tag:blogger.com,1999:blog-55418317199129250032024-02-08T06:44:16.674-08:00Teaching and Learning ZoneThis web provides syllabus of language teaching, literature, linguistics, research, etc.privacyhttp://www.blogger.com/profile/10730986227599923383noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5541831719912925003.post-59990680061169624352010-10-30T02:01:00.001-07:002010-10-30T02:01:25.179-07:00Teaching Writing<div style="text-align: left;"></div><meta content="text/html; charset=utf-8" http-equiv="Content-Type"></meta><meta content="Word.Document" name="ProgId"></meta><meta content="Microsoft Word 12" name="Generator"></meta><meta content="Microsoft Word 12" name="Originator"></meta><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><o:smarttagtype name="country-region" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="PlaceType" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="PlaceName" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="City" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="place" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link> <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><style>
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<div align="center" class="MsoNormal" style="text-align: center;"><b><span lang="EN-US" style="color: black; font-size: 14pt;">WRITING SHORT STORY </span></b><b><span style="color: black; font-size: 14pt;">USING </span></b><b><span lang="EN-US" style="color: black; font-size: 14pt;">NARRATIVE APPROACH</span><span lang="EN-US" style="color: black;"><o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><b><span lang="EN-US" style="color: black;">By HAMIDDIN<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div class="MsoNormal" style="text-align: left;"><b><span lang="EN-US" style="color: black;"> ABSTRACT<o:p></o:p></span></b></div><div class="MsoNormal" style="margin: 0cm 27.9pt 0.0001pt 36pt; text-align: justify;"><span lang="EN-US" style="color: black; font-size: 10pt;">Narrative approach is basic technique in preparing the students are able to write a narration paragraph. Narrative is related to tell a story. In teaching writing in literature classroom, the teacher uses narrative approach to write a short story. Besides teaching writing paragraph, the teacher also teaches literature aspects especially short story aspects. Theoretically, this approach include to teaching of writing kinds of paragraph but practically, this approach can be involve in writing a short story in the literature classroom for students in university.</span><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span lang="EN-US" style="color: black;">Keywords</span></b><span lang="EN-US" style="color: black;">: <i>narrative approach, short story, teaching writing</i>.<a name='more'></a><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span lang="EN-US" style="color: black;">INTRODUCTION<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">Teaching writing is teaching how to make appropriately and effectively writing product. The teacher of writing faces many obstacles in teaching their students, because writing needs certain skill. For university students, writing is essential component in learning English as second language or foreign language. The writing achievement is important for the students who will arrange proposal, thesis, and research. The students of university demanded to be able to make good writing. As teachers, we have to find ways of helping our students to improve our students’ skill especially writing skill. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">The teacher of writing demanded to be creative in his/her teaching in the classroom. So, teaching of writing must be taught in many different approaches. The each approach can be effective and efficient, if the teacher believes in what he or she teaches and uses in the classroom. Approaches to teaching writing rely on approaches to writing. The teachers may use and mix some approaches to writing in the class and give the students appropriate tasks and help them perfect their techniques.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">The approaches to writing can lead to best results of writing product. The different approach is the road taken by the writer to reach the final goal. The use of some approaches is how to help a student do his or her best depends on the approaches to writing (Rosu, 2008). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">According to Abisamra (2001), there are several common basic-approaches to writing; they are narrative, descriptive, expository and persuasive/argumentative approaches. These basic-approaches can be applied in the English classroom in different subjects. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: -27pt;"><b><span lang="EN-US" style="color: black;">I.<span style="font: 7pt "Times New Roman";"> </span></span></b><b><span lang="EN-US" style="color: black;">Rhetorical Modes in Narrative Approach<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">Adisamra (2001) say that rhetorical modes are based on the ways human brains process information. The teachers may choose the one mode that matches to the topic helps students organize their writing and helps the reader process the information students want to discuss. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">A Narrative Essay recounts a story. Narrative as part of story, it has character, setting, and action. The characters, the setting, and the problem of the narrative are usually introduced in the beginning. The problem reaches its <st1:city w:st="on"><st1:place w:st="on">high point</st1:place></st1:city> in the middle. The ending resolves the problem. (Abisamra, 2001).</span><span lang="EN-US" style="color: black;"> <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">The narrative approach offers writers a chance to think and write about themselves. We all have experiences lodged in our memories which are worthy of sharing with readers. Silva and <st1:place w:st="on"><st1:city w:st="on">Henderson</st1:city></st1:place> (2007) defined that narrative based writing is a techniques based on the narrative document product which is a précis of story that the author/writer intends to convey to the readers. Sometimes, the writers are so fused with other memories that a lot of the time spent in writing narrative is in the prewriting stage. Narrative approach is a technique how to build communication between the writers and readers.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">The purpose of this type of writing is to tell a personal or fictional experience based on a real or imagined event. In well-written narration, a writer uses insight, creativity, dialogue, figurative language, drama, suspense, or fantasy to create a central theme or impression. The writers must be creative in telling his experience or imagination in a story.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: -27pt;"><b><span lang="EN-US" style="color: black;">II.<span style="font: 7pt "Times New Roman";"> </span></span></b><b><span lang="EN-US" style="color: black;">Principles of Writing Narrative Essays<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">The writers of narrative essays should keep three principles of narrative essays in mind. Abisamra (2001) in <i>Teaching Writing</i> says that three principles of narrative essays are:<o:p></o:p></span></div><ol start="1" style="margin-top: 0cm;" type="a"><li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">The writers should involve readers in the story. It is much more interesting to actually recreate an incident for readers than to simply tell about it.<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Find a generalization which the story supports. This is the only way the writer's personal experience will take on meaning for readers. This generalization does not have to encompass humanity as a whole; it can concern the writer, men, women, or children of various ages and backgrounds. <o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Remember that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story. <o:p></o:p></span></li>
</ol><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">The three principles of these narrative essays are essential for the writers who want to write narrative essays or story (novel, short story, etc).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: -27pt;"><b><span lang="EN-US" style="color: black;">III.<span style="font: 7pt "Times New Roman";"> </span></span></b><b><span lang="EN-US" style="color: black;">Conventions of Narrative Essays<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">In writing narrative essay, the writers also must understand the convention of narrative essays in which the writers must focus on the topic and time order. To keep the narrative essays in its way, firstly, the narratives are generally written in the first person, which is, using "I." However, third person ("he," "she," or "it") can also be used. Secondly, narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression. Thirdly, narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">In this stage, writers first need to select an incident worthy of writing about and, second, to find relevance in that incident. To do this, writers might ask themselves what about the incident provided new insights or awareness. Finally, writers must dredge up details which will make the incident real for readers. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: -27pt;"><b><span lang="EN-US" style="color: black;">IV.<span style="font: 7pt "Times New Roman";"> </span></span></b><b><span lang="EN-US" style="color: black;">Writing Short Story: a Narrative Approach in Fiction<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">A short story is as narrative mode, it involves some elements of short story. In writing short story, the writer uses elements of story to build the interesting and exciting story. As a fiction, the short story told by the writers based on their experiences and imaginations. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">The writers of fiction communicate meaning on many levels and use a variety of techniques and styles. Some write fiction in compressed and polished prose that is close to poetry; some tell stories mainly through dialogue; others through description or action. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 18pt;"><span lang="EN-US" style="color: black;">Fiction is primarily creative, using events, characters and situations invented by the author/writer. The writer of fictions should focus on the basic elements of fiction especially short story. According to Marning and O’Neill (1999) the elements of short story that must be involved by the writers in their writing are: plot, character, setting, point of view and theme.<o:p></o:p></span></div><ol start="1" style="margin-top: 0cm;" type="a"><li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Plot<o:p></o:p></span></li>
</ol><div class="MsoNormal" style="margin-left: 36pt; text-align: justify;"><span lang="EN-US" style="color: black;">Plot is storyline. In plot the author/writer arranges events to develop his basic idea; it is the sequence of events in a story. The plot is a planned, logical series of events having a beginning, middle, and ending. The plot covers essential part of plot: introduction, rising action, conflict, climax, falling action and denouement/conclusion. Short story plot is simple plot (Hamiddin, 2007).<o:p></o:p></span></div><ol start="2" style="margin-top: 0cm;" type="a"><li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Character.<o:p></o:p></span></li>
</ol><div class="MsoNormal" style="margin-left: 36pt; text-align: justify;"><span lang="EN-US" style="color: black;">Character is person in a work of fiction or characteristics of person. Generally, short story uses few characters. One character is clearly central to the story with all major events having some importance to this character, it is called protagonist or main character and the opposer of the main character is called Antagonist (Marning & O’Neill, 1999).<o:p></o:p></span></div><ol start="3" style="margin-top: 0cm;" type="a"><li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Setting<o:p></o:p></span></li>
