Freeing Minds: Improving Critical Thinking In Literature Learning Using Spoken Word Poetry

Abstract

This article explores the use of Spoken Word Poetry (SWP) as an innovative tool of instruction in the teaching of the English Language Literature Component in a Malaysian secondary classroom, which has not been conducted in the past for ESL learning areas in Malaysia. In line with the 21st century learning development which urges schools to hone critical thinking beyond a mere mastery of subject-matters, SWP serves as a revolutionary alternative to aid students in making literature learning meaningful through in-depth discussions and critical engagement- particularly in the learning of poetry. The pre-tests and post-tests employed in this study have been adapted from Linda Elder and Richard Paul’s International Critical Thinking Test, consisting of eight semi-structure questions and one short writing question. These were all modified according to the six levels of the Bloom’s Taxonomy Critical Thinking model. The study was conducted on 42 Form Four students from a boarding school in Penang. The participants were assigned to one experimental group and one control group. The results suggested that SWP improved the critical thinking of the students in the experimental group which was traced through their patterns of responses in the post-tests after the inclusion of SWP in the learning of poetry.

Keywords: Spoken word poetryCritical thinkingBloom’s taxonomy21st century learning developmentEnglish as a second language

Introduction

Within the education sphere, the Bloom’s taxonomy has often become the ‘aspired’ model adapted into a learning classroom. Given its hierarchical levels of thinking which depict the way people process their thoughts and/or reactions to the phenomena they encounter, the levels encompass six levels. In the 21st century learning development, it is most crucial that one makes thinking visible to students and teachers as critical thinking becomes the soul of learning. In other words, education should be about developing critical minds, not content. The recent National Education Blueprint (2013 – 2025) highlights the role of Literature in English as an avenue to improve one’s English skills. However little emphasis is given to its potential beyond being a mere tool of language proficiency (Kaur & Mahmor, 2014). The general aim of the English language curriculum for secondary schools include to enable students to “communicate effectively, read and respond to texts independently, produce well-structured written texts and enjoy and respond to literary works” (The Education Blueprint 2013 – 2025, as cited in Kaur & Mahmor, 2014, p. 81). Nonetheless, as the Malaysian education system still, unfortunately, highlights the number of A’s in examinations, effective and meaningful learning is considered a questionable area when it comes to gauging the quality of our education. Literature in English classrooms have yet to discard rote-learning which can carry excessive information deriving from literary texts. If quantity is compromised with quality, it may be difficult to produce critical students who can explore their own thoughts and ideas (Figure 01 ).

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Problem Statement

Research Questions

• Does the use of SWP in the learning of poetry improve students’ critical thinking ?

• How would the students’ patterns of responses evolve after the injection of SWP?

Purpose of the Study

Taking into consideration the problems currently faced within the English language classrooms, this study is proposing Spoken Word Poetry, henceforth referred to as SWP, as an alternative instructional tool to be used in the teaching of literature, specifically in the study of the two poems studied in Form 4: “The Living Photograph” by Kay (2016) and “The Charge of The Light Brigade” by Tennyson (2016).

SWP is a branch of creative writing that “uses free verse to express thoughts from a poet’s point of view” (Michalko, 2012, p.34). The features of SWP bear similarities to traditional poetry; however SWP is different in the manner of delivery – it is performed in front of an audience, with emotions and depth conveyed through the poet’s tone and body language. It is about sending a message across – a counter-narrative of a particular issue put forth by the poet to engage with the audience (Low, 2011, p. 49).

Emerging research such as Michalko (2012) and Smith (2010) have recorded major shifts in the way students view poetry: from a quiet experience between the reader and the text to an interactive experience between the reader and the text they have responded to (Low, 2011, p.19). They found that using SWP in classroom settings aided the students in seeing not only the author’s intention, but also see the text from their own standpoint (Fraise, 2013, p.127). When one’s experience is laid bare in and communicated through SWP, the force of the words during the performance would “push for critical thinking” (Smith, 2010, p.73). The space for personal empowerment for one to speak the mind is the beauty of SWP where learners “share a sense of power in a comfortable classroom connecting personal life experiences to the writing and performance processes” (p.134).

