Effect of Concept Cartoons on Students’ Achievement, Speaking Skill, and Motivation in English Teaching
Yıl 2023,
, 909 - 928, 02.01.2024
Hülya Baysal
Selcen Gültekin
Öz
Although many different methods of teaching English have been tried, the problem of learning it continues. Concept cartoons that allow dialogic conversation in teaching English will contribute to solving this problem. This study examines the effect of concept cartoons in the sixth-grade English course unit "Yummy Breakfast" on students' achievement, speaking skills, and motivation. The non-equivalent pre-test post-test control group design was adopted in the study. There were 33 sixth-grade students, 18 in the experimental group and 15 in the control group. While the experimental group received English instruction supplemented by concept cartoons, the control group received traditional instruction. The study lasted 24 hours, including two hours of pre-testing, 18 hours of treatment, and four hours of post-testing. The results demonstrated that using concept cartoons in the classroom improved students' speaking ability and motivation. However, there was not any significant difference between students’ achievement scores.
Etik Beyan
Research permission was obtained from Balıkesir Provincial Directorate of National Education on 09/09/2019 before the data collection tools were developed and before the implementation was carried out.
Destekleyen Kurum
This research received financial support from Scientific Research Projects of Balikesir University (grant #2019/018).
Kaynakça
- Akkaya, A. (2011). Grammar teaching with cartoons [Unpublished doctoral dissertation]. Selçuk University, Konya.
- Atasoy, Ş. (2017). Concept cartoon. In Z. Tatlı (Ed.), Web 2.0 in concept teaching (pp. 98-119). Pegem Akademi.
- Atılgan, H., Kan, A., & Aydın, B. (2018). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Anı Yayıncılık.
- Ayhan, H. (2017). The effect of concept cartoons used in secondary school 6th grade force and motion unit on students' academic achievement and their motivation to learn science [Unpublished master’s thesis]. Gazi University, Ankara.
- Balcı, S. (2018). Use of concept cartoons in the "living democracy" unit of social studies lesson [Unpublished master’s thesis]. Afyon Kocatepe University, Afyon.
- Birişçi, S., Metin, M., & Karakaş, M. (2010). Pre-service elementary teachers’ views on concept cartoons: A sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
- Chin, C., & Teou, L. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332. https://doi.org/10.1080/09500690801953179
- Chin, C., & Teou, L. (2010). Formative assessment: Using concept cartoon, pupils' drawings, and group discussions to tackle children's ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115. https://doi.org/10.1080/00219266.2010.9656206
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
- Çay, Y. (2017). The effect of teaching English with the puppet model on academic achievement [Unpublished master’s thesis]. Erciyes University, Kayseri.
- Çelebi, M. D. (2006). Mother-tongue education and foreign language teaching in Turkey. Erciyes University Journal of Social Studies, 21(2), 285-307.
- Çelikkaya, T. (2018). Concept teaching. In A. Uzunöz & V. Aktepe (Eds.), Special teaching methods vol 1 (pp. 27-64). Pegem Akademi.
- Dabell, J. (2008). Using concept cartoons. Mathematics Teaching Incorporating Micromath, 209, 34-36.
EF English Proficiency Index (2020). The world's largest ranking of countries and regions by English skills. Retrieved June 20, 2019, from https://www.ef.com/wwen/epi/
- Estacio, R. D. (2015). The effect of concept cartoons as an instructional material and formative assessment tool in teaching evolution and diversity on the achievement of freshmen college students. In E. G. S. Daniel (Ed.), Biology education and research in a changing planet (pp.71-79). Springer. https://doi.org/10.1007/978-981-287-524-2
- Fenske, F., Klee, A., & Lutter, A. (2011) Concept-cartoons as a tool to evoke and analyze pupils judgements in social science education. Journal of Social Science Education, 10(3), 46-52.
- Gardner, R. C. (1985). The attitude/motivation test battery: Technical report. University of Western Ontario.