</ol><div class="MsoNormal" style="margin-left: 36pt; text-align: justify;"><span lang="EN-US" style="color: black;">Setting in fiction is the time and location in which the story takes place. Setting in short story generally divided into three parts: setting of time, setting of place, and setting of mood/situation of the characters and society in a story (Hamiddin, 2007).<o:p></o:p></span></div><ol start="4" style="margin-top: 0cm;" type="a"><li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Point of View<o:p></o:p></span></li>
</ol><div class="MsoNormal" style="margin-left: 36pt; text-align: justify;"><span lang="EN-US" style="color: black;">For which the story is told is called as point of view. The point of view covers first person point of view that uses “I”, “We” and third person point of view that uses “she”, “he”, “it” (Hamiddin, 2007). <o:p></o:p></span></div><ol start="5" style="margin-top: 0cm;" type="a"><li class="MsoNormal" style="color: black; text-align: justify;"><span lang="EN-US">Theme<o:p></o:p></span></li>
</ol><div class="MsoNormal" style="margin-left: 36pt; text-align: justify;"><span lang="EN-US" style="color: black;">Theme is main idea of the story or message or lesson that implied. Commonly, the theme showed by dialogue, characteristics of the characters, and so on. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: -27pt;"><b><span lang="EN-US" style="color: black;">V.<span style="font: 7pt "Times New Roman";"> </span></span></b><b><span lang="EN-US" style="color: black;">Practice Writing Short Story in the Real Classroom<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span lang="EN-US" style="color: black;">Practical activities in the classroom aim at getting the goal of teaching. To practice writing a short story, the teacher should do some activities how to write a good fiction especially short story. The following steps must be considered by the teacher in his/her classroom activities.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">a.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Prewriting Techniques<a href="http://www.blogger.com/post-create.do" name="free"></a><o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">Pre writing techniques conduct in the classroom to stimulate the students’ interest in writing subject. This activity is to know the preliminary students’ achievement of writing. In this step, the teacher may use free writing techniques to write a story. In free writing, the teacher may give unfocused and focused free writing. Based on Abisamra’s writing (2001), u</span><span lang="EN-US" style="color: black;">nfocused free-writing can help you clear your mind so you are ready to concentrate on the task at hand, and focused free-writing can help you come up with ideas on your topic. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">Unfocused free-writing is very easy. The teacher commands the students to write a story based on their willing. The students have to write everything on piece of paper and begin writing whatever comes to their mind. In this activity, the teacher let their students to be free in expressing their story’s idea by avoiding the punctuations, capitalization, coherences, and so on. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">Focused free-writing is similar with unfocused free-writing. In this stage, the teachers ask the students to choose a topic of short story and students write about anything. In focused free-writing, the students should stay focused on the topic they are to write about. Write down everything that comes to mind on the topic, without stopping to consider whether an idea is worthwhile. Just keep writing. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">In focused and unfocused free-writing, the teacher gives time to the students, at least 15 minutes, to complete their writing. After the students finishing their story, the teachers ask to the students to check their work and give chance the students to correct, delete some points that the students want to do. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">b.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Choosing a topic of a short story<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">In choosing a topic of a short story, the teacher gives some topics to the students and the students must choose one of those topics. The topic must be familiar for the students and logic. Some examples of topics of story that can be given to the students are: love, family, school, etc. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">c.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Developing a plot<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">After choosing a topic, the students ask to develop a plot; a series of events which will be expanded in the story. In developing a plot, the teacher decides events that will happen in a story. For examples, the topic is about love. <b>The event 1</b>: character A is a girl in which the girl character is beautiful, smart, has idea to be a teacher, but she is from poor family. <b>The event 2</b>: she continues her study in a university by scholarship. <b>The event 3</b>: Character B and C are boys; the boys are close-friend of character A. The boy B is poor man, smart and simple. The boy C is rich man, smart and glamour. <b>Event 4</b>: Both of Boys fall in love to the character A, and they express their love to the girl and the girl must choose one of them. <b>Event 5</b>: The girl is confused in choosing one of them, she do not want to hurt one of them. The girl does not want to break their friendship. She likes them as friendship and but she also has strong love to character B. <b>Event 6</b>: conflict of them happen when the girl chooses one of them. <b>Event 7</b>: the conflict must be resolved by the characters A, B, and C.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">In the end of the story, the students must end this story by themselves. The teachers let the students to resolve the problem of the story and how the students make an ending of the story.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 18pt;"><span lang="EN-US" style="color: black;">In the example of plot above, conflict between characters (event 5, 6, and 7) constitutes climax of the story. A story needs conflict to be started, developed, built up and resolved in some ways. According to Manning and O’Neill (199) without conflict, a story is just a set of related events that may leave the reader wondering something is actually going to happen.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">d.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Developing a theme<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">When the students start to write a short story, the writer decides a theme in mind or later what theme is emerging. The developing a theme in a story, it implies through characters’ behavior and speech. Do not miss a theme in a story, because theme is very important thing. Related to how develop a theme in a story, the students must list characters and possible events to covers that theme. For example: love is blind, friendship is better than love, etc. Here, the teacher asks the students to list some theme that they can involve in their story.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">e.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Writing a setting<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">Setting is a part of story. The teacher may ask the students to write a setting of time, place to make the story life within the story. Setting is to describe when and how the story takes place. Let the students to decide a setting in their story. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">f.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Characterization/giving characteristic of the character<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">To make interesting in a story, the teacher asks their students to give characteristics of the characters in a story. For example: character A is a girl, beautiful, smart, self-protection, and poor. Character B is a boy, single parent (mother), poor, simple, etc. Giving characteristics to the characters of the story (characterization) is to make the story real/life in the story. Characterization is a way of communication between the reader and the writer/author/writer.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 18pt; text-align: justify; text-indent: -18pt;"><i><span lang="EN-US" style="color: black;">g.<span style="font: 7pt "Times New Roman";"> </span></span></i><i><span lang="EN-US" style="color: black;">Editing<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">In the end of writing a short story, the teacher asks their students to correct, add, or delete some parts that are not important in that story. Editing part is conducted after the students finish their story. In editing process, the teacher has important role, because students sometimes do not know how to correct their story, so, the teacher demanded to be master in writing story and editing their student story.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">All of activities above are practical ideas of narrative-based writing in writing a short story. This practice can be modified by the teachers depend on their students’ condition and character. This activity can be applied in literature classroom in university level. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span lang="EN-US" style="color: black;">CONCLUSION<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 36pt;"><span lang="EN-US" style="color: black;">Narrative approach is basic approach in writing essays. This approach close related to tell a story. In the literature classroom, narrative approach is very helpful for students in writing a short story. The teacher of literature may apply this approach to improve their students’ ability in writing a short story. This approach can be applied step by step. The teacher can start from a sentence, paragraph, and a story. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><b><span lang="EN-US" style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;"><br clear="all" style="page-break-before: always;" /> </span></b> <br />
<div align="center" class="MsoNormal" style="text-align: center;"><b><span lang="EN-US" style="color: black; font-size: 10pt;">REFERENCES<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div class="MsoNormal" style="margin-left: 45pt; text-align: justify; text-indent: -45pt;"><span lang="EN-US" style="color: black; font-size: 10pt;">Abisamra, Nada Salem. 2001. <i>Teaching Writing: Approaches & Activities</i>. http://www.nadaisland.com/writing. online (accessed on 5 December 2008).<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-align: justify; text-indent: -45pt;"><span lang="EN-US" style="color: black; font-size: 10pt;">De-Silva, Nishadi and Henderson, Peter. 2007. <i>Narrative-Based Writing for Coherent Technical Document</i>s. <st1:country-region w:st="on">United Kingdom</st1:country-region>: <st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype> of <st1:placename w:st="on">Southampton</st1:placename></st1:place>. <cite><span style="color: black;">www.rochester.edu/warner/faculty/curry/pdf/TAW Chap2.pdf. Online (accessed on 25 December 2008).<o:p></o:p></span></cite></span></div><div class="MsoNormal" style="margin-left: 45pt; text-align: justify; text-indent: -45pt;"><span lang="EN-US" style="color: black; font-size: 10pt;">Hamiddin. 2007. <i>Introduction to Literature: Student’s Handbook</i>. FKIP UNISMA. Unpublished. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-align: justify; text-indent: -45pt;"><span lang="EN-US" style="color: black; font-size: 10pt;">Manning, Mary & O’Neill, Jennifer. 1999. <i>Ways into Senior ENGLISH</i>. <st1:city w:st="on">Melbourne</st1:city>: <st1:place w:st="on"><st1:placename w:st="on">Oxford</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> press.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-align: justify; text-indent: -45pt;"><span lang="EN-US" style="color: black; font-size: 10pt;">Rosu, Anca. 2008. <i>Teaching Writing</i>. </span><cite><span lang="EN-US" style="color: black; font-size: 10pt;">www.nj.devry.edu/~arosu /comp/approaches_to_teaching_writing.htm - 14k. online (accessed on 28 December 2008).<o:p></o:p></span></cite></div>privacyhttp://www.blogger.com/profile/10730986227599923383noreply@blogger.com0tag:blogger.com,1999:blog-5541831719912925003.post-31932569913049779962010-10-29T02:10:00.000-07:002010-10-30T01:54:30.547-07:00Teaching Poetry for English Students of Indonesia<meta content="text/ charset=utf-8" http-equiv="Content-Type"></meta><meta content="Word.Document" name="ProgId"></meta><meta content="Microsoft Word 12" name="Generator"></meta><meta content="Microsoft Word 12" name="Originator"></meta><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_editdata.mso" rel="Edit-Time-Data"></link><o:smarttagtype name="State" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="place" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="City" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="PlaceName" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="PlaceType" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="country-region" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CUsers%5CFLDCUN%7E1%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link> <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><style>
