggalatung

Dalam Lontarak Bugis. Jurnal Meta Sastra, 7(1).

Darmawati, B., Rahman, A., Halim, A., & Basri, M. (2020, October). Teaching
English Through Literature-Based Instruction: An Integrated Study of
Language and Literature. In International Conference on Community
Development (ICCD 2020) (pp. 134-137). Atlantis Press.

Marzuki, A. G., Santiana, A. K., Alek, N. F., Darmawati, B., & Bin-Tahir, S. Z.
The Teaching of EFL Vocabulary through Anticipatory Learning Strategy in
Islamic Higher Education Context in Indonesia.

Darmawati, B., & Herlina, A. (2019, October). Bugis Cultural Taxonomy: An

Overview of Hofstede’s Cultural Dimension. In 6th International Conference
on Community Development (ICCD 2019) (pp. 108-110). Atlantis Press.

Nurwati, A., Darmawati, B., Pakaja, M., Pido, N. W. T., Shinta, M. N., Dilo, A. U.,
... & Akhmad, E. Model dan Media Pembelajaran Bahasa Berbasis Online &
Offline.

Darmawati, B., & Km, J. S. A. (2018, July). Law, Social, and Humanity in Buginese
Literature. In 2018 3rd International Conference on Education, Sports, Arts
 and Management Engineering (ICESAME 2018) (pp. 147-149). Atlantis
Press.

Darmawati, B. (2013). Fabel dalam Bingkai Sastra. Gramatika: Jurnal Ilmiah

Kebahasaan dan Kesastraan, 1(2), 133-142.

Asrifan, A., & Syahrir, L. (2021). Code Mixing and Code Switching in the Efl
Classroom Interaction.

Octaberlina, L. R., & Asrifan, A. (2021). THE USE OF HUMOR STORY IN

IMPROVING THE STUDENTS’READING COMPREHENSION.

Asrifan, A. (2021). IMPROVING STUDENTS’SPEAKING ABILITY BY USING

HAND DOLLS OF THE ELEVENTH GRADE STUDENTS OF MA YMPI
RAPPANG.

Asrifan, A. (2021). ISSUES IN TEFL “International Article Summary &

Presentation”: Students’ Reactions to School Based Oral Assessment:
Bridging the Gap in Malaysia.

Asrifan, A. (2021). Modul Perkuliahan RESEARCH ON ENGLISH LANGUAGE

TEACHING.

Asrifan, A., Octaberlina, L. R., & Handayani, R. (2021). SEMANTIC ANALYSIS

ON THE USE OF ENGLISH LANGUAGE SLOGAN.

Octaberlina, L. R., & Asrifan, A. (2021). English for Specific Purposes (ESP).

Agustang, A., Ariani, A. I., & Asrifan, A. (2021). Konstruksi Sosial Janda
Tereksploitasi (Studi Kasus Di Kelurahan Tetebatu Kecamatan Pallangga
Kabupaten Gowa).

Asrifan, A., Abdullah, H., Yunus, M., & Patil, A. (2021). An Analysis of Code
Mixing in the MOVIE “From London to Bali”. ENGLISH FRANCA:
Academic Journal of English Language and Education, 5(2), 317-338.

Asrifan, A. (2021). Academic Writing.

Asrifan, A., Vargheese, K. J., Hasnidar, H., Hermasyah, S., & Suleha, S. (2021).
The Study of Lexical and Contextual Meaning on Lily Song By Alan Walker
Feat K-391 & Emelie Hollow (Semantic Approach). JOURNAL OF
ADVANCED ENGLISH STUDIES, 4(1), 7-14.
Nagauleng, A. M., Asrifan, A., & Waris, A. M. (2021). Perceptions with Non-
English Educational Background Competence in English Teaching. Al-
Ishlah: Jurnal Pendidikan, 13(2), 1259-1268.

Putra, M. T. I., Maulina, M., Muthmainah, M., Asrifan, A., Apriani, E., Ejica, N.
C. P., & Peroddin, A. D. D. (2021). Teaching Communicative Grammar: A
Literature Review. CAPE COMORIN: An International Multidisciplinary
Double-Blind Peer-reviewed Research Journal, 3(02), 63-68.

Asrifan, A. (2022). ONLINE METHOD AND MENTAL LEXICON IN

CHILDREN LANGUAGE PROCESSING PSYCHOLINGUISTICS
APPROACH. La Ogi: English Language Journal, 8(1).

Octaberlina, L. R., & Asrifan, A. (2021). MULTIPLE INTELLIGENCES IN

BASIC SCHOOL LEARNING.

R Agus Marhendra, R., Syaharudddin, R., Utami, S., Puriani, R. A., Alamsyah
Sahabuddin, R., Salijah, E., ... & Sam Hermansyah, F. (2022). Challenges of
Social Sciences, Education, and Technology For Achieving Sustainable
Development Goals (SDGS), Jilid II. Media Sains Indonesia.

Octaberlina, L. R., & Asrifan, A. (2021). Component of Curriculum: Assessment

and Testing.

