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Killander (2011) supported this response in the literature review of this study whereby he described

four challenges in teaching and learning poetry in English as a second language classroom. They
just gave the material without considering students’ level. Additionally, Cubukcu (2010) explained

that poems pose a challenging cognitive task. Readers must first have a basic understanding of a
concept or emotion and then transform that understanding into meaningful creative expression by

exploring and distilling complex ideas. It is difficult for students to know the meaning of the poem
because they have to understand the basic concept of the poem, Sugandi & Husnaini (2015).

4.3.18 Form and content of poems student teachers find it easy to teach

Here the study was looking for the views of student teachers about the content of poems student

teachers find easy to teach. The findings are presented in Figure 18.

Figure 18 Form and content of poems student teachers find it easy to teach

Figures of speech and rhyme scheme

According to the results from figure 18 one (12.5%) student teacher respondent applied figures of
speech and rhyme scheme in the lessons that appeared to be the easiest to teach. Karki (2016)

supported this where he also stated that poetry is one of the literary texts in which words are used
especially to express the writer's emotions, feelings, and thoughts. He further stated that poetry

follows metrical composition like rhythm, rhyme, meter, tone, etc. It has its special rhetorical

devices like a smile, metaphor, irony, paradox, and so on. It recognizes syntax, invents its
vocabulary, freely mixed registers, and creates its punctuation.

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