ZONE OF PROXIMAL DEVELOPMENT IN TEACHING ENGLISH POETRY : AN OVERVIEW IN INDONESIAN HIGHER EDUCATION CONTEXT

Abstract

The importance of teaching and learning activities, including Indonesian language learning cannot be underestimated . Many teachers who use a traditional method to teaching poetry devote the majority of the class time to "extrinsic" qualities of literary texts, conveying biographical, historical, aesthetic, and philosophical information to the students. If a student is in the zone of proximal development for a project, Vygotsky claims that offering appropriate assistance will give the student any kind of an "uplift" to complete the activity. This study aims to examine zone of proximal development in teaching English poetry in higher education. The researchers used a qualitative study with data collection through literature review. The findings appear that teachers must consider the writer's point of view, readership issues, and performance characteristics when teaching poetry in the classroom. Furthermore, when examining the zone of proximal development in an English poetry class, teachers should concentrate on three key components that will assist a student go through the zone of proximal development: scaffolding, more knowledgeable other (MKO), and student interactions