- Gardner, R. C. (2006). Motivation and attitudes in second language learning. Encyclopedia of Language & Linguistics, 348-355. https://doi.org/10.1016/b0-08-044854-2/00625-8
- Gümüş, H. (2017). The effect of learning English idioms with concept cartoons in a learning environment based on blended education design on the achievement and permanence of secondary school students [Unpublished master’s thesis]. Yıldız Teknik University, İstanbul.
- Ilıman, M. (2018). An action research on the layered curriculum in English lesson [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University, Çanakkale.
- İkinci, Ü. (2019). Teaching English through drama and drama techniques in esl classrooms [Unpublished master’s thesis]. Necmettin Erbakan University, Konya.
- İnel, D. (2012). The effect of problem-based learning method supported by concept cartoons on students' perceptions of problem-solving skills, motivation for learning science and their level of conceptual understanding [Unpublished master’s thesis]. Dokuz Eylül University, İzmir.
- İngeç, Ş. K. (2008). Use of concept cartoons as an assessment tool in physics education. US-China Education Review, 5(11), 47-54.
- İşigüzel, B. (2011). Motivation: The hormone of foreign language lessons. Mersin University Journal of the Faculty of Education, 7(1), 29-41.
- Karaca, Z. (2019). The effect of concept cartoons on student achievement in mathematics teaching [Unpublished master’s thesis]. Kırşehir Ahi Evran University, Kırşehir.
- Kartal, Ş. (2014). The effect of the cooperative learning method on students' attitude and achievement towards the English course [Unpublished master’s thesis]. İnönü University, Malatya.
- Keogh, B., & Naylor, S. (1996). Teaching and learning in science: a new perspective. the BERA Conference, Lancaster. Retrieved October 17, 2019, from http://www.leeds.ac.uk/educol/documents/000000115.htm
- Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446. https://doi.org/10.1080/095006999290642
- Keogh, B., & Naylor, S. (2000). Teacher and learning in science using concept cartoons: Why Dennis wants to stay in at playtime?. Australian Primary and Junior Science Journal, 16(3), 10-14.
- Keogh, B., Naylor, S., & Wilson, C. (1998). Concept cartoons: a new perspective on physics education. Physics Education, 33(4), 219-224. https://doi.org/10.1088/0031-9120/33/4/009
- Koçak, G. (2019). The effect of flipped learning on the academic achievement of 7th grade students [Unpublished master’s thesis]. İnönü University, Malatya.
- Kolb, A., & Raith, T. (2018). Principles and methods-focus on learners, content and tasks. In C. Surkamp & B. Viebrock (Eds.), Teaching English as a foreign language (pp. 195-209). J. B. Metzler.
- Kökler, D. (2019). Using literature circles in teaching English to young learner [Unpublished master’s thesis]. İstanbul Aydın University, İstanbul.
- Kusumaningrum, I. A., Ashadi, & Indriyanti, N. Y. (2018). Concept cartoons for diagnosing student’s misconceptions in the topic of buffers. Journal of Physics: Conference Series, 1022(2018), 012036. https://doi.org/10.1088/1742-6596/1022/1/012036
- Meriç, G. (2014). The effect of concept cartoons on students' conceptual understanding, motivation and attitude levels in science and technology lesson [Unpublished master’s thesis]. Celal Bayar University, Manisa.
- Morris, M., Merritt, M., Fairclough, S., Birrell, N., & Howitt, C. (2007). Trialling concept cartoons in early childhood teaching and learning of science. Australian Science Teachers Journal, 53(2), 42-45.
- Naylor, S., & Keogh, B. (1999a). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93-106. https://doi.org/10.1023/a:1009419914289
- Naylor, S., & Keogh, B. (1999b). Science on the underground: An initial evaluation. Public Understanding of Science, 8, 1-18. https://doi.org/10.1088/0963-6625/8/2/303
- Naylor, S., & Keogh, B. (2013). Concept cartoons: What have we learnt?. Journal of Turkish Science Education, 10(1), 3-11.
