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The majority of the respondents (70.6%) indicated that teachers have a thorough understanding of
all different forms of poetry, while 29.4% indicated that they felt that they do not have a thorough
understanding of all different forms of poetry. Karki, (2016), supported this response of student
teachers having thorough knowledge and understanding of all different forms of poetry in literature
review who said that there are different forms of poetry based on their nature. They are as follows:
an epic, ballad, elegy, ode, sonnet, lyric, and romance. Furthermore, the content looks into the
language of poetry, which is special and different from the language of any texts or daily use of
the language. The poetic language consists of rhyming words, rhythm, meter, diction, tone, music,
alliteration, etc. These are the very information found in the syllabus written by the Ministry of
Education, Arts, and Culture.
4.3.11 Relevancy of prescribed text poetry textbooks to specific grades
Figure 11 is an illustration of the relevancy of the prescribed poetry books in schools to specific
grades.
Figure 11 Relevancy of prescribed poetry textbooks to specific grades
About 52.9% of the respondents indicated that the textbooks used in teaching poetry are irrelevant,
while 47.1% of the respondents indicated that the textbooks are relevant. From the results, it can
be said that there is a need for improvement in the relevancy of the textbook used in teaching
poetry. The Ministry of Education, Art and Culture, and the publishers as stakeholders should re-
look into this issue of textbook relevancy per specific grade.
4.3.12 Learners’ motivation to participate during poetry lessons
Figure 12 shows the level of learners’ motivation to participate in poetry lessons.
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