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<div align="center" class="MsoNormal" style="text-align: center;"><b>IMPROVING STUDENTS’ COMPREHENSION OF POEMS <o:p></o:p></b></div><div align="center" class="MsoNormal" style="text-align: center;"><b>USING TWO STAY-TWO STRAY STRATEGY<o:p></o:p></b></div><div align="center" class="MsoNormal" style="text-align: center;"><b>(A Cooperative Learning Approach)</b></div><div align="center" class="MsoNormal" style="text-align: center;"><b><o:p></o:p></b></div><div class="MsoNormal" style="text-align: center; text-indent: 1cm;"><br />
<i><b>Hamiddin</b></i></div><div class="MsoNormal" style="text-align: center; text-indent: 1cm;"><b>(a lecturer of English Department of FKIP Unisma, email: ibnu_syam@yahoo.com)</b></div><div class="MsoNormal" style="text-align: center; text-indent: 1cm;"><b><br />
</b></div><div class="MsoNormal" style="text-indent: 1cm;"><b>Abstract<o:p></o:p></b></div><div align="left" class="MsoBodyText" style="margin: 0cm 1cm 0.0001pt; text-align: left;"><span lang="EN-US" style="font-size: 10pt;">The study </span><span style="font-size: 10pt;">i</span><span lang="EN-US" style="font-size: 10pt;">s directed to improve students’ comprehension of poems using the Two Stay</span><span style="font-size: 10pt;">-</span><span lang="EN-US" style="font-size: 10pt;">Two Stray strategy. The subject of this study </span><span style="font-size: 10pt;">i</span><span lang="EN-US" style="font-size: 10pt;">s 23 students of the sixth semester of English department of FKIP at Islamic University of Malang. </span><span style="font-size: 10pt;">This study </span><span lang="EN-US" style="font-size: 10pt;">use</span><span style="font-size: 10pt;">s</span><span lang="EN-US" style="font-size: 10pt;"> collaborative action research design which consist</span><span style="font-size: 10pt;">s</span><span lang="EN-US" style="font-size: 10pt;"> of four main steps: planning, implementing, observing, and reflecting. </span><span style="font-size: 10pt;">The data is taken from quiz,</span><span lang="EN-US" style="font-size: 10pt;"> observation checklist</span><span style="font-size: 10pt;"> and </span><span lang="EN-US" style="font-size: 10pt;">field notes.</span><span lang="EN-US" style="font-size: 10pt;"> </span><span lang="EN-US" style="font-size: 10pt;">The findings indicate that using TS-TS strategy c</span><span style="font-size: 10pt;">an</span><span lang="EN-US" style="font-size: 10pt;"> improve the students’ comprehension of poems. </span><span style="font-size: 10pt;">The average score of students’ test</span><span lang="EN-US" style="font-size: 10pt;"> in </span><span style="font-size: 10pt;">C</span><span lang="EN-US" style="font-size: 10pt;">ycle 2 </span><span style="font-size: 10pt;">i</span><span lang="EN-US" style="font-size: 10pt;">s 80</span><span style="font-size: 10pt;"> and </span><span lang="EN-US" style="font-size: 10pt;">the students’ active involvement in </span><span style="font-size: 10pt;">C</span><span lang="EN-US" style="font-size: 10pt;">ycle </span><span style="font-size: 10pt;">2</span><span style="font-size: 10pt;"> </span><span style="font-size: 10pt;">i</span><span lang="EN-US" style="font-size: 10pt;">s 86%. The data </span><span style="font-size: 10pt;">are</span><span lang="EN-US" style="font-size: 10pt;"> obtained from the implementation of TS-TS strategy in improving students’ comprehension of poems.</span><span style="font-size: 10pt;"><o:p></o:p></span></div><div align="left" class="MsoBodyText" style="margin: 0cm 1cm 0.0001pt; text-align: left; text-indent: 37.4pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 1cm 0.0001pt;"><b><span lang="EN-US" style="font-size: 11pt;">Key Words</span></b><span lang="EN-US" style="font-size: 11pt;">: comprehension of poems, Two Stay</span><span style="font-size: 11pt;">-</span><span lang="EN-US" style="font-size: 11pt;">Two Stray Strategy<a name='more'></a></span><b><span style="font-size: 11pt;"><o:p></o:p></span></b></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span lang="EN-US">INTRODUCTION<o:p></o:p></span></b></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US">Literature is </span>a<span lang="EN-US"> product of culture. Literature is created from human activities and it is born of man’s timeless desire to understand, express, and finally share experiences. </span>L<span lang="EN-US">iterary works reflect about parts of human lives such as values, morals, experiences, feelings, thoughts, cultures and interests</span>. <span lang="EN-US">As product of culture, </span>t<span lang="EN-US">he literary works are a medium of the writers to communicate and share about their lives, knowledge, experiences, and problems to the readers. A literary work, like prose, poetry, and drama, may give a certain impression and contribution to the readers such as giving the readers about awareness of the truth of life, giving personal pleasure to the readers, feeding heart of the readers, and helping the readers to be cultured man. Therefore, it is important for the students to read and study literary works, because literary works not only provide certain styles of language use but also they can increase and enrich students’ knowledge, experiences about human problems.</span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US">In English language teaching settings, many literary texts are used as additional passages. The use of literature in language teaching gives many contributions to increase students’ achievement such as creative thinking, motivation, and enjoyment. One of </span>the <span lang="EN-US">genre</span>s<span lang="EN-US"> of literature that is taught in language teaching is poetry. The teaching </span>of <span lang="EN-US">poetry should address the students </span>to <span lang="EN-US">prepare</span> them in <span lang="EN-US">visualiz</span>ing<span lang="EN-US">, search</span>ing<span lang="EN-US"> for main ideas and understand</span>ing<span lang="EN-US"> the poems. The students must be addressed on comprehension of poems both the structure and the contents. In comprehension process, the students read and identify important points or information of poems in which the information are useful for the students in improving their achievement and their literary competence of poems. </span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US">Comprehension of poems provides several educational benefits to the students. Sarac (2003:17-20) in Hismanoglu (2005) divides the benefits of comprehending poems into four points. First, poems provide students with a different viewpoint towards language use by going beyond the known usages and rules of grammar, syntax and vocabulary. Second, poems can trigger unmotivated students to explore different interpretations. Third, poems evoke feelings and thoughts in heart and in mind. The last</span>,<span lang="EN-US"> poems make students familiar with figure of speech (i.e. simile, metaphor, irony, personification, imagery, etc.) due to their being a part of daily language use. </span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US">The objectives of teaching poetry have important role and they should be clear and appropriate to the level of students. The success of the teaching poetry is measured </span>by <span lang="EN-US">how far the objectives of teaching can be reached. Tiwari (2008) proposes the objective of teaching poetry into two objectives: general objectives and specific objectives. The general objective of teaching poetry basically is to increase students’ appreciation of poems which is drawn into several points. The general objectives of teaching poetry are (a) to enable student to appreciate the beauty, rhyme and style of the poems, (b) to enable students to read aloud the poem with proper stress rhythm and intonation, (c) to develop a taste for reading and writing poems, (d) to develop aesthetic sense of students, (e) to </span>encourage <span lang="EN-US">students</span> to love English literature<span lang="EN-US">, and (f) to develop the imagination power of students.</span><span lang="EN-US"> </span>In addition, <span lang="EN-US">the objectives of teaching poetry</span> are to address <span lang="EN-US">the students </span>to be <span lang="EN-US">able to understand, appreciate, and analyze the literary works deeply in order to increase the students’ comprehension and other achievement such as critical thinking, cultural competence, personal pleasure, and language competence.</span><o:p></o:p></div><div class="MsoNormal" style="text-indent: 36pt;">To achieve <span lang="EN-US">the objective of teaching poetry, the teachers usually faced some problems and challenges when they are teaching poetry. The problems of teaching poetry commonly place on the use of materials, the use of teaching technique, and students’ comprehension of poems. </span>In fact, t<span lang="EN-US">he problems of teaching poetry </span>are found <span lang="EN-US">in literature class of sixth semester students of English Department of FKIP Unisma. The problems are identified </span>from<span lang="EN-US"> his </span>teaching <span lang="EN-US">experiences </span>in <span lang="EN-US">literature class and the </span>result of preliminary study <span lang="EN-US">that </span>was<span lang="EN-US"> conducted on 16<sup>th</sup> of November 2009.</span> The problems of literature class can be identified as follows.<o:p></o:p></div><div class="MsoNormal" style="text-indent: 36pt;">The first problem is the <span lang="EN-US">students </span>have low ability <span lang="EN-US">in </span>comprehending poems both its structure and its content<span lang="EN-US">. </span>It is indicated by t<span lang="EN-US">he scores of students’ test</span> in which <span lang="EN-US">2 students (9%) get </span>score <span lang="EN-US">=> 80</span>; <span lang="EN-US">3 students (13%) get </span>score <span lang="EN-US">70 – 79</span>; <span lang="EN-US">11 students (48%) get </span>score <span lang="EN-US">60 – 69</span>; <span lang="EN-US">3 students (13%) get </span>score <span lang="EN-US">50 – 54</span>; and <span lang="EN-US">4 students (17%) get </span>score <span lang="EN-US">0 – 49</span>. <span lang="EN-US">Accordingly, the students’ </span>comprehension of poems <span lang="EN-US">is not satisfactory. The current data on </span>the result of <span lang="EN-US">students’ </span>test<span lang="EN-US"> reveal that the students’ average score was </span>59.7<span lang="EN-US"> (</span>fifty nine point seven)<span lang="EN-US">.</span><span lang="EN-US"> </span>Therefore,<span lang="EN-US"> it indicates that most of</span> the<span lang="EN-US"> students still have low comprehension of poems</span>. <o:p></o:p></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US">Considering the facts above, there is an urgent need to implement a strategy or technique that can help solve these problems</span>. <span lang="EN-US">In this case, the dynamic strategy of teaching poetry should be considered. The appropriate teaching strategy, like cooperative learning strategies, help the teacher </span>to <span lang="EN-US">solv</span>e<span lang="EN-US"> the problems </span>in the class b<span lang="EN-US">ecause the cooperative strategies </span>employ<span lang="EN-US"> student-centered activities rather than teacher-centered activities. It can guide and facilitate learning process in order to enable the students learn and create a better atmosphere of learning. The strategy also may attract the students’ attention toward comprehension of poems and </span>increase their motivation by <span lang="EN-US">actively involv</span>ing<span lang="EN-US"> in learning.