Page 42 - FINAL RESEARCH PAPER THESIS 2020

Use of leading questions

From figure 19, resulted four (50%) Student teachers who mentioned that they began the lesson

by asking leading questions that helped learners to analyse the poem. Sithamparam (2001)
supported this teaching approach in literature review where he suggested that teachers can prepare

a group of questions to attract the learners' attention to the presented poetry. Further, he
recommended that questions should be challenging and be meditating.

The use of pictures

The finding from figure 19 four (50%) Student teachers indicated that they provided pictures of
things that were mentioned in the poem and gave them to learners in groups. They made learners

read the poem in groups before the teacher read and explain it. This response was supported by

AL-Bakri in Palestine (2019) who said that teachers should provide learners a wide chance to take
part in the learning process, such as using pair or group work permits students to express and share

their point of view and enhances their interactions.

4.3.20 The benefits of poetry to student teachers and learners

Poetry helps students to do well on high stakes tests because it gives their minds an exhilarating

workout. Poetry inspires students to read more, imagine more, think more, discuss more, and write
more. Poetry has several benefits for both learners and teachers. About the benefits of poetry to

teachers and learners, here is what the respondents said:

Figure 20 The benefits of poetry to student teachers and learners

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