Utilizing Haiku as a Learning Reflection: Students’ Perception

Fera Sulastri; Melisa Sri; Sitti Syakira

doi:10.35445/alishlah.v14i3.1545

Utilizing Haiku as a Learning Reflection: Students’ Perception

Fera Sulastri, Melisa Sri, Sitti Syakira

Abstract

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children’s Literature Class. Two questions were addressed to examine (1) Students’ perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students’ Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students’ Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students’ ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.

Keywords

Haiku Poetry; Learning Reflection; EFL Context; Students’ Perception

Full Text:

PDF

References

Andries, A. M. (2011). Positive and negative emotions within the organizational context. Global Journal of Human Social Science, 11(9), 26–39. http://www.socialscienceresearch.org/index.php/GJHSS/article/view/224

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1057/978-1-137-35913-1

Brown, H. D., & Lee, H. (2015). Teaching by principle: An interactive approach to language pedagogy (4th ed.). Pearson Education.

Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95–110. https://doi.org/10.24059/olj.v23i1.1447

Cummins, J. (2014). Creative writing in ELT: Helping students find their voice. English Australia Journal, 29(2), 59–62. https://doi.org/10.3316/INFORMIT.638040018429150

Dai, F. (2015). Teaching creative writing in English in the Chinese context. World Englishes, 34(2), 247–259. https://doi.org/10.1111/weng.12136

Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamic, 24(3), 36–48. https://doi.org/10.1145/3372780.3378172

Hanauer, D. I. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching, 45(1), 105–115. https://doi.org/10.1017/S0261444810000522

Higginson, W. J., & Harter, P. (1985). How to write, share, and teach Haiku: The haiku handbook. McGraw-Hill Book Company.

Husna, L. (2017). An analysis of students’ writing skill in descriptive text at grade X1 IPA 1 of MAN 2 Padang. Jurnal Ilmiah Pendidikan Scholastic, 1(1), 16–28. https://doi.org/10.36057/jips.v1i1.281

Iida, A. (2008). Poetry writing as expressive pedagogy in an EFL context : Identifying possible assessment tools for haiku poetry in EFL freshman college writing. 13, 171–179. https://doi.org/10.1016/j.asw.2008.10.001

Iida, A. (2010). Developing voice by composing Haiku: A social-expressivist approach for teaching Haiku writing in EFL context. In U. D. of State (Ed.), English Teaching Forum. Bureau of Educational and Cultural Affairs, Office of English Language Programs.

Iida, A. (2013). Critical review of literary reading and writing in a second language. The Journal of Literature in Language Teaching, 2, 5–11.

Iida, A. (2016a). Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57, 120–133. https://doi.org/10.1016/j.system.2016.02.004

Iida, A. (2016b). Poetic identity in second language writing: Exploring an EFL learner’s study abroad experience. Eurasian Journal of Applied Linguistics, 2(1), 1–14. www.ejal.eu

Iida, A. (2017). Expressing study abroad experiences in second language haiku writing: theoretical and practical implications for teaching haiku composition in Asian EFL classrooms. In H. P. Widodo, A. Wood, & D. Gupta (Eds.), Asian English Language Classrooms (1st ed., pp. 180–191). Routledge. https://doi.org/10.4324/9781315755243

Larsen, D. P., London, D. A., & Emke, A. R. (2016). Using reflection to influence practice: Student perceptions of daily reflection in clinical education. Perspectives on Medical Education, 5(5), 285–291. https://doi.org/10.1007/s40037-016-0293-1

Lewis, H. A. (2017). Haiku to enhance student learning: Experiences from a pathophysiology classroom. Nurse Education Today, 17, 1–13. https://doi.org/10.1016/j.nedt.2017.09.018

Mahmudah, D. R. (2014). The correlation between students’ writing ability and their vocabulary mastery. Exposure Journal, 3(2), 192–206. https://doi.org/10.26618/ejpbi.v3i2.837

Pettry, D. W. (2019). Exploring emotion through activities. In Mirrors and Reflections. DW Pettry.

Read, C. (2015). Seven pillars of creativity in primary ELT. In A. Maley & N. Peachey (Eds.), Creativity in the English Language Classroom (pp. 29–36). Carol Read. https://www.teachingenglish.org.uk/article/creativity-english-language-classroom

Reichhold, J. (2002). Writing and enjoying Haiku: A hands on guide. Kodasha International.

Sari, W. S., Hasibuan, J. R., & Putri, C. A. (2020). Facilitating novice writers with creative writing workshop in poetry writing classroom (Indonesian EFL context). Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 706–713. https://doi.org/10.33258/birle.v3i2.899

Suzuki, M., Minagawa, N., Yamamoto, K., & Yoshioka, R. (2003). Interdiciplinary approaches to Haiku: Launching a cross-media haiku research forum. Information Processing Society of Japan SIG Technological Report, 58, 1–7.

Xerri, D. (2011). Shared writing via contemporary poetry. English in Education, 45(2), 176–189. https://doi.org/10.1111/j.1754-8845.2011.01097.x

Yin, R. K. (2003). Case study research design and method. In Sage Publications. Sage Publications.

YuekMing, H., & Manaf, L. A. (2014). Assessing learning outcomes through students’ reflective thinking. Procedia - Social and Behavioral Sciences, 152, 973–977. https://doi.org/10.1016/j.sbspro.2014.09.352

Zhao, Y. (2014). L2 creative writers’ identities: Their cognitive writing processes and sense of empowerment. New Writing, 11(3), 452–466. https://doi.org/10.1080/14790726.2014.956124

DOI: https://doi.org/10.35445/alishlah.v14i3.1545