</span><span lang="EN-US"> </span>In addition, the use of appropriate strategy in teaching poetry can solve the problems occuring in poetry class. </div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US">One strategy that can be applied in teaching poetry is cooperative learning strategy because besides cooperative learning is as an effective instructional method, it is also a successful way to enhance social and academic development among students. </span>In this case, t<span lang="EN-US">o improve the students’ comprehension of poems</span> and students’ active involvement in learning process<span lang="EN-US">, this study chooses and uses Two Stay-Two Stray (<i>henceforth: TS-TS</i>) strategy</span>.<o:p></o:p></div><div style="margin: 0cm 0cm 0.0001pt; text-indent: 36pt;"><span lang="EN-US">TS-TS is a cooperative learning strategy that is adapted from Kagan’s One Stay-Three Stray. TS-TS will work well if students have a product or information to share. It also gives students experience in gathering information and reporting back to their teammates. TS-TS strategy essentially is a group discussion model. Each member of group has its own responsibilities (two students become ‘strayers’ and other two students become ‘stayers’). According to Crawford (2005) TS-TS offers a low-threat forum where students can exchange ideas and build social skills such as asking probing questions. In this activity the students are encouraged to contribute their ideas and opinion to their group and other groups. TS-TS strategy is designed into small groups of students consist</span>ing<span lang="EN-US"> of four students. The students work in small (four-member) groups of mixed ability, including one high achiever, two average achievers, and one low achiever. The groups discuss the topic that is given by the teacher. In TS-TS strategy, students are responsible for helping other members to learn, achieve the group goal and share information with other groups. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span lang="EN-US" style="color: black;">RESEARCH METHOD<o:p></o:p></span></b></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">The research design of the study is action research. The action research is classroom action research since the problems are found in the classroom. </span><span style="color: black;">This study used collaborative classroom</span><span lang="EN-US" style="color: black;"> action research</span><span style="color: black;">.</span><span lang="EN-US" style="color: black;"> This study is designed to apply a strategy to solve the problems in poetry class especially improving students’ comprehension of poems.</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">The design of this classroom action research is a cyclical process adapted from the model proposed by Kemmis and Taggart (1988). It comprises four main steps, namely plan</span><span style="color: black;">ning</span><span lang="EN-US" style="color: black;">, implementation of action, observation, and reflection. Before implementing the four steps of classroom action research, the researcher conducted a preliminary study to know the real problems in poetry class. Preliminary study aims at identifying the students’ problem in comprehending English poem</span><span style="color: black;"> and how the problems should be overcame</span><span lang="EN-US" style="color: black;">. <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">The study is conducted at Islamic University of Malang, which is located at Jl. MT Haryono 193 Malang. The subjects of the study are the sixth semester students, class B of English </span><span style="color: black;">D</span><span lang="EN-US" style="color: black;">epartment of academic year 2009/2010. The numbers of the students are 23 students. All students have the same treatments in the teaching and learning process.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">The criteria of success are set up in order to check whether the implementation of Two Stay-Two Stray strategy succeeds or fails. These criteria are also used as reference to stop or continue the cycle. The criteria of success in this study reflect the area of concerns with the process and the product of the teaching and learning English poems</span><span style="color: black;">. The first criteria of success is </span><span style="color: black;"> <span lang="EN-US">100 percent of students at least get minimum score 55 and the mean score of students’ test at least 70 in comprehending English poem</span></span><span style="color: black;">. This data is taken from the test that given the students at the end of implementation. Second criteria of success is </span><a href="http://www.blogger.com/post-create.do" name="OLE_LINK2"></a><a href="http://www.blogger.com/post-create.do" name="OLE_LINK1"><span lang="EN-US" style="color: black;">65 percent or 15 of the number of the students are actively involved during teaching and group discussion activities</span></a><span lang="EN-US" style="color: black;">.</span><span style="color: black;"> The data of students’ active involvement is taken from observation checklist and fieldnotes. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://www.blogger.com/post-create.do" name="OLE_LINK9"></a><a href="http://www.blogger.com/post-create.do" name="OLE_LINK8"><b><span lang="EN-US" style="color: black;">RESEARCH FINDINGS <o:p></o:p></span></b></a></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">T</span><span lang="EN-US" style="color: black;">he research findings </span><span style="color: black;">are presented </span><span lang="EN-US" style="color: black;">on the analysis of the collected data deriving from the implementation of </span><span style="color: black;">Two Stay-Two Stray (<i>henceforth: TS-TS</i>) strategy</span><span lang="EN-US" style="color: black;"> in </span><span style="color: black;">improving students’ comprehension of poems of </span><span lang="EN-US" style="color: black;">the teaching of </span><span style="color: black;">poetry</span><span lang="EN-US" style="color: black;">. The data and findings of the study were presented based on the result of students’ quiz, observation</span><span style="color: black;"> checklist</span><span lang="EN-US" style="color: black;">, and field notes.</span><span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 42.55pt;"><span lang="EN-US" style="color: black;">Findings were obtained from the implementation of the TS-TS strategy. The use of the strategy was actually group discussions </span><span style="color: black;">of</span><span lang="EN-US" style="color: black;"> each meeting </span><span style="color: black;">each of </span><span lang="EN-US" style="color: black;">which consisted of at least four students. After </span><span style="color: black;">students seated in groups, </span><span lang="EN-US" style="color: black;">the students were addressed to discuss a poem or song lyric and answer the questions related to structure and content of a poem. Group discussions were conducted in three meetings and one meeting was test for comprehension of poems</span><span style="color: black;"> in each cycles</span><span lang="EN-US" style="color: black;">. The objective of test was to measure students’ ability in comprehending poems</span><span style="color: black;"> while the objective of observation checklist and field notes were to record the students active involvement during teaching and learning process.</span><span lang="EN-US" style="color: black;"> The following were the findings of the research.</span><span style="color: black;"><o:p></o:p></span></div><br />
<div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">The implementation of </span><span lang="EN-US" style="color: black;">TS</span><span style="color: black;">-</span><span lang="EN-US" style="color: black;">TS strategy</span><span style="color: black;"> are used to increase students’ academic achievement. In this case, the students’ academic achievement is about comprehension of poems. The strategy is used to improve students’ comprehension of poems by following its procedures. </span><span lang="EN-US" style="color: black;">The comprehension of poems covers comprehension of the sound devices (rhyme, </span><span style="color: black;">rhyme scheme, stanza form, </span><span lang="EN-US" style="color: black;">repetition, alliteration, etc.) and poetic devices (metaphor, simile, personification, hyperbole, </span><span style="color: black;">symbol, </span><span lang="EN-US" style="color: black;">etc.) and content (</span><span style="color: black;">tone, </span><span lang="EN-US" style="color: black;">theme and message).</span><span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 42.55pt;"><span style="color: black;">TS-TS </span><span lang="EN-US" style="color: black;">strategy provides the students to express a desire to be active participants in </span><span style="color: black;">comprehending poems</span><span lang="EN-US" style="color: black;">. They also have positive attitudes towards group work in order to complete the purpose of learning. </span><span style="color: black;">Here, t</span><span lang="EN-US" style="color: black;">o implement </span><span style="color: black;">TS-TS strategy</span><span lang="EN-US" style="color: black;">, the teacher consider</span><span style="color: black;">s</span><span lang="EN-US" style="color: black;"> the five essential components of cooperative learning activities. Abrami et al. (1995) states that the five essential components of cooperative learning are: (a) positive interdependence</span><span style="color: black;">, (b) individual accountability, (c) face to face interaction, (d) social skills, and (e) group processing. In addition, the activities of TS-TS strategy is covered all components of cooperative learning both in home-group discussions and stray-group dicussions. During the activities of group discussions, the teacher has to monitor and control the students’ group discussions in order that the group discussions run well and follows the procedures of TS-TS strategy.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">To improve the students’ ability in comprehending poems using TS-TS strategy, the teacher has designed three parts of comprehending poems. The first part, the students are addressed to comprehend the structures of poem (sound devices and poetic devices). The second part, the students are addressed to comprehend the content of poem. The last part, the students are addressed to comprehend the poem both its structures and its contents. Further, the students are also given the quided questions in order that the students can comprehend poems well. </span><span lang="EN-US" style="color: black;">Ellis et al</span><span style="color: black;">.</span><span lang="EN-US" style="color: black;"> (1989) state that group discussion requires skill in questioning. The </span><span style="color: black;">guided</span><span lang="EN-US" style="color: black;"> questions are to lead the group discussion on the topic. </span></div><div class="MsoNormal" style="text-indent: 36pt;"><br />
