Subject: T. I. S instructor

Table 4: Dictionary Strategies	Agree	Unsure
Disagree
25	I use an English dictionary	+
26	I use a bilingual dictionary			+
27	I use the dictionary to find out the pronunciation of the word			+
28	I use the dictionary to find only the meaning of the word		+
29	I look in the dictionary for the grammatical patterns of the word			+
30	I look in the dictionary for collocation patterns	+
31	I use the dictionary to find the appropriate usage (example sentence) of the word.	+
	Table 5: Note Taking Strategies	Agree	Unsure	Disagree
32	I have a vocabulary note book to list down new word	+
33	I write down the English word and translation of the word in my language	+
34	I only take note the meaning of the word			+
35	I take note of the usages of the word (example sentences, part of speech, etc.)			+
36	I take note of the synonym or antonym of the word	+
	Table 6: Activation Strategies	Agree	Unsure	Disagree
37	I make use of the words I learned in speaking and writing		+
38	I make use of the words I learned in everyday situations		+
	Table 7: Memory/ Repetition Strategies	Agree	Unsure	Disagree
39	To remember a word, I repeat it aloud to myself		+
40	To remember a word, I write it repeatedly memorized.	+
41	I create a mental image of the new word to help me remember the word	+
42	To remember a word, I analyze the word by breaking it into different parts (prefix, root, suffix)			+
	Table 8: Sources	Agree	Unsure	Disagree
43	I learn new words only in my class from my teacher			+
44	I learn new words from reading English materials (e.g. newspaper, novels, etc.)	+
	Table 9: Anxiety	Agree	Unsure	Disagree
45	I feel anxious about reading in English			+
46	I skip words I do not understand when I read in English			+
47	I do not know how to learn vocabulary		+

DATA ANALYSIS
The data collection instruments’ in my action research is comprised of a vocabulary learning questionnaire, classroom observations and a semi structured interview. Interview utilization is one of the major sources to obtain qualitative data from subjects. The system of conducting an interview is one of the most common means to investigate, research and to inquire data from the one phenomenon. Interviews are adequate to investigate phenomena which are not directly observable. Further, interviews are interactive, thus the researcher can elicit additional data when the initial answer is off-topic or not clear enough. Both the researcher and the interviewees can make clarifications. This removes the concern of misunderstanding. Moreover, the semi-structured interviews were individual interviews, for they ensure a high level of confidentiality, thus is more likely to generate truth from the interviewees. Each interview lasted 10 to 15 minutes approximately.
Questionnaires are adequate for quantifying data. Hence, the questionnaire is appropriate for data collection as the present study focuses on the Vocabulary Learning Strategies of 53 students. Moreover, the questionnaire is a predominant instrument in previous Vocabulary Learning Strategies research. The questionnaire has been written in English which comprises of one major component; it consists of 48 statements grouped under 9 different categories, these are:
1. Beliefs about grammar learning
2. Metacognitive regulation
3. Guessing Strategies
4. Dictionary Strategies
5. Note-taking Strategies
6. Memory Strategies
7. Activation strategies
8. Sources
9. Anxiety and Motivation
The subjects responded using a 3-point Likert scale to indicate the frequency of the usage of each strategy, ranging from Agree (1) to disagree (3).
This study used an adapted version of the Vocabulary Strategy questionnaire proposed by Gu & Johnson (1996) and similar to the study conducted by Noor & Amir (2009).The data is recorded accordingly in descriptive statistics format where frequency counts were tabulated and converted to percentages.


III Developing stage.

Lesson plan

Time: 45 min.	Student: 25
The form and type of the lesson	Practical lesson
Plan of the lesson/agenda	Explanation of the topic Methods of being in English environment The purpose of being english environment The effectiveness of learning process Practise of english In conclusion
The aim of the lesson	Students will be able to know about grammatical rules, sentence structure to be able to make sentence appropriately.
Objectives	Students by the end of lesson should: - be able to practice individually, using them in their speech - create and accomplish activities in English -know how to make complex sentences -strengthen their previous knowledge - enhance their vocabulary and use appropriately according to the context
Teaching methods	-Teacher-centered instruction -Small group instruction -Project-based learning -Cooperative learning -Discussion -Interpersonal activities
Means of teaching (classroom faciliries: tools)	-Handouts -Whiteboard -Laptop -PPT( slides) -Highlighters -Headphone -Projector
Mode of interaction	-Group- work - Pair-work -Individual work

IV Reflection stage.

Reflection on the process
I knew students were engaged because they were thinking critically and actively participating in the discussion. They would have been more engaged if I did less talking and stuck to my lesson plan of discussing one verse and trying it, then discussing the next verse and trying it.Students learned what I intended because their phrasing was much improved by the end of class. It would have been more effective though had I asked students to apply their new ideas immediately after each verse (as written in the plan) instead of making them wait until we got through analyzing the entire text.I altered my activity as I taught the lesson by analyzing the entire text before I had students sing it. This was not an effective change, nor was it intended. I got so excited about sharing the article with the students, I just kept discussing it with them and before I knew it we were on the last verse.My strategy was effective because the students’ phrasing was much improved by the end of the class period. It would have been more effective if I had followed my plan and had students apply their ideas immediately instead of waiting.The respect and rapport in the classroom between myself and the students and the respect students had for each other made students feel safe to share their ideas and feelings about the piece with each other without fear of what anyone else might say or think. The environment made students much more likely to share, which contributed to student learning in this lesson. which my feedback positively affected a student’s learning.Although my assessment for this lesson was only informal, I was able to hear asubstantial difference in phrasing from the rehearsal before. I tried to give specific verbal feedback to guide them in the direction I wanted them to go and praise them as they improved.
If I had the opportunity to teach this lesson again, I would have followed my lesson plan and given students the opportunity to sing after the discussion of each phrase. I would also incorporate Think-Pair-Share as a way to get even more students involved in the discussion. From this experience I learned that I need to create a more open teaching style. I must also remember to spend less time on explanations and get right into the practice activities. They were more effective than reading the story and underlining the prepositions. I also realized more than ever the importance of being flexible. Changes may be necessary in the best of lesson plans. In conclusion, while I had difficulties to colloborate with students, I tried to do all of them step by step.In surveying and then discussing the results with my students, I was surprised by some of their insightful and often their answer. Some student gave me interesting suggestions about how else I could teach grammar. Sometimes I was surprised by the comments that students thought that my explanation was helpful and brief as well as understandable. The fact that I recieved different opinions about my survey confirms the idea of different learning styles and various types of activities to promote learning. Overall, my lessons were satisfactory and I gained considerable results. My experiment in the classroom ,encouraged me to institute positive change and forced me to find ways help my students be successfull.