- Naylor, S., Keogh, B., & Downing, B. (2007). Argumentation and primary science. Research in Science Education, 37(1), 17-39. https://doi.org/10.1007/s11165-005-9002-5
- Paker, T. (2012). Why do we not teach foreign language (English) in Turkey and why do we not teach and why our students cannot learn English enough to communicate?. Pamukkale University Journal of Education, 32(32), 89-94. https://doi.org/10.9779/PUJE563
- Sayın, Ş. (2015). The effect of concept cartoons on the academic achievements, perceptions and motivations of questioning skills in the 7th grade 'light' unit course of primary school science and science lesson [Unpublished master’s thesis]. Celal Bayar University, Manisa.
- Sexton, M., Gervasoni, A., & Brandenburg, R. (2009). Using a concept cartoon to gain insight into children’s calculation strategies. Annals of Punjab Medical College, 14(4), 24-28.
- Skamp, K., & Preston, C. (2015). Teaching primary science constructively. Cengage Learning.
Stephenson, P., & Warwick, P. (2002). Using concept cartoons to support progression in students’ understanding of light. Physics Education, 37(2), 135-141.
- Suna, Y., & Çelebi, M. D. (2013). Compilation of studies on foreign language teaching and learning problems in Turkey. Turkish Journal of Social Policy and Work Life Research, 3(5), 7-24.
- Şenocak, K. Z. (2018). The effect of the using concept cartoons in science teaching on student achievement and attitude in the 5th grade electrical in our life unit [Unpublished master’s thesis]. Kırıkkale University, Kırıkkale.
- Webb, L. (2015). The use of cartoons as a tool to support teacher ownership of mathematics curriculum change. African Journal of Research in Mathematics, Science and Technology Education, 19(1), 57-68. https://doi.org/10.1080/10288457.2015.1012905
- Webb, P., Williams, Y., & Meiring, L. (2008). Concept cartoons and writing frames: developing argumentation in South African science classrooms?. African Journal of Research in Mathematics, Science and Technology Education, 12(1), 5-17. https://doi.org/10.1080/10288457.2008.10740625
- Yılmaz, E. (2007). The role of the student in student achievement in English lessons in secondary education: The example of Bartın province [Unpublished master’s thesis]. Karaelmas University, Zonguldak.
- Yurtyapan, E. (2018). The effect of science teacher candidates' concept cartoons-supported prediction-observation-explanation practices for biology subjects on achievement and metacognitive skills [Unpublished master’s thesis]. Amasya University, Amasya.
- Yurtyapan, E., Kandemir, N., & Kandemir, Ş. (2017). Prospective teachers' views about concept cartoons supported science teaching. Ege Journal of Education, 18(2), 738-773. https://doi.org/10.12984/egeefd.279846
Kavram Karikatürlerinin İngilizce Öğretimindeki Öğrenci Başarısına, Konuşma Becerisine ve Motivasyonuna Etkisi
Yıl 2023,
, 909 - 928, 02.01.2024
Hülya Baysal
Selcen Gültekin
Öz
Birçok farklı öğretim yöntemi denenmiş olmasına rağmen İngilizce öğrenme sorunu devam etmektedir. İngilizce öğretiminde diyalojik konuşmaya olanak sağlayan kavram karikatürlerinin bu sorunun çözümüne katkı sağlayacağı düşünülmektedir. Bu çalışma, altıncı sınıf İngilizce dersi “Yummy Breakfast” ünitesinde yer alan kavram karikatürlerinin öğrencilerin başarısına, konuşma becerilerine ve motivasyonuna etkisini incelemektedir. Araştırmada ön test son test kontrol gruplu yarı deneysel desen benimsenmiştir. Deney grubunda 18, kontrol grubunda 15 olmak üzere toplam 33 altıncı sınıf öğrencisi bulunmaktadır. Deney grubuna kavram karikatürleriyle desteklenmiş İngilizce eğitimi verilirken, kontrol grubuna geleneksel eğitim verilmiştir. Çalışma, iki saatlik ön test, 18 saatlik deneysel uygulama ve dört saatlik son test dahil olmak üzere 24 saat sürmüştür. Araştırmanın sonucunda kavram karikatürlerinin öğrencilerin konuşma becerilerini ve motivasyonunu geliştirdiğine ulaşılmıştır. Bununla birlikte, öğrencilerin başarı puanları arasında anlamlı bir farklılık bulunmamıştır.
