There have been numerous studies that established students unfavourable attitude towards learning poetry due to the teaching approaches employed. Thus, in 2009, Harlan Kellem introduced the Formeaning Response Approach, an approach that integrates the Stylistics and the Reader Response Approach and theorised that the approach will make students understand poems, and also allow them to enjoy their learning process. Since Kellem’s study only suggested the classroom activities to be used in lessons but showed no evidence of students’ experience using the approach, the current study aimed (i) to delve on students’ experience when learning poetry using the Formeaning Response approach and (ii) to study how the Formeaning Response approach contributes to students’ learning of poetry. This study used the case study method. Data collected were then analysed using the case study data analysis method. This study concluded that by using the Formeaning Response approach, students experience (i) an elevated interest in poetry lessons. Additionally, this study reveals that the Formeaning Response approach: (i) provides opportunity for students to understand poems and literary devices, (ii) offers an avenue for students to enhance their language proficiency.
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To Cite this Article: Abas, N. A., Rahmat, N. H., Isa, Z. M., & Zubbir, N. (2022). Marugoto Japanese Online Course Site (Minato) As Japanese Language Learning Tool among Students. International Journal of Academic Research in Business and Social Sciences, 12(8), 1946– 1959.
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