</div><div class="MsoNormal"><b><span lang="EN-US" style="color: black;">Students’ Comprehension of Poems <o:p></o:p></span></b></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">The students’ comprehension of poems were poor before the TS-TS strategy was implemented. It was indicated t</span><span lang="EN-US" style="color: black;">he preliminary study </span><span style="color: black;">in which </span><span lang="EN-US" style="color: black;">2 students (9%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t => 80</span><span style="color: black;">;</span><span lang="EN-US" style="color: black;"> 3 students (13%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 70 – 79</span><span style="color: black;">;</span><span lang="EN-US" style="color: black;"> 11 students (48%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t </span><span style="color: black;">55</span><span lang="EN-US" style="color: black;"> – 69</span><span style="color: black;">;</span><span lang="EN-US" style="color: black;"> 3 students (13%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 50 – 54</span><span style="color: black;">;</span><span lang="EN-US" style="color: black;"> 4 students (17%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 0 – 49, and mean score of the students’ test </span><span style="color: black;">was</span><span lang="EN-US" style="color: black;"> 59.7. </span><span style="color: black;">In Academic Guidelines Book (<i>Buku Pedoman Akademik, 2010)</i> of Islamic University of Malang, the students who got score between 55 – 69 were considered passing the course. In this case, there were 7 students did not pass the course yet. Although the students who got score between 55 – 69 were considered that they pass the course, but they were considered that they still had low ability in comprehending poems. In addition, </span><span lang="EN-US" style="color: black;">78%</span><span style="color: black;"> students were considered that </span><span lang="EN-US" style="color: black;">ha</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;"> low</span><span style="color: black;"> ability in</span><span lang="EN-US" style="color: black;"> comprehending poems</span><span style="color: black;">.</span><span lang="EN-US" style="color: black;"> <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.55pt; text-indent: 35.45pt;"><span style="color: black;">The improvement of students’ ability in comprehending poems after the implementation of TS-TS strategy was described in Cycle 1 and Cycle 2. The result of quiz 1 of Cycle 1 showed that </span><span lang="EN-US" style="color: black;">that </span><span style="color: black;">8</span><span lang="EN-US" style="color: black;"> students (</span><span style="color: black;">35</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 80</span><span style="color: black;"> to 100;</span><span style="color: black;"> </span><span style="color: black;">12</span><span lang="EN-US" style="color: black;"> students (</span><span style="color: black;">52</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 70 to 79</span><span style="color: black;">;</span><span style="color: black;"> </span><span style="color: black;">2</span><span lang="EN-US" style="color: black;"> students (</span><span style="color: black;">9</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t </span><span style="color: black;">55</span><span lang="EN-US" style="color: black;"> to 69</span><span style="color: black;">;</span><span style="color: black;"> </span><span style="color: black;">1</span><span lang="EN-US" style="color: black;"> student (</span><span style="color: black;">4</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 0 to 4</span><span style="color: black;">9, and </span><span lang="EN-US" style="color: black;">the average score of the students’ test was 76.</span><span style="color: black;"> The average score of students’ test showed an increase 16.3 points that was from 59.7 to 76, and only one student who still did not pass the course yet. Furthermore, the result of quiz 2 of Cycle 2 showed </span><span lang="EN-US" style="color: black;">that </span><span style="color: black;">19</span><span lang="EN-US" style="color: black;"> students (</span><span style="color: black;">83</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 80</span><span style="color: black;"> to 100</span><span lang="EN-US" style="color: black;">, </span><span style="color: black;">3</span><span lang="EN-US" style="color: black;"> students (</span><span style="color: black;">13</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t 70 to 79,</span><span style="color: black;"> and</span><span style="color: black;"> </span><span style="color: black;">1</span><span lang="EN-US" style="color: black;"> student (</span><span style="color: black;">4</span><span lang="EN-US" style="color: black;">%) g</span><span style="color: black;">o</span><span lang="EN-US" style="color: black;">t </span><span style="color: black;">55</span><span lang="EN-US" style="color: black;"> to 69 </span><span style="color: black;">while </span><span lang="EN-US" style="color: black;">the average score of the students’ test in Cycle </span><span style="color: black;">2</span><span lang="EN-US" style="color: black;"> was </span><span style="color: black;">80</span><span lang="EN-US" style="color: black;">.</span><span style="color: black;"> Here, the average score of students’ test showed an increase 4 points that was from 76 to 80, and all the students (23) passed the course. In line with the positive impact of cooperative learning strategy, </span><span lang="EN-US" style="color: black;">Abrami et al. (1995) state</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;"> that cooperative learning stress on increasing students’ academic achievement through a good social relationship with one another in group work</span><span style="color: black;">. Therefore, TS-TS strategy as a part of cooperative learning strategies had been proved that this strategy had improved students’ ability in comprehending poems.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span lang="EN-US" style="color: black;">Students’ Involvement <o:p></o:p></span></b></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">The students’ active involvement during the implementation of TS-TS strategy was essential component. Since the students’ active involvement also showed their motivation and their interest in comprehending poems. Abrami et al. (1995) stated that TS-TS </span><span lang="EN-US" style="color: black;">strategy provides the students to express a desire to be active participants in </span><span style="color: black;">comprehending poems</span><span lang="EN-US" style="color: black;">. They also have positive attitudes towards group work in order to complete the purpose of learning.</span><span style="color: black;"> Their positive attitude toward group work of this study was reported by the collaborator. The collaborator reported that the average of students’ involvement </span><span lang="EN-US" style="color: black;">in </span><span style="color: black;">C</span><span lang="EN-US" style="color: black;">ycle 1 was 71% (16 to 17 students were actively involved) and </span><span style="color: black;">the average of students’ involvement </span><span lang="EN-US" style="color: black;">in </span><span style="color: black;">C</span><span lang="EN-US" style="color: black;">ycle 2 was 86% (19 to 20 students were actively involved). Meanwhile, the TS-TS strategy was effective in motivating and </span><span style="color: black;">encouraging </span><span lang="EN-US" style="color: black;">students </span><span style="color: black;">to be actively involved </span><span lang="EN-US" style="color: black;">during teaching and learning process. The students’ motivation and involvement had proved that </span><span style="color: black;">the learning process using TS-TS strategy in teaching of poetry </span><span lang="EN-US" style="color: black;">was fun, enjoyable, and interesting. According to Wu & Wu (2008), the implementation of particular strategies and approach</span><span style="color: black;">es</span><span lang="EN-US" style="color: black;"> in teaching poetry </span><span style="color: black;">that is stressed on </span><span lang="EN-US" style="color: black;">student-centered activities, </span><span style="color: black;">can make the students </span><span lang="EN-US" style="color: black;">enjoy</span><span style="color: black;">ing and inviting students’ participation</span><span style="color: black;"> </span><span style="color: black;">during teaching and learning process. <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">In relation with the students’ involvement in the class through group discussions, </span><span lang="EN-US" style="color: black;">Abrami et al. (1995:2) </span><span style="color: black;">stated </span><span lang="EN-US" style="color: black;">the group </span><span style="color: black;">discussions</span><span lang="EN-US" style="color: black;"> of cooperative learning encourage</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;"> the quality of interaction </span><span style="color: black;">among</span><span lang="EN-US" style="color: black;"> students</span><span style="color: black;">. The students’ interaction occured in each meeting of Cycle 1 and Cycle 2. In Cycle 1, in the first meeting, there were </span><span lang="EN-US" style="color: black;">11 to 12 students (51%)</span><span style="color: black;"> who were actively involved during the implementation of the strategy. In th</span><span lang="EN-US" style="color: black;">e second meeting</span><span style="color: black;"> there</span><span style="color: black;"> </span><span style="color: black;">were</span><span lang="EN-US" style="color: black;"> 16 to 17 students (71%)</span><span style="color: black;"> who were actively involved during the implementation of the strategy, and in </span><span lang="EN-US" style="color: black;">the third meeting </span><span style="color: black;">there were</span><span lang="EN-US" style="color: black;"> 20 students (87%)</span><span style="color: black;"> who were</span><span lang="EN-US" style="color: black;"> actively involved </span><span style="color: black;">during the implementation of the strategy.</span><span style="color: black;"> </span><span style="color: black;">Whereas t</span><span lang="EN-US" style="color: black;">he average </span><span style="color: black;">percentage</span><span lang="EN-US" style="color: black;"> of </span><span style="color: black;">the students’ active involvement of</span><span lang="EN-US" style="color: black;"> all meetings w</span><span style="color: black;">as </span><span lang="EN-US" style="color: black;">71%</span><span style="color: black;"> . </span><span lang="EN-US" style="color: black;">It meant that most of students </span><span style="color: black;">(16 to 17 students) </span><span lang="EN-US" style="color: black;">were very </span><span style="color: black;">active and </span><span lang="EN-US" style="color: black;">enthusiastic in following the teaching and learning process. <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">Cycle 2 showed that in </span><span lang="EN-US" style="color: black;">the first meeting </span><span style="color: black;">there was </span><span lang="EN-US" style="color: black;">16 to 17 students (86%), </span><span style="color: black;">in </span><span lang="EN-US" style="color: black;">the second meeting </span><span style="color: black;">there was </span><span lang="EN-US" style="color: black;">17 students (85%), and </span><span style="color: black;">in </span><span lang="EN-US" style="color: black;">the third meeting </span><span style="color: black;">there was </span><span lang="EN-US" style="color: black;">17 to 18 students (88%) </span><span style="color: black;">who were </span><span lang="EN-US" style="color: black;">actively involved </span><span style="color: black;">during the implementation of TS-TS strategy. T</span><span lang="EN-US" style="color: black;">he average </span><span style="color: black;">percentage</span><span lang="EN-US" style="color: black;"> of</span><span style="color: black;"> the students’ involvement of</span><span lang="EN-US" style="color: black;"> all meetings </span><span style="color: black;">of Cycle 2 </span><span lang="EN-US" style="color: black;">were 17 to 18 students (86%)</span><span style="color: black;"> who were</span><span lang="EN-US" style="color: black;"> actively involved </span><span style="color: black;">during</span><span lang="EN-US" style="color: black;"> the teaching and learning process. </span><span style="color: black;">It indicated that m</span><span lang="EN-US" style="color: black;">ost of students were very active and enthusiastic in following the teaching and learning process </span><span style="color: black;">in which </span><span lang="EN-US" style="color: black;">the TS-TS strategy </span><span style="color: black;">had been</span><span lang="EN-US" style="color: black;"> implemented</span><span style="color: black;">. Since, in home-</span><span lang="EN-US" style="color: black;">group discussion and strayer</span><span style="color: black;">-group </span><span lang="EN-US" style="color: black;">discussion </span><span style="color: black;">the </span><span lang="EN-US" style="color: black;">students ha</span><span style="color: black;">ve</span><span lang="EN-US" style="color: black;"> chance to complete their works</span><span style="color: black;"> together</span><span lang="EN-US" style="color: black;">, try to share their works and get feedback from other groups.