Kaynakça
- Akkaya, A. (2011). Grammar teaching with cartoons [Unpublished doctoral dissertation]. Selçuk University, Konya.
- Atasoy, Ş. (2017). Concept cartoon. In Z. Tatlı (Ed.), Web 2.0 in concept teaching (pp. 98-119). Pegem Akademi.
- Atılgan, H., Kan, A., & Aydın, B. (2018). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Anı Yayıncılık.
- Ayhan, H. (2017). The effect of concept cartoons used in secondary school 6th grade force and motion unit on students' academic achievement and their motivation to learn science [Unpublished master’s thesis]. Gazi University, Ankara.
- Balcı, S. (2018). Use of concept cartoons in the "living democracy" unit of social studies lesson [Unpublished master’s thesis]. Afyon Kocatepe University, Afyon.
- Birişçi, S., Metin, M., & Karakaş, M. (2010). Pre-service elementary teachers’ views on concept cartoons: A sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
- Chin, C., & Teou, L. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332. https://doi.org/10.1080/09500690801953179
- Chin, C., & Teou, L. (2010). Formative assessment: Using concept cartoon, pupils' drawings, and group discussions to tackle children's ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115. https://doi.org/10.1080/00219266.2010.9656206
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
- Çay, Y. (2017). The effect of teaching English with the puppet model on academic achievement [Unpublished master’s thesis]. Erciyes University, Kayseri.
- Çelebi, M. D. (2006). Mother-tongue education and foreign language teaching in Turkey. Erciyes University Journal of Social Studies, 21(2), 285-307.
- Çelikkaya, T. (2018). Concept teaching. In A. Uzunöz & V. Aktepe (Eds.), Special teaching methods vol 1 (pp. 27-64). Pegem Akademi.
- Dabell, J. (2008). Using concept cartoons. Mathematics Teaching Incorporating Micromath, 209, 34-36.
EF English Proficiency Index (2020). The world's largest ranking of countries and regions by English skills. Retrieved June 20, 2019, from https://www.ef.com/wwen/epi/
- Estacio, R. D. (2015). The effect of concept cartoons as an instructional material and formative assessment tool in teaching evolution and diversity on the achievement of freshmen college students. In E. G. S. Daniel (Ed.), Biology education and research in a changing planet (pp.71-79). Springer. https://doi.org/10.1007/978-981-287-524-2
- Fenske, F., Klee, A., & Lutter, A. (2011) Concept-cartoons as a tool to evoke and analyze pupils judgements in social science education. Journal of Social Science Education, 10(3), 46-52.
- Gardner, R. C. (1985). The attitude/motivation test battery: Technical report. University of Western Ontario.
- Gardner, R. C. (2006). Motivation and attitudes in second language learning. Encyclopedia of Language & Linguistics, 348-355. https://doi.org/10.1016/b0-08-044854-2/00625-8
- Gümüş, H. (2017). The effect of learning English idioms with concept cartoons in a learning environment based on blended education design on the achievement and permanence of secondary school students [Unpublished master’s thesis]. Yıldız Teknik University, İstanbul.
- Ilıman, M. (2018). An action research on the layered curriculum in English lesson [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University, Çanakkale.
- İkinci, Ü. (2019). Teaching English through drama and drama techniques in esl classrooms [Unpublished master’s thesis]. Necmettin Erbakan University, Konya.
