İlkokul Öğrencilerinin Anlama ve Anlatma Becerilerinin Hikâye Anlatıcılığı Yolu ile Geliştirilmesi

Year 2021, , 1 - 20, 30.06.2021

Emine Çelebi , Seyit Ateş

https://doi.org/10.35233/oyea.757420

Abstract

Bu araştırmanın temel amacı, ilkokul üçüncü sınıf öğrencilerinin anlama ve anlatma becerilerinin hikâye anlatıcılığı yolu ile geliştirilmesidir. Araştırmada anlama becerileri dinleme ve okuma; anlatma becerileri yazma ve konuşma öğrenme alanlarını içermektedir. Araştırmanın çalışma grubunu, Ankara ili Pursaklar ilçesine bağlı bir devlet okulunda üçüncü sınıfta öğrenim gören dokuz öğrenci oluşturmaktadır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi kullanılmıştır. Araştırma, nitel araştırma yöntemlerinden eylem araştırmasına göre desenlenmiştir. Veri toplama araçları olarak dinlediğini anlama testleri, hikâye elementleri değerlendirme ölçeği, hikâye anlatıcılığı dereceli puanlama anahtarı, araştırmacı günlüğü, yarı yapılandırılmış görüşme formu ve öğrencilerin uygulama anındaki durumlarını betimleyebilmek amacıyla video kamera kayıtları kullanılmıştır. Hazırlanan eylem planları 48 saat uygulanmıştır. Öğrencilerin dinlediğini anlama, sözlü anlatım (hikâye anlatıcılığı) ve yazılı anlatım becerileri; eylem planı başında, öğretim devam ederken ve plan sonunda olmak üzere toplam üç defa ölçülmüştür. Nitel verilerin analizinde betimsel analiz tekniği; nicel verilerin analizinde ilişkili ölçümler için Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmanın sonuçları eylem planı devam ettikçe öğrencilerin dinlediğini anlama, sözlü anlatım (hikâye anlatıcılığı) ve yazılı anlatım (hikâye yazma) becerilerinin geliştiğini ortaya koymaktadır.

Keywords

hikaye anlatıcılığı, yazılı anlatım, dinlediğini anlama, hikaye elementleri, eylem araştırması

Improving Turkish Students’ Narrative and Comprehension Skills Through Storytelling

Abstract

The main purpose of this research is to develop the comprehension and telling skills of third grade primary school students through storytelling. While comprehension skills in research include listening and reading; narration skills include the areas of learning writing and speaking. The study group of the research consists of nine third grade students studying in a public school in Pursaklar district of Ankara province. Maximum variation sampling, one of the purposive sampling methods, was used to determine the participants. The research was designed according to action research, one of the qualitative research methods. Listening comprehension tests, story elements evaluation scale, storytelling rubric, researcher's diary, semi-structured interview form and video camera recordings were used as data collection tools. An action plan of 48 hours was applied in the study. Students' listening comprehension, storytelling and written expression skills were measured three times during the research; before the action plan, while teaching is in progress, and after the action plan is implemented. Descriptive analysis technique in the analysis of qualitative data; Wilcoxon Signed Ranks Test was used for related measurements in the analysis of quantitative data. The results of the study reveal that as the action plan continues, students' listening comprehension, verbal expression (storytelling) and written expression (story writing) skills improve.

Keywords

Storytelling, listening comprehension, written expression, story elements, action research

