The Middle School Students’ Attitudes towards Turkish Course and Perceptions for Turkish Teachers

Year 2018, , 913 - 923, 15.10.2018

Mustafa Turkyilmaz , Mustafa Armut

https://doi.org/10.12973/eu-jer.7.4.913

Abstract

The purpose of this study is to determine the attitude towards Turkish Course and reveal the perception of students towards Turkish Course and teacher. In this context, a personal information form and Attitude Towards Turkish Course (ATTC) Scale were applied to 419 students who receive education in the center of Kirsehir province, in Turkey. In addition to that, the metaphors of students towards Turkish teacher and course were compiled by means of semi-structured interview form. The students were also required to draw pictures that express their feelings towards Turkish Course. The results can be summarized as follows: it was seen that Turkish teachers were likened to an “angel”, “cotton” and “panda”, and happy emojis and heart figures were drawn towards Turkish Course. It was understood that the attitudes of- female students in comparison to male students, the ones who possess a phone to the ones who do not, the ones who have a higher literacy level to the ones with lower literacy level, the ones with more social media followers to the ones with less followers and the ones who spend more extracurricular time with to the ones who do not- have been developed more positively.

Keywords

he attitudes for Turkish course, the perceptions of Turkish teachers, middle school students

References

• Akin, E., & Cecen, M. A. (2015). Coklu ortam uygulamalarina dayali ogretimin 6. sinif ogrencilerinin anlama becerilerine ve Turkce dersi tutumlarina etkisi (Mus ili ornegi) [The effect of multimedia based teaching on 6th grade students’ comprehension skills and attitudes towards Turkish lesson (sample of Mus province)]. The Journal of International Education Science, 2(5), 285-309.
• Akkaya, N. (2011). Ilkogretim 6. sinif Turkce dersinde yaratici yazma yaklasiminin Turkce dersine yonelik tutuma etkisi [The effect of creative writing approach on Turkish course in Turkish classes at 6th grade]. Dokuz Eylul University Journal of Buca Faculty of Education, 30, 311-319.
• Aksan. D. (2003). Her yonuyle dil ana cizgileriyle dilbilim [Language in all aspects, linguistics]. Ankara: TDK.
• Allport, G. W. (1967). Attitudes. Martin Fishbein (Ed.). Readings in attitude theory and measurement. New York: John Wiley.
• Armut, M. (2017). Ortaokul ogrencilerinin akici okuma becerilerinin cesitli degiskenler acisindan incelenmesi (Yozgat ili ornegi) [The examination of middle school students' fluent reading skills in terms of various variables (Yozgat province sample)]. (Unpublished Master’s Thesis). Kirsehir Ahi Evran University, Kirsehir.
• Arslan, A., Sahin, A., Sahin, E., & Akcay, A. (2011). Yaratici drama yonteminin ilkogretim 6. sinif ogrencilerinin Turkce dersi tutumlarina etkisi [Effect of creative drama method on 6th grade students’ attitude towards Turkish course]. The Journal of National Education, 190, 234-246.
• Aslan, A. (2009). Bilgisayar destekli Turkce ogretiminin ogrencilerin Turkce dersi tutumlarina etkisi [Affection of the Turkish instruction in support of computer method to the attitudes of the students of Turkish lesson]. Education Sciences, 4(2), 665-677.
• Ates, M. (2008). Ilkogretim ikinci kademe ogrencilerinin okudugunu anlama duzeyleri ile Turkce dersine karsi tutumlari ve akademik basarilari arasindaki iliski [The relations between reading abilities of students at the second stage of primary school and their attitudes to Turkish lesson and their academic achievement were studied] (Unpublished Doctoral Dissertation). Selcuk University, Konya, Turkey.
• Belet, S., & Yasar, S. (2007). Ogrenme stratejilerinin okudugunu anlama ve yazma becerileri ile Turkce dersine iliskin tutumlara etkisi [Effectiveness of learning strategies over reading comprehension, writing skills and learners’ attitudes towards Turkish course]. Journal of Theory and Practice in Education, 3(1), 69-86.
• Berliner, D. C. (1990). If the metaphor fits, why not wear it? The teacher as executive. Theory into practice, 29(2), 85-93.
• Bohner, G., & Wanke, M. (2002). Attitudes and attitude change. Philadelphia: Psychology Press.
