Improving Students' Thinking Skill through Japanese Short Poems 'Haiku '

Universities Research Journal 2011, Vol. 4, No. 6 Improving Students' Thinking Skill through Japanese Short Poems 'Haiku ' Minn Thukha Abstract Nowadays, Thinking Skill is also an important skill like speaking skill, listening skill, reading skill and writing skill. There are many ways to improve the thinking skill, such as using pictures, movies, written paragraphs and so on. Haiku (Japanese Short Poems) can be used to improve the thinking skill, for there are many secret thoughts created by the poet in his Haiku-poems. It is an enjoyable way to think about the poems not only the words but also the secret thoughts and ideas of the poet when he made them. Introduction In the language universities, teaching methods are mostly based on four skills: listening skill, speaking skill, reading skill and writing skill. In addition to these skills, grammar is also taught to students. But nowadays, thinking skill is also important for the students who work for companies after their graduation. So it is necessary to teach how to develop thinking skills in the classroom. Teachers use pictures, cards, movies, written paragraphs, etc, to improve thinking skills of the students. This research is to improve students' thinking skills by using Japanese short poems 'Haiku'. These poems are made of 17 syllables, 5 in first verse, 7 in second and 5 in third. 'Bashoo' (1644-1694) was a very famous poet in Haiku. He travelled all around Japan on foot and wherever he went, he made poems about what he saw, what he heard and what he felt. Most of the 'Haiku-poems' were formed about the climate, nature, human beings, environment, daily lives of the people, etc, but they were not shown in direct words. So it is like an enjoyable game to think about poems or about poets from the words. Aim This research will introduce the Japanese short poems called Haiku. And it also aims to understand how to make Haiku. The most important aim is to improve students' thinking skills through Japanese Haiku. Finally, it aims at helping all the teachers to make their own Haiku-poems for thinking skills while teaching Japanese literature. Lecturer, Department of Japanese, Yangon University of Foreign Languages

72 Universities Research Journal 2011, Vol. 4, No. 6 Data and Method To prepare for this research, 10 Haiku-poems were chosen from the Internet and Haiku books and then translated into Myanmar language. Then questionnaires were made with the help of the teachers from the department of Myanmar and that of Japanese, and answers were collected and analyzed. Descriptive method is used to describe the Haiku and thinking skills of the participants. Findings To improve the thinking skills through Haiku, it is necessary to understand the background history of Haiku. Haiku is one of the most important forms of traditional Japanese poetry. It is, nowadays, a 17- syllable verse form consisting of three metrical units of 5, 7, and 5 syllables. Since early days, there has been confusion between the three related terms Haiku, Hokku and Haikai. The term hokku literally means "starting verse", and was the first starting link of a much longer chain of verses known as haika. Because the hokku set the tone for the rest of the poetic chain, it enjoyed a privileged position in haikai poetry, and it was not uncommon for a poet to compose a hokku by itself without following up with the rest of the chain. Haiku-poems can describe almost anything, but you seldom find themes which are too complicated for normal people's recognition and understanding. Some of the most thrilling Haiku-poems describe daily situations in a way that gives the reader a brand new experience of a wellknown situation. Each Haiku must contain a kigo, a season word, which indicates in which season the Haiku is set. For example, cherry blossoms indicate spring, snow indicates winter, and mosquitoes indicate summer, but the season word is not always very obvious. It is to be noticed that Haikupoems are written under different rules and in many languages. For translated Haiku-poems, the translator must decide whether he should obey the rules strictly, or if he should present the exact essence of the Haiku. For Haiku-poems originally written in English, the poet should be more careful. These are the difficulties, and the pleasure of Haiku. (Basho s Haiku, www.haikupoetshut. com/basho1) (Haiku,www.en.wikipedia.org/wiki/Haik) When studying Haiku, it is necessary to know about Bashoo, who was the famous poet of Haiku all over the world. Basho Matsuo is known as the first great poet in the history of haikai (and haiku). He wrote many

