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1. TEACHING VOCABULARY THROUGH
POETRY IN AN EFL CLASSROOM
By
Baki Ozen
Cyprus International University Faculty of
Education
Lefkosa, via Mersin 10, Turkey

2. The purpose of this research
1) “Do the learners enhance more extensive vocabulary knowledge
by means of poetry-based vocabulary teaching activities than the
traditional coursebook activities?”
2) “Is there a statistically significant difference between male and
female students in the experimental group considering the vocabulary
test?”
3) “Do the learners improve more extensive grammar knowledge
by means of poetry-based vocabulary teaching activities than the
traditional coursebook activities?”.

3. Statement of the Problem
• Students learn English in order to pass the tests at schools , they might be
successful at the exams that they focus on grammar more than vocabulary
or language skills.
• The students can not use and communicate in English even though they
pass the tests.
• They don’t know how to use it in a sentence, how to pronounce and how to
collocates with other words because they just know only the meaning of the
words in the dictionary .
• Moreover, the students memorize the lexical in a short term after the test
because most of English teachers use traditional vocabulary teaching
techniques ,so the teachers should find new and interesting approach for
teaching vocabulary to motivate and encourage the students not only
teaching in English book that make them boring to learn.
• The researcher believed that poetry-based vocabulary teaching activities
are new and interesting for the students, and they will motivate and
encourage the students to use the target language in a more meaningful way
in an EFL classroom.

4. Aim and Significance of the Study
The purpose of the paper is to consider if
teaching vocabulary through poetry will result
in more extensive vocabulary knowledge than
teaching vocabulary through the traditional
activities in the coursebook.

5. The Scope of the Study
• The sample consisted of 48 students in the 7th grade classes of Corlu
Private Trakya College during the semester of 2010 – 2011 academic
year.
•The students in the experimental group were exposed to 5 poems which
had the same vocabulary items that the students in the control group
were learning in the schoolbooks at the same period.

6. Statement of the Hypotheses
1. The learners enhance more extensive vocabulary knowledge
by means of poetry-based vocabulary teaching activities
than the traditional activities.
2. There is not a statistically significant difference between male
and female students in the experimental group considering
the vocabulary test.
3. The learners do not enhance more extensive grammar
knowledge by means of poetry-based vocabulary teaching
activities than the traditional activities.

7. Conclusion
• It is confirmed that the learners enhance more extensive vocabulary
knowledge by means of poetry-based vocabulary teaching activities. In an
EFL classroom and in communication , the vocabulary knowledge is
important that it is clear, so it must be certainly improved in all possible
ways. The most important role about it belongs to the teachers who should
propose materials to help students enhance more vocabulary items and
knowledge. Poetry is a practical source for the teacher to use as a tool in
language classrooms and it is not difficult to use that there are lots of
reasons why teachers should use poetry in an EFL classroom

8. How to applied the article to the classroom
The following the article, I can apply by using poetry and poetry-
based vocabulary teaching activities in the classroom to teach
vocabulary to make the students enhance more extensive vocabulary
knowledge by designing the lesson plan to teach the students in the
classroom.

9. How to applied the article to the classroom
 Presentation :
1. The teacher gives the students the poem “The Cow”.
2. The teacher opens the CD to the students about the poem “The Cow” and writes it on the blackboard
and then reads the poem and students read the poem all together.
3. The teacher teaches about the vocabulary and writes it on the blackboard friendly, heart, cream,
apple, stray, air, wind, showers, grass, meadow flower
 Practice:
1. The teacher gives the students to practice reading the poem with their pair.
2. The teacher shows the students the picture of the vocabulary and then random the student to
answer the meaning of the picture.
3. The students read the poem aloud at the same time, checking for each other’s pronunciation
and rhythm.
 Production :
1. The students read the poem all together.
2. The teacher gives the students to do the exercise about the poem “The Cow"
 Warp up : 1. The teacher and the students discuss about what they learned about the poem