</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">Those activities are very useful to increase and motivate students to comprehend poems well. </span><span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">The implementation of this strategy </span><span style="color: black;">contributed</span><span lang="EN-US" style="color: black;"> several positive factors in improving the students’ comprehension of poems. They were; first, the students could identify and comprehend some elements of poem step by step. Second, they could understand how to comprehend poem because they were guided by some questions related to the poems. Third, they could learn and help </span><span style="color: black;">each other </span><span lang="EN-US" style="color: black;">in completing the tasks. The fourth, they could complete the task effectively because they corrected each other. </span><span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">However, the TS-TS strategy </span><span style="color: black;">also </span><span lang="EN-US" style="color: black;">had weaknesses in its implementation. First, forming groups need an extra effort from the researcher to encourage the students to work together and help each other. Second, it took more time to monitor and control the groups. Third, one group could not give good information and good feedback other groups. Fourth, the time allotment always became a problem in which the students need an extra time especially in completing their works. In conclusion, despite of having many </span><span style="color: black;">positive factors</span><span lang="EN-US" style="color: black;">, the TS-TS strategy also have some weaknesses that need to anticipate by the researcher in implementing this strategy.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.55pt; text-indent: 35.45pt;"><span style="color: black;">To anticipate the weaknesses of implementation of TS-TS strategy, the researcher was conducted some activities. First, the reseacher limited the member of group discussion of which each group minimally consisted of four students and miximally consisted of five students. </span><span lang="EN-US" style="color: black;">The limitation of students in a group </span><span style="color: black;">was</span><span lang="EN-US" style="color: black;"> to make sure that each group member participate</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;">. In cooperative learning group, Slavin (1995) state</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;"> that to monitor the participating of member in group, a group must have a leader. </span><span style="color: black;">In this study the groups of students chose freely a leader of their group and decided the members who would be ‘stayers’and strayers. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.55pt; text-indent: 35.45pt;"><span style="color: black;">Second, the researcher provided paper’s notes for the ‘strayers’and provided the quided questions related to the structure and content of poems. The strayers’ notes functioned to know and record the information that the ‘strayers’ got from ‘stayers’ of other groups and the ‘stayers’ gave feedback and information to the strayers. Whereas, the function of quided questions were to address the students’ discussion on the topic or sub topic and the objective of learning of each meeting could be achieved. </span><span lang="EN-US" style="color: black;">In this way, Ellis et al</span><span style="color: black;">.</span><span lang="EN-US" style="color: black;"> (1989) state</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;"> that group discussion </span><span style="color: black;">should be guided by using quided questions in order to </span><span lang="EN-US" style="color: black;">lead the group discussion on the topic.</span><span style="color: black;"> In this study, the researcher also encouraged and motivated the students to learn together and share their knowledge with others, because learning together trained students to be social person and it could be increased their achievement of comprehension of poems.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.55pt; text-indent: 35.45pt;"><span style="color: black;">Third, the researcher explained the objective of learning and the process of comprehension of poems. The teacher gave the examples of how to comprehend the structure and content of poems. Giving examples of how to comprehend the the structure and content of poems could guide students on right way of comprehension of poems. In the line with this, Roe et al (1995:332) stated that </span><span lang="EN-US" style="color: black;">teacher should explain the process </span><span style="color: black;">of learning </span><span lang="EN-US" style="color: black;">and its purpose to the students</span><span style="color: black;">, because the group discussion needed time to complete a particular assignments. In this part</span><span lang="EN-US" style="color: black;">, </span><span style="color: black;">the </span><span lang="EN-US" style="color: black;">students should understand exactly what </span><span style="color: black;">was</span><span lang="EN-US" style="color: black;"> expected of them during group </span><span style="color: black;">discussion </span><span lang="EN-US" style="color: black;">activities and they need</span><span style="color: black;">ed</span><span lang="EN-US" style="color: black;"> to have a thorough understanding of the topic at hand; otherwise, their misconceptions c</span><span style="color: black;">ould</span><span lang="EN-US" style="color: black;"> inhibit </span><span style="color: black;">their </span><span lang="EN-US" style="color: black;">learning.</span><span style="color: black;"> To control and monitor time of discussion, the researcher did not only explain the rules and time allotment of group discussion orally but also he wrote the rules and time allotment in written form. Besides the researcher controlled and monitored the students’ activities in group discussions, he also gave responses toward students questions or comments during discussions. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.55pt; text-indent: 35.45pt;"><span style="color: black;">In conclusion, </span><span lang="EN-US" style="color: black;">all findings of the research </span><span style="color: black;">showed that cooperative learning strategy especially </span><span lang="EN-US" style="color: black;">TS-TS strategy was successful in improving students’</span><span style="color: black;"> and promoting students to be involved actively in group discussions. T</span><span lang="EN-US" style="color: black;">he </span><span style="color: black;">teacher of literature </span><span lang="EN-US" style="color: black;">should </span><span style="color: black;">also </span><span lang="EN-US" style="color: black;">consider some things that m</span><span style="color: black;">ight</span><span lang="EN-US" style="color: black;"> influence the implementation of this strategy such as procedure</span><span style="color: black;">s</span><span lang="EN-US" style="color: black;">, the strengths and weaknesses of the strategy, the use of appropriate media and material in </span><span style="color: black;">improving students’ comprehension of poem and </span><span lang="EN-US" style="color: black;">attracting the students’ attention and involvement</span><span style="color: black;"> during the teaching and learning process. In other words, t</span><span lang="EN-US" style="color: black;">he discussion </span><span style="color: black;">had revealed that theoretical view point of TS-TS strategy had supported the findings related to </span><span lang="EN-US" style="color: black;">the improvement of the students’ comprehension of poems and the students’ </span><span style="color: black;">active </span><span lang="EN-US" style="color: black;">involvement during teaching and learning process.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><br />
</div><div class="MsoNormal"><span style="position: relative; z-index: 251657728;"><span style="height: 60px; left: 488px; position: absolute; top: -133px; width: 56px;"><img height="60" src="file:///C:/Users/FLDCUN%7E1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif" v:shapes="_x0000_s1026" width="56" /></span></span><a href="http://www.blogger.com/post-create.do" name="OLE_LINK11"></a><a href="http://www.blogger.com/post-create.do" name="OLE_LINK10"><b><span lang="EN-US" style="color: black;">CONCLUSIONS AND SUGGESTIONS<o:p></o:p></span></b></a></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">TS-TS strategy</span><span lang="EN-US" style="color: black;"> ha</span><span style="color: black;">s</span><span lang="EN-US" style="color: black;"> improve</span><span style="color: black;">d</span><span lang="EN-US" style="color: black;"> or </span><span style="color: black;">increased</span><span style="color: black;"> </span><span style="color: black;">students’ comprehension of poems</span><span style="color: black;"> </span><span style="color: black;">and </span><span lang="EN-US" style="color: black;">enhanc</span><span style="color: black;">ed</span><span lang="EN-US" style="color: black;"> the participation of the </span><span style="color: black;">sixth semester students </span><span lang="EN-US" style="color: black;">of</span><span style="color: black;"> English Department at FKIP Unisma. TS-TS strategy has given theoretical and practical ways </span><span lang="EN-US" style="color: black;">in</span><span style="color: black;"> comprehending poems </span><span lang="EN-US" style="color: black;">step by step, ask</span><span style="color: black;">ing</span><span lang="EN-US" style="color: black;"> and answer</span><span style="color: black;">ing</span><span lang="EN-US" style="color: black;"> the questions, shar</span><span style="color: black;">ing</span><span lang="EN-US" style="color: black;"> opinion</span><span style="color: black;">s, helping each other, and giving feedback</span><span lang="EN-US" style="color: black;"> to </span><span style="color: black;">complete </span><span lang="EN-US" style="color: black;">the teacher’s </span><span style="color: black;">tasks. </span><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">The improvement of students’ ability in comprehending poems </span><span style="color: black;">is</span><span lang="EN-US" style="color: black;"> shown by the </span><span style="color: black;">average</span><span lang="EN-US" style="color: black;"> score of students’ test. Before implementing the strategy, the average score of students’ test in preliminary study </span><span style="color: black;">is</span><span lang="EN-US" style="color: black;"> 59</span><span style="color: black;">.