book. ST 10 50% O 5 25% A 1 5% S5. Using reading N 4 20% techniques to R 5 25% understand the text. ST 2 10% 3.05 1.53 O 4 20% A 5 25% S9. Providing speaking N 1 5% simulations which R 5 25% enable the students to ST 9 45% 2.95 .94 use the new words in a O 4 20% natural situation. A 1 5% S4. Listening to word N 9 45% phrases in authentic R 8 40% sounding dialogues ST 3 15% 1.75 .85 O 0 0% A 0 0% Relating to statement five, teachers indicated that they use the strategy of using reading techniques in teaching short stories (M= 3.05, SD= 1.53). With regards to the strategy of providing speaking simulations which enable students to use the new words in a natural situation, teachers reported that sometimes they use this strategy (M= 2.95, SD= .94). The result showed that this strategy might be changed according to the lesson plans. This teachers’ strategy has been identified as vocabulary journals, whereby students use to demonstrate their word experience and identify new words & , 2012). In statement four, the strategy of listening to word phrases in authentic sounding dialogues, was rejected by instructors to use in teaching short stories (M= 1.75, SD= .85). It can be seen that both listening and reading techniques were not widely applied as main strategies to improve vocabulary by teachers in teaching short stories, thus receptive vocabulary acquisition might be reduced (Nation, 2001). Figure 9 below
book. ST O A 10 5 1 50% 25% 5% S5. Using reading techniques to understand the text. N R ST O A 4 5 2 4 5 20% 25% 10% 20% 25% 3.05 1.53 S9. Providing speaking simulations which enable the students to use the new words in a natural situation. N R ST O A 1 5 9 4 1 5% 25% 45% 20% 5% 2.95 .94 S4. Listening to word phrases in authentic sounding dialogues N R ST O A 9 8 3 0 0 45% 40% 15% 0% 0% 1.75 .85 Relating to statement five, teachers indicated that they use the strategy of using reading techniques in teaching short stories (M= 3.05, SD= 1.53). With regards to the strategy of providing speaking simulations which enable students to use the new words in a natural situation, teachers reported that sometimes they use this strategy (M= 2.95, SD= .94). The result showed that this strategy might be changed according to the teachers’ lesson plans. This strategy has been identified as vocabulary journals, whereby students use to demonstrate their word experience and identify new words & , 2012). In statement four, the strategy of listening to word phrases in authentic sounding dialogues, was rejected by instructors to use in teaching short stories (M= 1.75, SD= .85). It can be seen that both listening and reading techniques were not widely applied as main strategies to improve vocabulary by teachers in teaching short stories, thus receptive vocabulary acquisition might be reduced (Nation, 2001). Figure 9 below
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