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Figure 6 Clarity of the subject content and learning activities

The majority of the respondents (94.1%) indicated that the subject content and learning activities
are presented to the learners. This could be one of the reasons learners find poetry interesting.

However, 5.9% indicated that the content in poetry is not well presented and so are the activities.

4.3.7 Teaching within a learner-centered approach
Figure 7 indicates responses on whether all poetry lessons are taught within a learner-centered

approach.

Figure 7 Teaching within a learner-centrered approach

There was a 52.9% student-teacher that indicated that all poetry lessons are given within a learner-

centered approach. However, 47.1% of the respondents indicated that the lessons were not given

within a learner-centered approach. The response of the student teachers who were in agreement
with the use of the learner-centered approach was supported by Happel in Viena (2016) in chapter

2 of the literature review whereby he refered to two learners centered teaching approaches that
were encountered when teaching poetry. The language-based approach and stylistic approach were

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