</span><span lang="EN-US" style="color: black;">7. Furthermore, after implementing the strategy, the researcher </span><span style="color: black;">find </span><span lang="EN-US" style="color: black;">that the </span><span style="color: black;">average</span><span lang="EN-US" style="color: black;"> score of student test in the </span><span style="color: black;">C</span><span lang="EN-US" style="color: black;">ycle </span><span style="color: black;">1</span><span style="color: black;"> </span><span style="color: black;">i</span><span lang="EN-US" style="color: black;">s 76 and the </span><span style="color: black;">average </span><span lang="EN-US" style="color: black;">score of </span><span style="color: black;">C</span><span lang="EN-US" style="color: black;">ycle </span><span style="color: black;">2</span><span style="color: black;"> </span><span style="color: black;">i</span><span lang="EN-US" style="color: black;">s 80. TS-TS strategy also </span><span style="color: black;">encourages the</span><span lang="EN-US" style="color: black;"> students </span><span style="color: black;">to </span><span lang="EN-US" style="color: black;">involve actively in teaching and learning process. Their involvement during teaching and learning process </span><span style="color: black;">in Cycle 1 i</span><span lang="EN-US" style="color: black;">s 71% and in Cycle </span><span style="color: black;">2 is</span><span lang="EN-US" style="color: black;"> 86%. It mean</span><span style="color: black;">s</span><span lang="EN-US" style="color: black;"> that most of the students </span><span style="color: black;">a</span><span lang="EN-US" style="color: black;">re active and they ha</span><span style="color: black;">ve</span><span lang="EN-US" style="color: black;"> good motivation in studying and comprehending poems. </span><span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">After the </span><span style="color: black;">TS-TS strategy</span><span style="color: black;"> </span><span style="color: black;">is</span><span lang="EN-US" style="color: black;"> implemented and developed through t</span><span style="color: black;">wo</span><span lang="EN-US" style="color: black;"> cycles, it </span><span style="color: black;">is</span><span lang="EN-US" style="color: black;"> concluded that the appropriate model </span><span style="color: black;">TS-TS strategy</span><span lang="EN-US" style="color: black;"> in teaching </span><span style="color: black;">poetry</span><span lang="EN-US" style="color: black;"> encompasses the following procedures:</span><span style="color: black;"> (1) activating students’ background knowledge by asking questions about the elements of poetry (structure and content), (2) giving guidances how to identify the elements of poetry in a poem, (3) dividing students into </span><span lang="EN-US" style="color: black;">several groups </span><span style="color: black;">each of </span><span lang="EN-US" style="color: black;">which consists of four students</span><span style="color: black;"> (a group should consist of high, average, and low achiever students) and giving the groups freedom in deciding the leader of group discussion, the stayers, and ‘strayers’(4) deciding and explaining </span><span lang="EN-US" style="color: black;">the rules</span><span style="color: black;"> of group discussion orally or in written form, (5) giving the groups the same poem, guided questions, answer’s sheet, and strayer’s note, (6) asking the groups to disccuss the poem and complete their work with certain duration of time, (7) asking t</span><span lang="EN-US" style="color: black;">wo group members </span><span style="color: black;">(strayers) to </span><span lang="EN-US" style="color: black;">leave the</span><span style="color: black;">ir home</span><span lang="EN-US" style="color: black;"> group and stray individually to other groups</span><span style="color: black;"> while t</span><span lang="EN-US" style="color: black;">he remaining group members (‘stayers’) explain what their group has done to the visiting ‘strayers’</span><span style="color: black;">. The strayer’s discussion is limited by certain duration of time, (8) asking the ‘strayers’</span><span lang="EN-US" style="color: black;">return to their home groups and report what they</span><span style="color: black;"> have</span><span style="color: black;"> </span><span style="color: black;">got</span><span lang="EN-US" style="color: black;">, while ‘stayers’ report on the feedback they </span><span style="color: black;">have </span><span lang="EN-US" style="color: black;">received</span><span style="color: black;">, (9) asking t</span><span lang="EN-US" style="color: black;">he groups </span><span style="color: black;">to </span><span lang="EN-US" style="color: black;">revise </span><span style="color: black;">and complete </span><span lang="EN-US" style="color: black;">their work, and another round of Stay-Stray can take place with new ‘strayers’ </span><span style="color: black;">if the time is enough, (10) clarifying and discussing the poem that the students have been discussed. </span><span lang="EN-US" style="color: black;">During the </span><span style="color: black;">home group discussion and stray-group discussion</span><span lang="EN-US" style="color: black;">, the teacher monitor</span><span style="color: black;">s</span><span lang="EN-US" style="color: black;"> and control</span><span style="color: black;">s</span><span lang="EN-US" style="color: black;"> students</span><span style="color: black;">’ activities</span><span style="color: black;"> </span><span style="color: black;">and responds to the students’ questions.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span lang="EN-US" style="color: black;">Therefore</span><span style="color: black;">,</span><span style="color: black;"> </span><span style="color: black;">the implementation of TS-TS strategy is very useful in teaching poetry to improve students’ comprehension of poems and increase students’ participation during the teaching and learning proces by following its procedures. The strengths of the TS-TS strategy are placed on the its procedures and principles of learning in which the students are set up to work cooperatively and collaboratively in completing the tasks. </span><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 36pt;"><span style="color: black;">Based on the conclusion above, t</span><span lang="EN-US" style="color: black;">he suggestions are addressed to English teachers </span><span style="color: black;">and</span><span lang="EN-US" style="color: black;"> the future researchers.</span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">The teachers of literature are recommended that they use TS-TS strategy to improve the students’ comprehension of poems. The teachers can use this strategy for other subject such as prose and drama. The strategy provides some procedures that should be followed by the teachers and the teachers should give more attention how to control students’ discussion in groups or with other groups. </span><span lang="EN-US" style="color: black;"> </span><span lang="EN-US" style="color: black;">The future researchers are suggested that they can use this research as a reference for conducting further research in the same field or other literature subjects</span><span style="color: black;"> by following its procedures</span><span lang="EN-US" style="color: black;">. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.7pt;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span lang="EN-US" style="color: black;">REFERENCES<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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M., Waller, S.S. 1997. <i>Literature and Ourselves</i>. Newyork: Longman.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Hermawan, S. 2006. <i>Teori Sastra dari Marxis Sampai Rasis: Sebuah Buku Ajar</i> <i>(Literary Study from Marxist to Racist: an Instructional Book)</i>. <st1:city w:st="on"><st1:place w:st="on">Banjarmasin</st1:place></st1:city>: PBS FKIP Universitas Lambung Mangkurat.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Hismanoglu, M. 2005. 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(www.jlls.org/issues/volume1/no.1/murathismanoglu.pdf., accessed on 15 May 2009)<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Huda, N. 1999. <i>Language Learning and Teaching: Issues and Trends</i>. <st1:city w:st="on">Malang</st1:city>: Universitas Negeri <st1:city w:st="on"><st1:place w:st="on">Malang</st1:place></st1:city> Press. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="SV" style="color: black;">Kemmis, S., & Taggart, R.M. 1988. </span><i><span lang="EN-US" style="color: black;">The Action Research Planner</span></i><span lang="EN-US" style="color: black;">. <st1:city w:st="on">Geelong</st1:city>: <st1:place w:st="on"><st1:placename w:st="on">Deakin</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> Press. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Kleden, <st1:place w:st="on">I.</st1:place> 2004. <i>Sastra <st1:country-region w:st="on"><st1:place w:st="on">Indonesia</st1:place></st1:country-region> dalam Enam Pertanyaan: Esai-Esai Sastra dan Budaya</i> <i>(Indonesian Literature in Six Questions: Literature and Cultural Essays).</i> <st1:city w:st="on"><st1:place w:st="on">Jakarta</st1:place></st1:city>: Grafiti. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 39.9pt; text-indent: -39.9pt;"><span lang="EN-US" style="color: black;">Koshy, V. 2005. <i>Action Research for Improving Practice: A Practical Guide</i>. <st1:city w:st="on"><st1:place w:st="on">London</st1:place></st1:city>: Paul Chapman Publishing.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 39.9pt; text-indent: -39.9pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Languages and Library Development Branch of Curriculum Planning Division of <st1:place w:st="on"><st1:placetype w:st="on">Republic</st1:placetype> of <st1:placename w:st="on">Singapore</st1:placename></st1:place>. </span><span lang="EN" style="color: black;">1989. <i>Guidelines for Literature Teaching in Singapore Secondary Schools</i>. <st1:country-region w:st="on">Singapore</st1:country-region>: Ministry of Education of <st1:place w:st="on"><st1:placetype w:st="on">Republic</st1:placetype> of <st1:placename w:st="on">Singapore</st1:placename></st1:place>.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 39.9pt; text-indent: -39.9pt;"><span lang="EN" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Lawal, A. 2009. <i>Values and Limitations of Using Literary Texts for Teaching ESL.</i> (Online) (http://www.unilorin.edu.ng/unilorin/journals/education/ ije/dec1991/VALUES%20AND%20LIMITATIONS%20OF%20USING%20LITERARY%20TEXTS%20FOR%20TEACHING%20ESL, accessed on February 15, 2009)<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Lazar, G. 1993<i>. 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Oakleigh: <st1:place w:st="on"><st1:placename w:st="on">Cambrige</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> Press.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Maley, A. & Duff, A. 2007. <i>Literature. 2<sup>nd</sup> edition</i>. <st1:city w:st="on">Oxford</st1:city>: <st1:place w:st="on"><st1:placename w:st="on">Oxford</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> Press.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Manning, M. & O’Neill, J. 1999. <i>Ways into Senior ENGLISH</i>. <st1:city w:st="on">Melbourne</st1:city>: <st1:place w:st="on"><st1:placename w:st="on">Oxford</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> press.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Matthew, S. 2003. 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(Eds.). <i>Building Academic Literacy: An Anthology for Reading Apprenticeship</i> (pp. 201-202). <st1:city w:st="on"><st1:place w:st="on">San Francisco</st1:place></st1:city>: Jossey Bass. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><st1:place w:st="on"><st1:city w:st="on"><span lang="EN-US" style="color: black;">Pickering</span></st1:city></st1:place><span lang="EN-US" style="color: black;">, J.H. & Hoeper, J.D. 1981. <i>Concise Companion to Literature</i>. <st1:state w:st="on"><st1:place w:st="on">New York</st1:place></st1:state>: Macmillan Publishing Co.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><st1:place w:st="on"><st1:city w:st="on"><span lang="EN-US" style="color: black;">Premawardhena</span></st1:city><span lang="EN-US" style="color: black;">, <st1:state w:st="on">N.C.</st1:state></span></st1:place><span lang="EN-US" style="color: black;"> 2008. Integrating Literature into Foreign Language Teaching: A Sri Lanka Perspective<b>. </b><i>Journal<b> </b>Novitas-ROYAL, </i><b>(</b>Online), Vol.: 1(2), pp.92-97. ISSN: 1307-4733. (http://www.Journalnovitas_royal.pdf, accessed on January 12, 2008.)<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Raymond, N. 2009. <i>Literature in Language Teaching for Translation Students</i>. A paper of the 5<sup>th</sup> International Conference, I.L.E., <st1:place w:st="on">Hong Kong</st1:place>. (Online). (<a href="http://sunzi1.lib.hku.hk/hkjo/view/10/1000007.pdf"><span style="color: black;">http://sunzi1.lib.hku.hk/hkjo/view/ 10/1000007.pdf</span></a>, accessed on September 24<sup>th</sup>, 2009)<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Reaske, C.R. 1966. <i>How to Analyze Poetry</i>. <st1:state w:st="on"><st1:place w:st="on">New York</st1:place></st1:state>: Monarch Press. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Reeves, J. 1972. <i>Teaching Poetry</i>. <st1:city w:st="on"><st1:place w:st="on">London</st1:place></st1:city>: Heinemann<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Reynolds, M. 1994. <i>Group Work in Education and Training: Practice and Theory</i>. <st1:city w:st="on">Cambridge</st1:city>: <st1:place w:st="on"><st1:placename w:st="on">Cambridge</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> Press.