Statement of intent

Stage two

After completing the lesson observation researcher analyzes the notes which she made and studies the whole lesson plan in detail. So that researcher behaves herself as a real teacher, self-confident and self-esteemed she outlines the every part of the lesson plan and used methods, their influences on pupils mind, positive and backward parts. At last, she summarizes the entire section of research work, divided to the lesson observation.

Stage three

In the third stage she takes a pre-test concerning genres of poems so that she will be able to select more appropriate methods for her research. She chooses the methods in accordance to the results of the pre-test.

Stage four:

In this stage the researcher calculates the results and makes a list of all not learned

poem genress and categorizes them, chooses methods for conducting lessons and

starts to prepare materials for teaching this very not learned words. She intends to accomplish four lessons for defining the assimilation percentages of the third course students’ writing poems skills and to know what results students have.

Stage five:

It is time to put all prepared materials and gathered experiences, methods into practice. In this stage she will conduct four lessons for achieving the target goal of this research work.

Stage six:

After finishing the forth lesson she will take a post test and calculates the results as expected. As a final point, in stage six the researcher analyzes the results and the outcomes by comparing the pre and post test results in accordance subjects’ assimilation of the lexis, makes final data collection, draws the statistic charts.

Questionnaire to the learners

The researcher distributed sheets of to the students and they gave their opinions in two-ten sentences. The next stage was focused on activising their writing poems skills.

Here, they were formed in a group and acted role plays using their oratory skills by means of their vocabulary base

Questionnaire to the teachers

Before beginning teaching Reading course the researcher did survey among teachers as well as learners in order to know their preferences, opinions and some more detailed information about developing reading skills. More clearly, a questionnaire including questions was given to teachers working with the students who have writing class in our faculty. In addition, they were provided enough space with heading “ Motivating students collaborative writing poms” where they can write their

own suggestions and opinions. By teachers’ answers can define their teaching

methods, how they select and adapt teaching materials, their attitude to the reading course.

Analysis of the data

The results of the questionnaire were really useful while the researcher was adapting class material. Finding out from learners’ answers on questionnaire, most of them stated that they like poems and writing it relating to cognitive process, such as filling, solving, discussion, debate and others. Taking into consideration this a lesson plan was created by the researcher for control group under the title collaborative writing poems.

Checking the result

A week after the lesson with short story was held, a post-test was created for the groups. They were given the short text with missing words and phrases and the subjects should fill in the missing word spaces. By their answers, it can define how good their memory is, and how their participation in the lessons resulted. Experiment teaching writing poems with the help of different authentic materials gave the researcher valuable data for judging and comparing the changes in the scores in the process of teaching. The comparison of the results of the pre- reading and post-reading tasks helped the researcher to define how the treatment has influenced the subjects’ scores.

As mentioned above, the research was conducted at the university. The researcher began the observations of lessons at the beginning of September and it lasted about three weeks. The post-tasks were given in the next week after observations had finished. Questionnaire was also distributed to students the following week. Based on their answers, lesson with contexts were performed next week. In the last week a post-tasks was delivered to learners during the lesson and collected until the end of the lesson. Totally, it took three weeks to carry out the experiment.