• Bolukbas, F. (2010). Ilkogretim ogrencilerinin Turkce dersine yonelik tutumlarinin basari-cinsiyet-ailenin egitim duzeyi baglaminda degerlendirilmesi [Evaluation of the attitudes of the elementary school students to Turkish course in terms of success-gender education level of their families]. Turkish Studies. 5(3). 905-918.
• Brown, C. (2006). Social psychology. California: Sage Publications Ltd.
• Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
• Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162), CA: Sage, Newbury Park.
• Byrne, B. M. (2010). Structural equation modeling with AMOS. (2 nd. Edt.), Routledge, New York.
• Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual Review of Psychology. 57, 345– 374.
• Corek, D. (2006). Isbirlikli ogrenmenin Turkce dersine iliskin basari ve derse yonelik tutum uzerindeki etkileri[The effects of cooperative learning on the achievement in the Turkish course and attitudes] (Unpublished Doctoral Dissertation). Dokuz Eylul University, Izmir, Turkey.
• De Guerrero, M. C., & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95-120.
• Demirci, K. (2016). Metafor: bir anlatim ve uretim mekanizmasi [Metaphor: a narrative and producing mechanism]. Dil bilimleri kultur ve edebiyat (Edt. M. Sarica, B. Sarica). Ankara: Padam Yayinlari, 330-343.
• Demirer, V., Cintas Yildiz, D., & Sunbul, A. M. (2011). Ilkogretim ogrencilerinin bilgisayar ve internet kullanimlari ile kitap okuma aliskanliklari arasindaki iliski: Konya ili ornegi [The Relationship between primary school students' computer internet usage and reading habits: Sample of Konya]. Elementary Education Online, 10(3), 1028-1036.
• Deniz, S., & Tuna, S. (2006). Ilkogretim ogrencilerinin Turkce dersine yonelik tutumlari: Koycegiz orneklemi [The attitudes of primary students towards Turkish course: The sample of Koycegiz]. The Journal of National Education, 34(170), 339-350
• Erdem, A. R., & Gozukucuk, M. (2013). Ilkogretim 3. 4. ve 5. sinif ogrencilerinin Turkce dersine yonelik motivasyonu ve tutumlari arasindaki iliski [The relationship between motivation and attitudes of the 3rd, 4th , 5th , class primary students for Turkish lessons]. Pegem Journal of Education & Training, 3(2), 13-24.
• Fidan, M., & Eren, A. (2017). Ortaokul Ogrencilerinin Turkce Dersine Yonelik Tutum Gorunumleri Ile Egitime Iliskin Motivasyonlari Arasindaki Iliskiler [Relationships Between the Profiles of Middle School Students’ Attitudes Towards Turkish Course and Motivations for Education]. Hacettepe University Journal of Education), 32(2), 480-493.
• Field, A. (2005). Discovering Statistics Using SPSS. (2 nd ed.). London: Sage Publications.
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behaviour: an introduction to theory and research. Reading. MA: Addison-Wesley.
• Gedikli, O. (2014). Ortaokul 2, 3 ve 4. sinif ogrencilerinin Turkce ogretmenini algilayisinin metaforlar araciligiyla belirlenmesi [Determination of 6th, 7th and 8th grade students' Turkish teacher perceptions via "metaphors"]. (Unpublished Master’s Thesis). Karadeniz Teknik University, Trabzon.
• Gur, T., Dilci, T., Sener, H., & Yildirim, T. (2013). 4. sinif ogrencilerinin Turkce dersine yonelik tutumlarina bazi degiskenlerin etkileri. Cumhuriyet International Journal of Education, 2(1). 118-134.
• Incelioglu, M. (2004). Tutum algi iletisim [Attitudes, perception, communication]. Ankara: Elips Kitap.
• Joreskog, Karl G. & Sorbom D. (1993). Lisrel 8: Structural equation modeling with the SIMPLIS Command Language. Lincolnwood, Scientific Software International.
• Kapar-Kuvanc, E. B. (2008). Yaratici yazma tekniklerinin ogrencilerin Turkce dersine iliskin tutumlarina ve Turkce dersindeki basarilarina etkisi [The effect of creative writing techniques to students' attitudes to Turkish course and their sucesses in Turkish courses]. (master thesis), Dokuz Eylul University, Izmir.
• Karabay, A. (2016). An investigation of prospective teachers' views regarding teacher identity via metaphors. Eurasian Journal of Educational Research, 65, 1-18.
• Karasar, N. (2008). Bilimsel arastirma yontemi [Scientific research method]. Ankara: Nobel.
• Kaya, A. I., Arslantas, H. I. & Simsek, N. (2009) Ilkogretim ogrencilerinin turkce tutumlarinin degerlendirilmesi [The elementary school students’ towards Turkish courses determinates of their attitudes]. Electronic Journal of Social Studies, 30, 367-387.
• Kayiran, B. K., & Iflazoglu, A. (2007). Coklu zeka kurami destekli kubasik ogrenme yonteminin Turkce dersine iliskin tutuma ve okudugunu anlama basarisina etkisi [The effect of cooperative learning method supported by multiple intelligences theory on the attitude and reading comprehension success of the Turkish course]. Eurasian Journal of Educational Research (EJER), 29(3), 129-141.
