The other three statements: teaching vocabulary in short stories, acquiring vocabulary through reading and speaking in short stories, although only mentioned by one or two respondents, also played an effective role in vocabulary acquisition. Table 16 presents the results of the attitudes to improve vocabulary teachers’ students’ through short stories. According to statement three, the responses stated that teachers believed sometimes it is hard to teach vocabulary through listening to a short story (M= 2.70, SD= 1.12). This might be because teachers are not aware of the effect of the language skills including listening skill in teaching short stories. In addition to that, in terms of productive vocabulary, teachers claimed that sometimes it is the difficult to acquire vocabulary through writing (St 4, M= 2.60, SD= .82). Table 16 Attitudes towards Improving Receptive and Productive Vocabulary Teachers’ Students’ My attitudes toward 1. Never St. Std. Frequency 2. Rarely improving students’ Percent Mean 3. Sometimes N D vocabulary acquisition 4. Often through short story are: 5. Always S3. It is difficult to acquire N 3 15% vocabulary through R 6 30% 100 2.70 1.12 listening to short ST 6 30% stories. O 4 20%
The other three statements: teaching vocabulary in short stories, acquiring vocabulary through reading and speaking in short stories, although only mentioned by one or two respondents, also played an effective role in vocabulary acquisition. Table 16 presents the results of the teachers’ attitudes to improve students’ vocabulary through short stories. According to statement three, the responses stated that teachers believed sometimes it is hard to teach vocabulary through listening to a short story (M= 2.70, SD= 1.12). This might be because teachers are not aware of the effect of the language skills including listening skill in teaching short stories. In addition to that, in terms of productive vocabulary, teachers claimed that sometimes it is the difficult to acquire vocabulary through writing (St 4, M= 2.60, SD= .82). Table 16 Teachers’ Attitudes towards Improving Students’ Receptive and Productive Vocabulary My attitudes toward improving students’ vocabulary acquisition through short story are: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S3. It is difficult to acquire vocabulary through listening to short stories. 100 N R ST O 3 6 6 4 15% 30% 30% 20% 2.70 1.12
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