References

• KAYNAKÇA
• Agosto, D.E. (2016). Why storytelling matters: Unveiling the literacy benefits of storytelling. Children and Libraries, 21-26
• Aiex, N. K. (1988). Storytelling: Its wide ranging impact in the classroom. Paper presented at the ERIC Clearinghouse.
• Al-Jafar, A., & Buzzelli, C. A. (2004). The art of storytelling for cross cultural understanding. International Journal of Early Childhood, 36(1), 35-48.
• Alterio, M. (2002). Using storytelling to enhance student learning. Higher Education Academy, 5.
• Armstrong, F., & Moore, M. (Eds.). (2004). Action research for inclusive education: Changing places, changing practices, changing minds. London: Routledge.
• Ateş, S. (2011). Türkçe dersi öğrenme – öğretme sürecinin anlama öğretimi açısından değerlendirilmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Blank, M., & Frank, S. M. (1971). Story recall in kindergarten children: Effect of method of presentation on psycholinguistic performance. Child Development, 299-312.
• Bowman, M., & Gambrell, L. (1981). The effects of story structure questioning upon reading comprehension. LosAngeles: American educational research association.
• Brown, A. L. (1975). Recognition, reconstruction, and recall of narrative sequences by preoperational children. Child Development, 156-166.
• Brown, D. D., Lile, J., & Burns, B. M. (2011). Basic language skills and young children's understanding of causal connections during storytelling. Reading Psychology, 32(4), 372-394.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (13. Baskı). Ankara: Pegem A.
• Cohen, L., Manion, L., & Morrison, K., (2007). Research methods in education (6th edt.). New York: Routledge.
• Combs, M., & Beach, J. D. (1994). Stories and storytelling: Personalizing the social studies. The Reading Teacher, 47(6), 464-471.
• Cooper, P. M. (2005). Literacy learning and pedagogical purpose in Vivian Paley’s ‘storytelling curriculum’. Journal of Early Childhood Literacy, 5(3), 229-251.
• Coşkun, E. (2005). İlköğretim öğrencilerinin öyküleyici anlatımlarında bağdaşıklık, tutarlılık ve metin elementleri. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Craig, S., Hull, K., Haggart, A. G., & Crowder, E. (2001). Storytelling addressing the literacy needs of diverse learners. Teaching Exceptional Children, 33(5), 46-51.
• Davies, A. (2007). Storytelling in the classroom: Enhancing traditional oral skills for teachers and pupils. California: Sage.
• Eades, J. (2006). Classroom tales: Using storytelling to build emotional, social and academic skills across the primary curriculum. London: Jessica Kingsley.
• Elliot, J. (1991). Action research for educational change. McGraw-Hill.
• Ellis, G., & Brewster, J. (2014). Tell it again!: The storytelling handbook for primary english language teachers. London: Brithish Council.
• Fitzgerald, J., & Spiegel, D. L. (1983). Enhancing children's reading comprehension through instruction in narrative structure. Journal of Reading Behavior, 15(2), 1-17.
• Fitzgerald, J., & Teasley, A. B. (1986). Effects of instruction in narrative structure on children's writing. Journal of Educational Psychology, 78(6), 424-464.
• Froyen, G. (1987). The effects of storytelling experiences on vocabulary skills of second grade students. Master's Thesis, University of Northern Iowa, Iowa.
• Gallets, M. P. (2005). Storytelling and story reading: A comparison of effects on children's memory and story comprehension. Master’s Thesis, East Tennessee State University Insitute of Department of Curriculum and Instruction, Tennessee.
• Gambrell, L. B., & Chasen, S. P. (1991). Explicit story structure instruction and the narrative writing of fourth‐and fifth‐grade below‐average readers. Literacy Research and Instruction, 31(1), 54-62.
• Garner, J. K., & Bochna, C. R. (2004). Transfer of a listening comprehension strategy to independent reading in first-grade students. Early Childhood Education Journal, 32(2), 69-74.
• Gerbracht, G. (1995). The effect of storytelling on the narrative writing of third-grade students. DAI-A, 55(12), 3741-3741.
• Glonek, K. L., & King, P. E. (2014). Listening to narratives: An experimental examination of storytelling in the classroom. International journal of listening, 28(1), 32-46.
• Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological review, 101(3), 371-395.
