İlkokul Öğrencilerinin Anlama ve Anlatma Becerilerinin Hikâye Anlatıcılığı Yolu ile Geliştirilmesi

Year 2021, Volume: 9 Issue: 1, 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

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