Teaching Poetry Differently In Secondary Schools A Language Supportive Pedagogical Approach

ABSTRACT

The current study focused on teaching and learning poetry in Form III in Tanzanian secondary schools. The general objective was to design, develop and evaluate Language Supportive Pedagogical Approach Exemplary Materials (LSPAEM) in the course of enhancing poem reading and analysing themes and messages in Form III class. The LSPAEM was designed within the social constructivism theory due to its effectiveness in the course of design and classroom interaction. The study was conducted in Dodoma city. The current study adapted collaborative development design with non-equivalent quasi-experimental and phenomenological designs. A mixed approach in embedded methods was employed in collecting and gathering qualitative and quantitative data. Convenience and purposive sampling techniques were applied to choose the field location and participants. Four (4) lessons were designed, tried out, and evaluated. The data were collected through classroom observation, interview, FGD, and achievement pre- post-tests. Qualitative data were thematically analysed in terms of participants‟ expression, noting the themes and sub-themes while quantitative data used a descriptive and comparative analysis of frequency, percentage, mean, and t-test using SPSS version 20. The main findings revealed that the LSPAEM were clear, simple language and user friendly as the mean in post-test shows significant improvement compared with control groups. The study concluded that the implementation of any curriculum innovation should be preceded by teachers‟ orientation. It is recommended that poetry should be treated as an independent subject throughout secondary education. The mandatory decision should keep pace with teachers‟ orientation through development studies.