• Kazazoglu, S. (2013). Turkce ve Ingilizce derslerine yonelik tutumun akademik basariya etkisi [The effect of attitudes towards Turkish and English courses on academic achievement]. Education and Science. 38 (170). 294-307.
• Kline, R. B. (2005), Principles and practice of structural equation modeling (2 nd Edt.), Guilford Press, New York.
• Kuyumcu, F. N., & Ozsari, I. (2016). 5. ve 6. sinif ogrencilerinin ogretmen ve okul kavramlarina iliskin algilarinin degerlendirilmesi [An evaluation of the 5. and 6. grade students’ perceptions on the concepts of teacher and school]. Journal of Research in Education and Teaching, 5(44), 396-407.
• Kucuktepe, S. E., & Gurultu, E. (2014). Ogretmenlerin “yapilandirmaci ogretmen” kavramina iliskin algilarina yonelik metafor calismasi ornegi [Sample of metaphor study aimed at perception of teacher’s related to notion of ‘‘constructivist teacher’’]. Abant Izzet Baysal University Journal of Faculty of Education, 14(2), 282-305.
• Lakoff, G., & Johnson, M. (2005). Metaforlar hayat, anlam ve dil[Metaphors, life, meaning and language]. Istanbul: Paradigma.
• Manguel, A. (2018). Gezgin, kule ve kitapkurdu [The traveler, the tower, and the worm - the reader as metaphor]. Istanbul: YKY Yayinlari.
• Mc Kenna, M. C., Kear, D. C., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
• Nikitina, L., & Furuoka, F. (2008). " a language teacher is like...": examining Malaysian students' perceptions of language teachers through metaphor analysis. Online Submission, 5(2), 192-205.
• Oskamp, S. & Schultz, P. W. (2005). Attitudes and opinions. (3. ed.). London: Lawrence Erlbaum Associates.
• Oxford, R. L., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R. Z., Saleh, A. & Longhini, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System, 26(1), 3-50.
• Raykov, T. & Marcoulides, George A. (2006). A first course in structural equation modeling, Lawrence Erlbaum Associates, Inc., Publishers, New Jersey.
• Sahinli, A. (2008). Hikâye okumanin okudugunu anlamaya ve Turkce dersine yonelik tutuma etkisi [The effect of reading stories on comprehending what has been read and atitude of students towards Turkish lesson], (master thesis), Dokuz Eylul University, Izmir.
• Tasdemir, M. (2003). Egitimde planlama ve degerlendirme [Planning and evaluation in education]. (2rd). Ankara: Ocak Publishing.
• Taser, S. (2012). Konusma egitimi [Speaking education]. Istanbul: Pegasus Publishing.
• Tavsancil, E. (2006). Tutumlarin olculmesi ve SPSS ile veri analizi [The measurement of attitudes and data analyse with SPSS]. Ankara: Nobel Publishing.
• Topcuoglu Unal, F., & Kose, M. (2014). Turkce dersine yonelik tutum olcegi gelistirilmesi: Bir gecerlilik ve guvenirlik calismasi [Developing a Turkish lesson attitude scale: A validity and reliability study]. Bartin University Journal of Faculty of Education, 3(2), 233-249.
• Tuzemen, T., & Kardas, M. N. (2017). Akademik celiski tekniginin ogrencilerin Turkce dersine yonelik tutumlarina etkisi ve bazi degiskenlerle iliskisi [The effect of the academic contradiction technique on the speech anxiety of 6th grade students and some variables]. The Journal of Social Sicences Institute, 1(38), 127-150.
• Yaman, H. (2014). Ortaokul ogrencilerinin genel kaygi duzeyleri, yazma kaygilari ve Turkce dersine yonelik tutumlari arasindaki iliski [The relation general anxiety levels, anxiety of writing, and attitude for Turkish course of secondary school students]. Educational Sciences: Theory & Practice, 14(3), 1111-1122.
• Yildirim, M. & Erdogan, T. (2016). Yaratici drama yonteminin ilkokul ikinci sinif ogrencilerinin Turkce dersine iliskin tutumlarina etkisi [The Effect of creative drama on second grade students in elementary school related to Turkish course]. Creative Drama Journal, 11(1), 71-88.
• Yildirim, A. & Simsek, H. (2013) Sosyal bilimlerde nitel arastirma yontemleri [The quantitative research methods in social sciences]. Ankara: Seckin Publishing.
• Zorbaz, K. Z., & Habes, M. (2015). Ortaokul ogrencilerinin Turkce dersine yonelik tutumlarinin cesitli degiskenler acisindan incelenmesi [Measuring the attitudes of secondary school students towards Turkish language with regard to various variables]. Kastamonu Education Journal, 23(4), 1733-1752.