Universities Research Journal 2011, Vol. 4, No. 6 73 poems using jokes and plays upon words in his early stages, as they were in fashion, but began to attach importance to the role of thought in haikai (especially in hokku) from around 1680. Before Bashoo, in Japan in the 15th century, a poetic form named "renga" blossomed. Renga is a poem several poets create cooperatively. Members alternately add verses of 17 syllables (5, 7, and 5 syllables) and those of 14 syllables (7 and 7 syllables), until they complete a poem generally composed of 100 verses. Renga was a dignified academic poem. Members were traditionally demanded to present their verses following the medieval aesthetics and quoting the classics. In the 16th century, instead of renga, it was haikai - humorous poem - that became popular. Haikai (haikai-renga) is a poem made of verses of 17 and 14 syllables like renga, but it parodies renga introducing modern vulgar laughter. Haikai poets used plays on words and treated preferably things of daily life renga had not found interesting. The first verse of renga and haikai is called "hokku". Haikai poets sometimes presented their hokku as independent poems. These were the origin of haiku. It was traditionally demanded to adopt a kigo in the first verse of renga and haikai. Therefore, they demand to introduce a kigo in a hokku (and in a haiku) too. (www.geocities.com/tokyo/island/5022) Key words shown in the poem of Bashoo are Nature and Life. Nature means land, forest, mountain, stream, sun, moon, human beings and Life means difficulties and happiness, living, aging and death. To improve Thinking Skills by studying Haiku, it is necessary to find season and climate when the poem was made, conditions of the poet, his or her feelings and the environment. (Basho s Haiku, www.haikupoetshut.com/basho1) (Haiku,www. en.wikipedia.org/wiki/haiku) This paper analyses 10 Haiku-poems by was questionnaires and the replies, some gave after thinking deeply.

74 Universities Research Journal 2011, Vol. 4, No. 6 Haiku No. 1 yama zakura 山桜 setsurei ten ni 雪嶺天に Koe mo nashi 声もなし Mountain cherry blossoms Against the snowy peak Silent harmony in heaven The question for this 'Haiku' was 'What did the poet see before he wrote the poem?' There were (33) persons who answered the question and among them, 58% thought it was about the 'mountain' or 'mountain camp'. 15% thought it was about 'Mount Fuji' of Japan. 12% said it was about 'cherry tree' and another 12% meant 'nature'. 3% said it was about 'universe'. The answers such as mountain or cherry tree can easily be understood, for they are shown in the poem. But, the answer 'universe' is quite strange, may be because it was given from deep thought. Haiku No. 2 raku mo ari 楽もあり kuroo mo atte 苦労もあって ma no tomo yo 真の友よ There will be happiness There will be pain What the best friend is The question for this 'Haiku' was 'About who did the poet write the poem?' For this Haiku, 64% said it was about 'friend', 12% said 'nature of human', 6% was 'companion for life', 6% was 'happiness and sorrow', 12%, meant 'money', 'self', 'literature' and 'life'. The answer ' friend' was clearly

Universities Research Journal 2011, Vol. 4, No. 6 75 understood by the word given at the end of the poem, and other answers were also reasonable. So the answers meant that the participants thought very deeply on this poem. Haiku No. 3 minna issho 皆一緒 umi no naka dewa 海の中では kuni no tame 国のため We altogether In the wide and rough sea It's for our country The question for this 'Haiku' was 'Which person did the poet talk about in his poem?' question, 78% said it was about 'fisherman', 10% said 'navy soldier', and 3% said 'fishing boat', 'youth', 'pearl cultivation', and 'underground exploration'. The answers were appropriate for the question. As there was the word 'sea', 3% of the participants thought about the 'underground exploration'. It was not a suitable answer. Haiku No. 4 futari dake 二人だけ sakuragi no sita 桜木の下 wakamono da 若者だ Only you and me Under the cherry tree For we are young

76 Universities Research Journal 2011, Vol. 4, No. 6 The question for this 'Haiku' was 'Who did the poet talk about in his poem?' Among the participants, 49% said it was about 'two lovers', 24% said 'two young people', 12% was 'humans', 9% was 'youth', 3% said 'beauty of nature' and 'park'. All the answers were appropriate for the question. Haiku No. 5 sakura no ki 桜の木 koibito futari 恋人二人 mawatte miru 回って見る Cherry blossom tree Only two lovers are there Looking for the dream The question for this 'Haiku' was 'Who did the poet talk about in his poem?' 45% said it was about 'friend or lovers', 14% each meant 'happiness' and 'tranquility of life', 9% said 'flower festival', 3% each on 'sorrow and happiness', 'youth', 'poet', flower blossom', 'scenery', 'no idea'. All the answers, except 'no idea' were appropriate. The participants, who answered 'no idea', did not want to think about the poem. Haiku No. 6 oishii ya おいしいや wakaba o totte ne 若葉を取ってね den too da 伝統だ It is delicious Picking the young leaves It is a traditional

Universities Research Journal 2011, Vol. 4, No. 6 77 The question for this 'Haiku' was 'What object did the poet want to mention in his poem?' 82% said it was about 'tea plantation', 9% said 'culture', 3% each meant 'farmer', 'no idea', and 'no answer'. As there were no words about the ' tea' in the poem, the participants could think deeply about the poem. Haiku No. 7 kin no hana 金の花 yozora ni hikaru 夜空に光る tokai no ya 都会の夜 Flowers, made with gold Shining in the evening sky Nights of the city The question for this 'Haiku' was 'What did the poet mean by the words 'flowers made with gold' in his poem?' 58% said it was about 'firework', 21% said 'electricity', 3% each for 'civil life', 'stars' freedom' airplane', 'moon', 'sunflower' and 'educated youth'. The participants could easily think about the fire-works by the words, 'shining in the evening sky' and 'nights of the city'. The participants who knew about the fire-works could understand that fire-works can only be seen beautifully at night.