• Groce, R. D. (2004). An experiential study of elementary teachers with the storytelling process: interdisciplinary benefits associated with teacher training and classroom integration. Reading Improvement, 41(2), 122-128
• Hamilton, M., & Weiss, M. (2005). Children tell stories: Teaching and using storytelling in the classroom. Katonah, NY: Richard C. Owen.
• Hannam, F. D. (2015). Teaching through narrative. Forum on Public Policy Online, 2. https://files.eric.ed.gov/fulltext/EJ1091524.pdf sayfasından erişilmiştir.
• Hanson, T. L. (2004). An oral storytelling approach to teaching writing in the primary grades. Storytelling, Self, Society, 1(1), 74-91.
• Haven, K. F. (2000). Super simple storytelling: A can-do guide for every classroom, every day. Libraries Unlimited.
• Higgins, C. (2008). Gather'round the campfire: Engaging students and creating storytellers. Knowledge Quest, 36(5) 28-34.
• Houston, G., Goolrick, F., & Tate, R. (1991). Storytelling as a stage in process writing: A whole language model. Teaching Exceptional Children, 22(2), 40-43.
• Isbell, R. T. (2002). Telling and retelling stories: Learning language and literacy. Supporting language learning. Young Children, 57(2), 26-30.
• Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early childhood education journal, 32(3), 157-163.
• Karabay, A. (2014). Dinleme metinlerinin sınıf içi uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(3), 81-94.
• Karatay, H. (2013). Süreç temelli yazma modelleri: 4+1 planlı yazma ve değerlendirme modeli. M. Özbay (Ed.), Yazma eğitimi içinde (s. 21-40). Ankara: Pegem.
• Kaynaş, E. (2014). Beşinci sınıf öğrencilerinin öyküleyici metin yazma becerilerinin değerlendirilmesi. Yüksek lisans Tezi, Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
• Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Singapore: Springer Science & Business.
• Kingore, B. W. (1982). Storytelling: A bridge from the university to the elementary school to the home. Language Arts, 59(1), 28-32.
• Kirsch, C. (2012): Using storytelling to teach vocabulary in language lessons: Does it work? The Language Learning Journal, 1-19.
• Kuşdemir, Y. (2014). Doğrudan öğretim modeli’nin ilkokul dördüncü sınıf öğrencilerinin okuduğunu anlama becerilerine etkisi. Doktora Tezi, Gazi Üniversitesi, Gazi Eğitim Bilimleri Enstitüsü, Ankara.
• Lamb, N. (2008). The art and craft of storytelling: A comprehensive guide to classic writing techniques. New York: F+ W Media.
• Lipman, D. (1995). Storytelling games: Creative activities for language, communication, and composition across the curriculum. Oryx.
• Lipman, D. (1999). Improving your storytelling: Beyond the basics for all who tell stories in work or play. Atlanta: August House.
• Magee, M. A., & Sutton-Smith, B. (1983). The art of storytelling: How do children learn it?. Young Children, 38(4), 4-12.
• Martalock, P. L. (2016). Young children positioned as storytellers in the classroom: An examination of teacher-child interactions and the storytelling event. Massachusetts: University of Massachusetts Armhest.
• Mello, R. (1997). " Creating pictures in my mind": A qualitative study of children's responses to storytelling in the classroom. Primer: The Journal of the Massachusetts Reading Association, 26(1), 4-10.
• Merriam, S. B. (2015). Nitel araştırma desen ve uygulama için bir rehber. (S. Turan, Çev.) Ankara: Nobel.
• Miles, M. B.,& Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
• Millî Eğitim Bakanlığı (2005). İlköğretim Türkçe dersi (1-5) öğretim programı ve kılavuzu. Ankara: Millî Eğitim Bakanlığı.
• Millî Eğitim Bakanlığı (2018). Türkçe dersi (1-8) öğretim programı. Ankara: Millî Eğitim Bakanlığı.
• Milord, M. (2007). The effects of using storytelling on reading comprehension through drama and theater. Master's Thesis, The College at Brockport, New York.
• Mokhtar, N. H., Halim, M. F. A., & Kamarulzaman, S. Z. S. (2011). The effectiveness of storytelling in enhancing communicative skills. Procedia-Social and Behavioral Sciences, 18, 163-169.
• Morris, V. G., Taylor, S. I. & Wilson, J. T. (2000). Using children’s stories to promode peace in classrooms. Early Chilhood Education Journal, 28(1), 41-50.
• Morrow, L. M. (1984). Effects of story retelling on young children’s comprehension and sense of story structure. Changing Perspectives on Research in Reading/Language Processing and Instruction, 16(4), 95-100.