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Richards, J.C & Renandya, W.A. 2002. <i>Methodology in Language Teaching: An Anthology of Current Practice</i>. <st1:city w:st="on">Cambridge</st1:city>: <st1:place w:st="on"><st1:placename w:st="on">Cambridge</st1:placename> <st1:placetype w:st="on">University</st1:placetype></st1:place> Press.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Roe, B.D., Stoodt, B.D., & Burns, P.C. 1995. <i>The Content Areas</i>. <i>5<sup>th</sup> Edition</i>. <st1:city w:st="on"><st1:place w:st="on">Boston</st1:place></st1:city>: Houghton Mifflin Company.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Saryono, D. 2009. <i>Dasar Appresiasi Sastra</i>. <st1:place w:st="on">Yogyakarta</st1:place>: Elmatera Publishing. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Schakel, P & Ridl, J. 1997. <i>Approaching Poetry: Perspectives and Responses</i>. <st1:state w:st="on">New York</st1:state>: <st1:place w:st="on">St. Martin</st1:place>’s Press. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Slavin, R.A. 1995. <i>Cooperative Learning: Theory, Research and Practice. 2<sup>nd</sup> Edition</i>. <st1:place w:st="on"><st1:placename w:st="on">Needham</st1:placename> <st1:placetype w:st="on">Heights</st1:placetype></st1:place>: Allyn and Bacon.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Tiwari, S.R. 2008. <i>Teaching of English</i>. Darya Ganj: APH<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Tomlinson, C.M. & Brown, C.L. 2002. <i>Essential of Children’s Literature</i>. <i>4<sup>th</sup> edition</i>. <st1:city w:st="on"><st1:place w:st="on">Boston</st1:place></st1:city>: Allyn and Bacon.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;">Ulmer, J.D. & Cramer, M.M. Why are Those Kids in Groups? 2005. <i>The Agricultural Education Magazine</i>. May-June 2005, Volume 77, Issue 6. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;">Wellek, R. & Warren, A. 1973. <i>Theory of Literature</i>. <i>3<sup>rd</sup> edition</i>. <st1:state w:st="on"><st1:place w:st="on">New York</st1:place></st1:state>: Harcourt Brace and World.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 45pt; text-indent: -45pt;"><span lang="EN-US" style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 46.75pt; text-indent: -46.75pt;"><span lang="DE" style="color: black;">Wu, P.N & Wu, W. </span><span lang="EN-US" style="color: black;">2008. One Page Plus, One More Character. <i>Asian EFL Journal, </i>(Online), Volume 10. Issue 4<b>, </b><b><span style="font-weight: normal;">ISSN: 1738-1460</span></b><b><span style="font-weight: normal;">. (</span></b><a href="http://www.asian-efl-journal.com/%20December_2008_EBooks.pdf"><span style="color: black;">www.asian-efl-journal.com/ December_2008_EBooks.pdf</span></a>, a<b><span style="font-weight: normal;">ccessed on February 15, 2009)</span></b><o:p></o:p></span></div>privacyhttp://www.blogger.com/profile/10730986227599923383noreply@blogger.com0tag:blogger.com,1999:blog-5541831719912925003.post-91406179222944119472010-10-29T00:27:00.001-07:002010-10-30T01:55:16.284-07:00Syllabus for Introduction to Literature<div style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><b>Syllabus for Introduction to Literature</b></span></div><div style="font-family: "Trebuchet MS",sans-serif;">(for Indonesia Students, University Level)</div><div style="font-family: "Trebuchet MS",sans-serif;"></div><div style="font-family: "Trebuchet MS",sans-serif;">I. INTRODUCTION</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">The interest to learn English for Indonesian people becomes greater than before. English is a foreign language has been taught in every levels of education in Indonesia such as: elementary school, junior high school, senior high school, and university level. Learning English as foreign language both English skill and English knowledge provides some advantages for the students. The students who learn English skills, the students are expected to be able to communicate English orally or written. While, the students who learn English not only English skills but also English knowledge, they are expected to be able to have some theoretical and practical knowledge of English teaching. Moreover, the curriculum or syllabus design of English teaching in Indonesian should be arranged based on the students’ needs and levels of education.<br />
<a name='more'></a></div><div style="font-family: "Trebuchet MS",sans-serif;">The syllabus design covers several important aspects included objectives, methodology, materials, and evaluation. Those aspects should present in designing a syllabus. In designing a syllabus, the teachers or administrators have to focus to the English skill or English knowledge. The syllabus design for English skill and English knowledge are quite different. Here, the writers design a syllabus of English knowledge of content subject namely syllabus of Introduction to Literature. The writers have some considerations to develop a syllabus design included objectives of the course, the use of methodologies in teaching-learning process, the developing materials, and the evaluation of teaching-learning process. </div><div style="font-family: "Trebuchet MS",sans-serif;">Introduction to literature is one course that has been taught at university level. English Education Department of FKIP UNISMA put this course into the curriculum. The Introduction to Literature is given for the fifth semester of English students as compulsory subject. Therefore, the syllabus of Introduction to Literature should be designed well in order to know and measure the successful of teaching-learning process. In designing Introduction to literature, the writer considers the objectives of the course, appropriate methodologies, appropriate materials and evaluation. Of course, the syllabus design of Introduction to Literature is based on the students’ needs and levels.</div><div style="font-family: "Trebuchet MS",sans-serif;">Introduction to literature is 2 credit course provides S1 English Students of FKIP UNISMA with theoretical and practical knowledge of prose, poetry, and drama. Specifically, this course aims at introducing the students to prose, poetry, drama and their elements and developing the student’s love and interest in reading literary works. The methodology used in this course is cooperative learning focusing on student-centered activities. </div><div style="font-family: "Trebuchet MS",sans-serif;">The instructional materials of this course include theory of literature, genre of literature, poetry and its elements, prose and its elements, and drama and its elements. The developing materials of introduction to literature are arranged by the lecturer that adapted from several sources related to course. Because of the activities of teaching-learning process are student-centered, the evaluation of this course covers several aspects namely: attendance of students: 15%, Presentations/Assignments: 25%, Midterm test: 25% and Final test: 35%. </div><div style="font-family: "Trebuchet MS",sans-serif;">Finally, by designing the syllabus of Introduction to Literature course, we expect that this syllabus will be very beneficial for the teachers, students, English Education Department of FKIP UNISMA and other institutions/universities that also put the same course in the curriculum. To know how to apply the syllabus in the teaching-learning process, the readers may see the course identity, matrix of course, scheme of topics and sub topics, and the materials. </div><div style="font-family: "Trebuchet MS",sans-serif;">The writer realizes that in designing the syllabus, the writer lack of knowledge and does some mistakes. Moreover, the writer opens to suggestions and critics of the readers to revise this syllabus. Thank you. </div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Malang, June 2009</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">Hamiddin, S.Pd. M.Pd</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"></div><div style="font-family: "Trebuchet MS",sans-serif;">II. SYLLABUS</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">1. SUBJECT IDENTITY</div><div style="font-family: "Trebuchet MS",sans-serif;">a. Subject : Introduction to Literature</div><div style="font-family: "Trebuchet MS",sans-serif;">b. Code : ING 4029</div><div style="font-family: "Trebuchet MS",sans-serif;">c. Credits/Hours : 2 / 2 x 45 minutes</div><div style="font-family: "Trebuchet MS",sans-serif;">d. Semester : V</div><div style="font-family: "Trebuchet MS",sans-serif;">e. Subject group : Literature</div><div style="font-family: "Trebuchet MS",sans-serif;">f. Program : English Department</div><div style="font-family: "Trebuchet MS",sans-serif;">g. Status of subject : Compulsory</div><div style="font-family: "Trebuchet MS",sans-serif;">h. Lecturer : Hamiddin, S.Pd</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">2. DESCRIPTION OF SUBJECT</div><div style="font-family: "Trebuchet MS",sans-serif;">This 2 credit course provides S1 English Students of FKIP Unisma with theoretical and practical knowledge of prose, poetry, and drama.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">3. OBJECTIVES</div><div style="font-family: "Trebuchet MS",sans-serif;">This course aims at introducing the students to prose and its elements, poetry and its elements, drama and its elements and developing the student’s love and interest in reading literary works.</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">4. LEARNING APPROACHES</div><div style="font-family: "Trebuchet MS",sans-serif;">Cooperative Learning Approach that focus on student-centered activities (this approach aimed at increasing students’ sense and interest in comprehending and appreciating literary works and its contents).</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">5. EVALUATION</div><div style="font-family: "Trebuchet MS",sans-serif;">Attendance : 15%</div><div style="font-family: "Trebuchet MS",sans-serif;">Presentations/Assignments : 30%</div><div style="font-family: "Trebuchet MS",sans-serif;">Midterm test : 25%</div><div style="font-family: "Trebuchet MS",sans-serif;">Final test : 30%</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">6. SUBJECT IN DETAIL IN EACH MEETINGS</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">NO TOPICS/SUB-TOPIC </div><div style="font-family: "Trebuchet MS",sans-serif;">1 Introduction of Literature </div><div style="font-family: "Trebuchet MS",sans-serif;">1.1 Definition of literature</div><div style="font-family: "Trebuchet MS",sans-serif;">1.2 Characteristics of literature (4 x 45 minutes)</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">2 Genre of Literature </div><div style="font-family: "Trebuchet MS",sans-serif;">2.1 The genre of literature (prose, poetry, and drama) (4 x 45 minutes)</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">3 Poetry </div><div style="font-family: "Trebuchet MS",sans-serif;">3.1 Definition of poetry </div><div style="font-family: "Trebuchet MS",sans-serif;">3.2 Poetic devices (metaphor, simile, personification, and hyperbole)</div><div style="font-family: "Trebuchet MS",sans-serif;">3.3 Sound devices (rhyme, alliteration, onomatopoeia, repetition, and rhyme scheme)</div><div style="font-family: "Trebuchet MS",sans-serif;">3.4 Kinds of stanza forms </div><div style="font-family: "Trebuchet MS",sans-serif;">3.5 Tone and theme (8 x 45 minutes)</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">MIDTERM TEST 2 x 45 minutes</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">4 Prose 4.1 Definition of prose</div><div style="font-family: "Trebuchet MS",sans-serif;">4.2 Element of prose (plot, setting character, point of views and theme)(8 x 45 minutes)</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">5 Drama</div><div style="font-family: "Trebuchet MS",sans-serif;">5.1 Structure of a play (beginning, middle, and ending)</div><div style="font-family: "Trebuchet MS",sans-serif;">5.2 Aspects of drama (setting, characterization, and theme) (6 x 45 minutes)</div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">FINAL TEST 2 x 45 minutes</div><div style="font-family: "Trebuchet MS",sans-serif;"></div><div style="font-family: "Trebuchet MS",sans-serif;"><br />
</div><div style="font-family: "Trebuchet MS",sans-serif;">7. MATERIAL</div><div style="font-family: "Trebuchet MS",sans-serif;">Hamiddin. 2009. Introduction to Literature: Handout. Unpublished. Malang: English Education Program, Islamic University of Malang. </div>privacyhttp://www.blogger.com/profile/10730986227599923383noreply@blogger.com0