78 Universities Research Journal 2011, Vol. 4, No. 6 Haiku No. 8 shizukasa ya 静かさや iwa no shimi iri 岩の染み入り semi no koe せみの声 Calm and quiet Go into the rock Sound of the cicadas The question for this 'Haiku' was 'In which season and where did the poet write this poem?'. For this question, 49% said it was about 'summer beach', 24% said 'spring', 15% said 'autumn', 9% 'forest', and 3% others. Haiku No. 9 haru no yoru 春の夜 nakinagara neru 泣きながら寝る kodomotashi 子供たち On a spring night Cry to a peaceful sleep All the children The question for this 'Haiku' was 'Why were the children crying?' 36% of the participants said 'because it was hot', 12% each 'not understand', 'weak for life', 'separation of parents and children'. 9%each 'unsatisfied' and 'orphan', 3% each 'nature' and 'want to sleep while looking at the sky'. Haiku No. 10

Universities Research Journal 2011, Vol. 4, No. 6 79 tamashi no 魂の shizuka ni utsuru 静かに移る kiku no hana 菊の花 My soul and my heart Gently moved away A view of chrysanthemums The question for this last 'Haiku' was 'about what the poet wrote in this poem?' 57% said it was about 'funeral', 34% said 'mind', 6% 'flower field', and strangely 3% 'butterfly. Discussion To understand the Haiku, the Japanese Short Poem, we must first have the background knowledge of Japanese Literature and Japanese Culture. In the ancient times, the Haiku-poems were made about nature such as mountains, rivers, forests, streams, paddy fields and so on. Then the poet created the new style of Haiku made for humour about the daily lives of the people. Some of the humours cannot make the non-japanese people laugh, for there are some underlying meanings for them to understand. The nature and habits of Japanese people and Myanmar people are not very different, so, as for the Myanmar people, Japanese Haiku-poems are easy to understand and easy to get the feeling what the poet wants to convey. This research was based on the thinking skills of the teachers from Myanmar Department and Japanese Department of YUFL. Teachers are making an attempt to develop the thinking skills as well as the writing skill of the learners by making Haiku-poems. This research, therefore, can continue with the Japanese Language students from first year to third year at YUFL. In doing so, students are interested in making their own Haiku-poems and also they can get exposure to improve the thinking skill and writing skill.

80 Universities Research Journal 2011, Vol. 4, No. 6 Conclusion In conclusion, Myanmar people can understand the Japanese Haiku. They can feel the heart of Haiku and can interpret the hidden meaning of Haiku, which cannot be seen easily. The person who can understand and feel the Haiku, can be in touch with the nature and culture of Japanese people and Japanese literature. This research paper, about Haiku, showed that Myanmar people can improve the thinking skill by studying the Haiku. It is possible to make their own Haiku. I would like to find what students will have new feelings on Haiku-poems. So I deeply believe that Haiku can improve the Thinking Skills of students and it will be useful for their life. Acknowledgement I would like to thank Dr. Lwin Lwin Soe, Rector, Yangon University of Foreign Languages, who gave the opportunity to present Thinking Skills and Haiku and her guidance to the successful completion of this paper, and all the teachers from the Department of Myanmar and Department of Japanese, who willingly participated in questionnaires. Without their help, I could not have completed this research. I would like to thank especially Daw Khin Myo Naing and Daw Khine Thu Thu Tun, tutors from the Japanese Department, YUFL, who gave me a valuable book written about Japanese Haiku. References Min Thu Won, (1980). Haiku to taste. Yangon: Khittayar Press. Miura Yuzuru, (1992). Classic Haiku A Master s Selection (2nd Printing), Tokyo,Japan. Charles E. Tuttle Company. Ye Mya Lwin, (1995). Lovely Haiku Poem.Yangon Arr man thit Press. Internet Resources Biography of Basho www.haikupoetshut Retrieved from Date 19.11.2010 Basho s Haiku,www.haikupoetshut.com/basho1, Retrieved from Date 19.11.2010 Haiku,www.en.wikipedia.org/wiki/Haiku, Retrieved from Date 19.11.2010 geocities.(2010).www.geocities.com/tokyo/island/5022, Retrieved from Date 19.11.2010