With that being said, the primary purpose of the study is to see if the use of SWP in the learning of poetry improves students’ critical thinking after the injection of SWP. Besides, the study wishes to fill the existing gap where there remains a paucity of research in Malaysia which have considered SWP as a tool to bridge literature learning and critical thinking due to SWP’s novelty in the country. .

Research Methods

Findings

A comparison was drawn between the results of the Pre-Tests and Post-Tests of the experimental and controlled groups to see the effectiveness of SWP in improving critical thinking. Overall, both experimental and controlled groups marked an improvement from the Pre-Tests to Post-Tests for both the poems studied, although varying in significance.

Based on the lowest and highest scores shown in Table 0.1, there is a notable improvement across both groups in Post-Test 1. However, based on the mean of each group, it is imperative to note that the participants in Class 4Y indicated a higher increase after the treatment of SWP was imposed. The mean increased by 12 points compared to Class 4Z, which marked an eight-point increment. In addition, a significant improvement was recorded in the lowest and highest scores for Class 4 Y from Pre-Test 1 to the Post-Test 1, with a 10-point jump for each. The difference in score range was also noted between Class 4 Y and Class 4 Z, with the prior reaching the 80% range while the latter managing to secure the highest score of 78% in Post-Test 1.

Based on the lowest and highest scores in Table 0.2, there was again a significant rise across both groups in Post-Test 2. However, looking at the mean for each group, the participants in Class 4Y recorded a higher increase after the treatment of SWP. In the second round of implementing the treatment, it is vital to acknowledge that Class 4Y recorded substantial improvement even in Pre-Test 2, marking a lower score in the 70th decile. Additionally, participants in Class 4Y reached the highest score of 90%, showing a significant improvement in critical thinking from the first time they were exposed to SWP in the learning of poetry. A mean of 85% is measured in Post-Test 2, a 10% leap from 75% the Pre-Test 2. On the other hand, it should be recognized that Class 4Z also showed increased performance in Post-Test 2 although minimum leap was recorded throughout the teaching of poetry as the majority in this controlled group still maintained their scores within the 60% – 70% range. To understand how the participants’ responses evolved in the post-tests, it is salient to first recognize that such an evolution took place when the participants started exploring their abilities to critically engage with the two poems using SWP as an outlet of instruction and interaction.

Conclusion

Despite the small number of population in the study (42 participants), the findings obtained are nevertheless of paramount importance to students, teachers and policy makers. For starters, the study of literature has often been forced into the margins with the current emphasis on high stakes testing such as the national examinations of SPM. However, it can be concluded that in the study, the participants did not set the main goal of scoring for exams when learning poetry. In light of this view, although this was the first time SWP was introduced for the learning of ‘The Living Photograph’ by Jackie Kay, some of the participants had reservations.

Nonetheless, once the need to hone critical thinking to be effective when aesthetic language is used (ie: poetry and SWP), was explained to the participants, they became more open to the idea and were more welcoming the second time SWP was used as the instructional tool in the poem ‘The Charge of the Light Brigade’ by Lord Alfred Tennyson. Thus, a resurgence of spoken word poetry has untimely resulted in more positive outlook in how the students appreciate poetry, and on a bigger scale how they appreciate meaningful learning. It is seeming that the neglect of the other aspects of literature such as teaching the students the appreciation of the literature works echo the unfavourable perceptions students have of literature learning, hence discouraging the construction of critical thinking . It is time that literature is treated ‘fairly’ and be seen from a new angle that is relevant to the biggest stakeholder – the students. It is hoped that the study of using SWP as an instructional tool to foster critical thinking in the teaching of Literature in English will create a new dimension for teachers to come up with new teaching styles.

Undeniably, the Literature in English component syllabus serves the purpose of “bridging and educating young Malaysians not only of their rich literary traditions, heritage and culture, but also provides a sense of empowerment” through its learning (Kaur & Mahmor, 2014, p.83). Therefore, Literature in English should play a more prominent role in the curriculum, especially when it comes to strategies undertaken in its teaching. The study can be described as a humble preliminary attempt to provide more insight into the research of different innovative and current tools used in the setting of English as a second language. The implications of the findings are hoped to be able to pave a breakthrough in achieving an education system that is not exam-oriented and it should start with assisting teachers to impart critical thinking among Malaysian students in the teaching and learning of literature.

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