Teachers' Strategies for Teaching Poetry in the Bachelors Level

Abstract

This research explores the strategies employed in teaching poetry at the Bachelors level, with a specific focus on comparing different teaching approaches. The study used purposive sampling for teacher selection and simple random sampling for student selection across various university campuses. Data was gathered through questionnaires and classroom observations, and analyzed using both descriptive and statistical methods. The findings indicate that teachers utilize a range of techniques, including translation, explanation, group/pair work, dramatization, and drills. The study concludes that teaching poetry is both engaging and challenging, that students are often motivated by rhyme and rhythm, that student-centered strategies are particularly effective, that critical appreciation is crucial at this level, and that teaching poetry fosters student creativity.