Developing Students’ Competence of Imagery Mastery in Learning Poetry by Using Competency-Based Language Teaching (Cblt)
DEVELOPING STUDENTS’ COMPETENCE OF
IMAGERY MASTERY IN LEARNING POETRY BY USING
COMPETENCY-BASED LANGUAGE TEACHING (CBLT)
CHAPTER I
INTRODUCTION
A. The Reason of Choosing the Topic
There are many methods or strategies which can be done to teach poetry such as the audio lingual, grammar translation method, communicative approach, etc. But, the strategy or method chosen by the writer is CBLT which stands for Competency Based Language Teaching. In this method, poetry is assumed to be a complex whole which is systematic and which consists of many components; they are imagery, rhythm, rhyme, sounds of repetition, kind of sounds, poetry form, figures of speech, etc. Therefore, teaching poetry can be done as a whole in the same time because these kinds of teaching will make the students’ get trouble to understand it. In other word, poetry must be thought on the bases of each component which develops in the cremantal that is the teaching of poetry is developed from one component to the other that finally the students’ competent will be developed progressively hierarchal based on the explanation to be able to have poetic competency. There is no better way in the CBLT than to develop the students’ competence by learning each component of poetry.
B. Problem Limitation
Not to make the study go abroad, it is important to limit the problem. The limitation of the problem is as follows: a. The object of the study is imagery, but it is still general because it consists of some types; visual, auditory, olfactory, gustatory, and kinesthetic. b. The method of teaching is CBLT. c. The teaching process is done in two cycles; each cycle consists of planning, acting, observing, and reflecting.
C. Problem Statements 1. Can CBLT develop students’ competence of imagery mastery in English poetry? 2. How is the students’ attitude towards the implementation of CBLT in the classroom for improving the students’ competence of imagery mastery in
IMAGERY MASTERY IN LEARNING POETRY BY USING
COMPETENCY-BASED LANGUAGE TEACHING (CBLT)
CHAPTER I
INTRODUCTION
A. The Reason of Choosing the Topic
There are many methods or strategies which can be done to teach poetry such as the audio lingual, grammar translation method, communicative approach, etc. But, the strategy or method chosen by the writer is CBLT which stands for Competency Based Language Teaching. In this method, poetry is assumed to be a complex whole which is systematic and which consists of many components; they are imagery, rhythm, rhyme, sounds of repetition, kind of sounds, poetry form, figures of speech, etc. Therefore, teaching poetry can be done as a whole in the same time because these kinds of teaching will make the students’ get trouble to understand it. In other word, poetry must be thought on the bases of each component which develops in the cremantal that is the teaching of poetry is developed from one component to the other that finally the students’ competent will be developed progressively hierarchal based on the explanation to be able to have poetic competency. There is no better way in the CBLT than to develop the students’ competence by learning each component of poetry.
B. Problem Limitation
Not to make the study go abroad, it is important to limit the problem. The limitation of the problem is as follows: a. The object of the study is imagery, but it is still general because it consists of some types; visual, auditory, olfactory, gustatory, and kinesthetic. b. The method of teaching is CBLT. c. The teaching process is done in two cycles; each cycle consists of planning, acting, observing, and reflecting.
C. Problem Statements 1. Can CBLT develop students’ competence of imagery mastery in English poetry? 2. How is the students’ attitude towards the implementation of CBLT in the classroom for improving the students’ competence of imagery mastery in
Bibliography: Askensi, Pauling Dwi, 2008. Competency-Based Language Teaching: Its Implementation on Language Learning of Second Year Students of SMAN 1 Surakarta in Academic Year 2007/2008 (A Descriptive Study). Surakarta: Sebelas Maret University. Elizabeth McMahan, Susan X Day, Robert Funk USA. 1996. Literature and the Writing Process. USA: Prentice Hall Graham Atkin, Chris Walsh, Susan Watkins. 1995. Studying Literature: A Practical Introduction. London: Harvester Wheatsheaf http://www.google/CBLT.htm taken on October 24th, 2012 http://www.google/The Poetics of Robert Frost-Examples/Imagery.htm taken on September 27th, 2012 http://www.wikipedia/imagery111111/Imagery.htm taken on October 10th, 2012 Lusiana Afriyanti, Astika. 2011. A Thesis Improving Students’ Reading Comprehension through Think-Pair-Square. Surakarta: Sebelas Maret University.