According to Tomkins (20008), it is said that through writing creatively, students learn to experiment with multiple word meanings and word order. Many children have problems getting started when writing a poem; however, this should not be the case. In the book, it is suggested that children can write poetry successfully using poetic formulas by beginning each line with particular words, and five types of poetry: formula poems, free-form poems, syllable-and word-count poems, rhymed poems, and model poems.
Poems can serve as excellent material in language teaching as long as the teacher knows how to make the utmost of it. If the teacher can adapted the integrated approaches presented in this article to teach the poems in the textbooks, students will be stimulated not only to take an interest in language learning but also to love literature (Chao, 2006).
Response : Juhyun indicated haiku which it has been widely accepted in western country. The use of haiku poetry to teaching practices in a variety of contexts. In a sense, I agree with it but it might be adapted for higher students. If young learners write poetry with fixed rhyme like haiku, it may bother their creativity thinking.
Tompkins, Gail E. (2008). Teaching writing: Balancing process and product.
Upper Saddle River, NJ: Pearson
Chao, L. (2006). Teaching poetry in EFL class. Retrieved from http://www.dcsh.tp.edu.tw/eng/methods/4.%20Teaching%20poetry%20in%20EFL%20class.doc
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