Asrifan, A. (2021). LANGUAGE PLANNING.

Fakka, B., Asrifan, A., Syahrir, L., Hermansyah, S., & Amran, N. A. R. (2022).
Correlation Between Self-Concept and Anxiety of Communicative
Competence in English Foreign Language Learner. La Ogi: English
Language Journal, 8(1), 25-34.

Muthmainnah, M. H., Asrifan, A., & Abdul Wafie, K. (2021). THE

EFFECTIVENESS OF INTEGRATING WRITE AROUND MODEL AND
SURAH AL QALAM VALUE IN TEACHING.

Asrifan, A. (2021). THE DIFFERENCES BETWEEN WRITTEN AND SPOKEN

LANGUAGE.

Asrifan, A. (2021). Book Review: Halliday. 1989. Spoken and Written Language.
Oxford University Press.

Putri, R. S., Bibin, M., Putri, A. R. S., & Asrifan, A. GAM IN MODELING THE
DISTRIBUTION OF SMALL PELAGIC FISH IN THE MAKASSAR
STRAIT.
Asrifan, A., & Mohammed, M. G. (2021). The Perceptions on Bilingual-based
Materials Approach in English for Educational Technology. Modern
Perspectives in Language, Literature and Education Vol. 4, 28-38.

Mustanir, A., Razak, M. R. R., & Asrifan, A. (2021). IMPLEMENTASI

KEBIJAKAN PEMERINTAH TERHADAP PEMENUHAN HAK-HAK
PENDIDIKAN PENYANDANG DISABILITAS DI KABUPATEN
ENREKANG. re-JIEM (Research Journal of Islamic Education
Management), 4(2), 119-136.

Erianti, A., Akib, E., & Baso, F. A. (2018). An analysis of teachers’ questioning
strategies in ELT (English Language Teaching) the classroom interaction at
eleventh grade SMA Muhammadiyah 1 UNISMUH Makassar. Exposure
Journal, 7(1), 58-70.

Akib, E., & Ghafar, M. N. A. (2015). Assessment for Learning Instrumentation in

Higher Education. International Education Studies, 8(4), 166-172.

Akib, E., Imran, M. E., Mahtari, S., Mahmud, M. R., Prawiyogy, A. G., Supriatna,
I., & Ikhsan, M. H. (2020). Study on implementation of integrated curriculum
in Indonesia. IJORER: International Journal of Recent Educational
Research, 1(1), 39-57.

Akib, E., & Muhsin, M. A. (2020). Critical thinking in cognitive domain: Exploring
assessment of English teaching at pandemic period of covid-19. JEES
(Journal of English Educators Society), 5(2), 178-184.

Akib, E. (2012). Brain-sketching Technique for Descriptive Text in Improve

Writing Skill at Senior High School of Unismuh Makassar. Exposure, 1(1),
35-58.

Akib, E., & Syatriana, E. (2019, October). Engaging EFL Learner in Explainer
Video for Creative Writing. In Proceedings of the 4th Progressive and Fun
Education International Conference (PFEIC 2019) (Vol. 355, pp. 119-123).

Ampa, A. T., & Akib, E. (2019, June). The students’ learning achievement of the
english productive skills. In Eleventh Conference on Applied Linguistics
(CONAPLIN 2018) (pp. 395-399). Atlantis Press.

Ampa, A. T., Akib, E., & Sari, D. K. (2019). The Use of Transitional Signals in
Essay Writing by EFL Students. International Journal of English Language
& Translation Studies, 7(2), 33-38.
Syatriana, E., & Erwin, A. (2021). Investigating learning outcome based on a model
of English teaching of Indonesian elementary students. JEES (Journal of
English Educators Society), 6(2).

Akib, E. (2020). Pariwisata Dalam Tinjauan Pendidikan: Studi Menuju Era

Revolusi Industri. Pusaka: Journal of Tourism, Hospitality, Travel and
Business Event, 2(1), 1-7.

Akib, E., Syatriana, E., & Ebrahimi, S. S. (2020). Principle for the Evaluation of
Reading Assessment Tools. Journal of Critical views, 7(16), 160-164.

Ratih, K., Tamatea, L., Buckworth, J., Prayitno, H. J., & Akib, E. (2019). Preparing
for quality: The alignment of the professional knowledge domain across
global, national and local institutional policies. International Journal of
Advanced Science and Technology, 28(8), 795-799.

Akib, E. (2019). The effect of mapping instructional materials on EFL learners with
different types of materials.

Saiful, S., Ismail, H., Asriadi, A., Akib, E., & Bakri, R. A. (2022). PENGHIJAUAN
LAHAN NON PRODUKTIF DI KAMPUNG BERUA OBJEK WISATA
RAMMANG-RAMMANG MAROS. Martabe: Jurnal Pengabdian Kepada
Masyarakat, 5(1), 399-407.

Saputra, W. A., & Akib, E. (2018, July). Translanguaging in English as Foreign

Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian
University. In PROCEEDINGS OF THE 65th TEFLIN INTERNATIONAL
CONFERENCE (Vol. 65, No. 02).