Hikâye Okumanın Birinci Sınıf Öğrencilerin Anlama ve Atlatma Becerileri Üzerindeki Etkileri

Year 2020, Volume: 4 Issue: 2, 81 - 86, 16.12.2020

Seyit Ateş , Fatih Akbay , Kasım Yıldırım , Fatih Çetin Çetinkaya

https://doi.org/10.31805/acjes.801796

Cited By: 3

Abstract

Bu araştırmada, hikâye okumanın birinci sınıf öğrencilerinin anlamaları ve yeniden anlatma becerileri üzerindeki etkileri araştırılmıştır. Araştırmanın örneklemini toplam 30 birinci sınıf öğrencisi oluşturmuştur. Bu yarı deneysel araştırma için, birinci sınıf öğrencileri deney ve kontrol grubu olarak seçkisiz olarak atanmıştır. Deney grubunda öğrencilere günlük olarak hikâyeler okunmuş ve hikâyeler okunduktan sonra hikâyelerle ilgili informel sohbetler gerçekleştirilmiştir. Okunan kitaplarla ilgili tüm günlük aktiviteler, Rosenblatt'ın dönüşümsel-işlem teorisine dayanan bilişsel ve estetik boyutları içermiş ve yaklaşık olarak 30 dakika sürmüştür. Hikâye konuşmalarında karakterler, sahne, olay örgüsü, çatışma, çözüm ve hikâyelerin öğrenciler üzerindeki etkileri tartışılmıştır. Öntest ve sontest değerlendirmesi için her iki gruptaki öğrencilere sınıf düzeyinde bir hikâye okunmuş ve yeniden anlatmaları istenmiştir. Aynı zamanda 5Ws ve 1H tekniği kullanılarak öğrencilerin anlama düzeyleri belirlenmiştir. Birebir değerlendirme süreci kullanılmış ve bu doğrultuda öğrencilerin hikâye elementlerini söyleyip söyleyemedikleri, hikâyeyi sıralı bir şekilde anlatıp anlatamadıkları, anlama düzeyleri ve öğrencilerin kullanmış oldukları cümle yapıları ortaya konulmuştur. Araştırmanın sonuçları ilgili literatür aracılığıyla tartışılmış ve gerekli önerilerde bulunulmuştur.

Keywords

Hikâye Okuma, Hikâye Elementleri, Anlatma Becerileri, Anlama

The Effects of Story Reading on First Grade Students’ Story Comprehension and Retelling Skills

Abstract

This research aimed to explore the effects of story reading on first-grade students’ comprehension and retelling skills. A total of 30 first-grade students constituted the research sample. For this quasi- experimental research, the first-grade students were assigned to the treatment and comparison groups at random. In the treatment group, the stories were read to the students daily and after reading the stories, the informal conversations related to stories occurred. All the daily activities related the books read, which included efferent and aesthetic dimensions based on Rosenblatt’s transactional theory, lasted around half an hour. In the story conversations, it was focused on story elements including characters, setting, plot, conflict, and resolution and the effects of stories on the students. For the pretest and posttest assessment of the first-grade students, a grade-level story was read to the students in both two groups and asked each one of them to retell the story. In addition, after retelling the process, five Ws and one H technique were used to discuss the story and clarify comprehension levels of the students in the groups. This one-on-one assessment procedure was taken place for learning the awareness of the students on the story structure if the student retells orderly the events the story, the sentence structures of the students, and the students’ comprehension levels. The results of the research were discussed through the related literature and some profound implications of the research on first-grade students’ education were provided.

Keywords

Story Reading, Story Elements, Retelling Skills, Comprehension

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