• Morrow, L. M. (1985). Retelling stories: A strategy for improving young children's comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85(5), 647-661.
• Morrow, L. M. (1986). Effects of structural guidance in story retelling on children's dictation of original stories. Journal of Reading Behavior, 18(2), 135-152.
• Moskal, B. M., & Leydens, J. A. (2000). Scoring rubric development: Validity and reliability. Practical Assessment, Research & Evaluation, 7(10), 71-81.
• National Council of Teachers of English (NCTE, 1992). Position Statement from the Committee on Storytelling. http://www.ncte.org/positions/statements teachingstory telling sayfasından erişilmiştir.
• Paley, V. G. (1990). The boy who would be a helicopter. Boston, MA: Harvard University.
• Palmer, B. C., Harshbarger, S. J., & Koch, C. A. (2001). Storytelling as a constructivist model for developing language and literacy. Journal of Poetry Therapy, 14(4), 199-212.
• Pearson, P. D. (2009). The roots of reading comprehension instruction. S.E Israel & G.G. Duffy (Eds). Handbook of research on reading comrehension (3-32). New York: Routledge.
• Peck, J. (1989). Using storytelling to promote language and literacy development. The Reading Teacher, 43(2), 138.
• Phillips, L. (1999). The role of storytelling in early literacy development. (ERIC Document Reproduction Service No. ED444147). https://files.eric.ed.gov/fulltext/ED444147.pdf sayfasından erişilmiştir.
• Ramsden, M. & S., Hollingsworth. (2004). Hikâye anlatma sanatı. (A. Bucak, Çev.). İstanbul: İletişim.
• Roney, R. C. (1989). Back to the basics with storytelling. The Reading Teacher, 42(7), 520-523.
• Roney, R. C. (1996). Storytelling in the classroom: Some theoretical thoughts. Storytelling World, 9 (Winter/Spring), 7-9.
• Smith, P. L. (1998). A qualitative investigation into the educational benefits of storytelling: teaching through storytelling. Doctoral Dissertation, Washington State University College of Education, Washington.
• Speaker, K. M., Taylor, D., & Kamen, R. (2004). Storytelling: Enhancing language acquisition in young children. Education, 125(1), 3-15.
• Spiegel, D. & Whaley, J. (1980). Elevating comprehension skills by sensitizing students to structural aspects of narratives. Paper presented at the annual meeting of the National Reading Conference, San Diego, CA.
• Stevens, R. J., Meter, P. V., & Warcholak, N. D. (2010). The effects of explicitly teaching story structure to primary grade children. Journal of Literacy Research, 42(2), 159-198.
• Trostle, S., & Hicks, S. J. (1998). The effects of storytelling versus story reading on comprehension and vocabulary knowledge of British primary school children. Reading Improvement, 35(3), 127.
• Tuncel, G. (2011). Sosyal bilgiler dersinde rubriklerin etkili kullanımı. Marmara Coğrafya Dergisi, 23, 213-233.
• Özkan, Ö. ve Karasakaloğlu, N. (2018). İlkokul dördüncü sınıf öğrencilerinin öykü yazma becerilerinin geliştirilmesi. YYÜ Eğitim Fakültesi Dergisi, 15 (1), 220-247.
• Watts, J. E. (2006). Benefits of storytelling methodologies in 4th and 5th grade historical instruction. Master's Thesis, East Tennessee State University, Johnson City.
• Wilson, R. M., Gambrell, L. B., & Pfeiffer, W. R. (1985). The effects of retelling upon reading comprehension and recall of text information. The Journal of Educational Research, 78(4), 216-220.
• Yasul, A. F. (2014). İlkokul 4. sınıf öğrencilerinin öyküleyici metin yazma becerilerinin değerlendirilmesi (Muş ili merkez ilçesi örneği). Yükseklisans tezi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
• Yawney, J. (2008). Storytelling as a springboard for teaching information literacy. In Proceedings of the Annual Conference of CAIS/Actes du congrès annuel de l'ACSI.
• Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8.basım). Ankara: Seçkin.
• Zabel, M. K. (1991). Storytelling, myths, and folk tales: Strategies for multicultural inclusion. Preventing School Failure: Alternative Education for Children and Youth, 36(1), 32-34.
• Zimiles, H., Kuhns, M. (1976). A developmental study of the retention of narrative material, final report. New York: Bank Street College of Education. (Research report 134, National Institute of Education), Washington.