Statement of intent

POST-WRITING

In this stage students did a lot of activities to consolidate the new topic. Initially the researcher carried out discussion about the genres of poem. Each students had to interpret genres, differences between them, necessity of learning poetry. Ten minutes were spent to listen their opinions, experiences and generalize the whole topic.

Then the researcher gave out distributions. In the distributions matching task were given. Students had to match the poetry vocabulary with its definitions. In it students worked with together and helped each other to find correct options. Then, they had to share their responses and clarified how they understood genres of poetry after being checked.

In order to connect consolidation task the researcher carried out next activity. It lasted 15 minutes. In this activity students were divided into three groups and two groups of them were given a name of holiday. These two groups had to create a poem to given topic. The third group took two version of poem in the same topic, and checked these creations. While checking, this group compare two poems and chose meaningful lines, beautiful useful words and made them just one poem. Then, they shared the last poem. It is also a very effective way of learning English language through writing poems collaborative.

Avoid being idler students were given one poem again. But this task was different from previous one. In this activity students read look through it. Then, they did vocabulary task working on this task. It lasted 10 minutes. Very different words connected to all part of speech were used in it. In vocabulary checking task some explanations, uncompleted sentences were given for suitable words and lines in the poem. According to given definitions students had to find suitable words for these words. Participaters read and tried to find it with the helping of vocabulary base. They made mistakes, but they managed working with together.

In linking next part of uncompleted sentences, students had to utilize some lines form the poems or add their own creation. As a result of doing this task, students activated their mind, thought critically and required.

In the end of the lesson the researcher gave students home assignment. As homework, students were given to write poem to the optional topic. After finishing writing that poem they put marginal notes to show what kind of genres of poetry were used in their poems. It will help them to practice and have experience in writng and clarifying genres and their neccessity of learning

Questionnaire for the students was set after the first lesson.The results of it would be given in the Data analysis. On the base of the answers the second lesson plan was set.It was also conducted on the base of syllabus topic ART.

She conducted the lessons as extra lessons by seeing that she cannot take the

compulsory lessons for her experiment for the reason that this experiment could affect to the yearly signed schedule of teaching English program suggested by government disapprovingly. Nevertheless, the extra English classes has great role in teaching English and they also counted as a compulsory course for primary classes. In addition to this, students are used to attend to extra English course eagerly. So the researcher had not any trouble with carrying out lessons in EFL classes for his research.

While examining the third course students’ knowledge of vocabulary concerning to writing poems, the researcher marked them in accordance to the following criteria:

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  Attendance
  
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  Activeness
  

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