- İnel, D. (2012). The effect of problem-based learning method supported by concept cartoons on students' perceptions of problem-solving skills, motivation for learning science and their level of conceptual understanding [Unpublished master’s thesis]. Dokuz Eylül University, İzmir.
- İngeç, Ş. K. (2008). Use of concept cartoons as an assessment tool in physics education. US-China Education Review, 5(11), 47-54.
- İşigüzel, B. (2011). Motivation: The hormone of foreign language lessons. Mersin University Journal of the Faculty of Education, 7(1), 29-41.
- Karaca, Z. (2019). The effect of concept cartoons on student achievement in mathematics teaching [Unpublished master’s thesis]. Kırşehir Ahi Evran University, Kırşehir.
- Kartal, Ş. (2014). The effect of the cooperative learning method on students' attitude and achievement towards the English course [Unpublished master’s thesis]. İnönü University, Malatya.
- Keogh, B., & Naylor, S. (1996). Teaching and learning in science: a new perspective. the BERA Conference, Lancaster. Retrieved October 17, 2019, from http://www.leeds.ac.uk/educol/documents/000000115.htm
- Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446. https://doi.org/10.1080/095006999290642
- Keogh, B., & Naylor, S. (2000). Teacher and learning in science using concept cartoons: Why Dennis wants to stay in at playtime?. Australian Primary and Junior Science Journal, 16(3), 10-14.
- Keogh, B., Naylor, S., & Wilson, C. (1998). Concept cartoons: a new perspective on physics education. Physics Education, 33(4), 219-224. https://doi.org/10.1088/0031-9120/33/4/009
- Koçak, G. (2019). The effect of flipped learning on the academic achievement of 7th grade students [Unpublished master’s thesis]. İnönü University, Malatya.
- Kolb, A., & Raith, T. (2018). Principles and methods-focus on learners, content and tasks. In C. Surkamp & B. Viebrock (Eds.), Teaching English as a foreign language (pp. 195-209). J. B. Metzler.
- Kökler, D. (2019). Using literature circles in teaching English to young learner [Unpublished master’s thesis]. İstanbul Aydın University, İstanbul.
- Kusumaningrum, I. A., Ashadi, & Indriyanti, N. Y. (2018). Concept cartoons for diagnosing student’s misconceptions in the topic of buffers. Journal of Physics: Conference Series, 1022(2018), 012036. https://doi.org/10.1088/1742-6596/1022/1/012036
- Meriç, G. (2014). The effect of concept cartoons on students' conceptual understanding, motivation and attitude levels in science and technology lesson [Unpublished master’s thesis]. Celal Bayar University, Manisa.
- Morris, M., Merritt, M., Fairclough, S., Birrell, N., & Howitt, C. (2007). Trialling concept cartoons in early childhood teaching and learning of science. Australian Science Teachers Journal, 53(2), 42-45.
- Naylor, S., & Keogh, B. (1999a). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93-106. https://doi.org/10.1023/a:1009419914289
- Naylor, S., & Keogh, B. (1999b). Science on the underground: An initial evaluation. Public Understanding of Science, 8, 1-18. https://doi.org/10.1088/0963-6625/8/2/303
- Naylor, S., & Keogh, B. (2013). Concept cartoons: What have we learnt?. Journal of Turkish Science Education, 10(1), 3-11.
- Naylor, S., Keogh, B., & Downing, B. (2007). Argumentation and primary science. Research in Science Education, 37(1), 17-39. https://doi.org/10.1007/s11165-005-9002-5
- Paker, T. (2012). Why do we not teach foreign language (English) in Turkey and why do we not teach and why our students cannot learn English enough to communicate?. Pamukkale University Journal of Education, 32(32), 89-94. https://doi.org/10.9779/PUJE563
- Sayın, Ş. (2015). The effect of concept cartoons on the academic achievements, perceptions and motivations of questioning skills in the 7th grade 'light' unit course of primary school science and science lesson [Unpublished master’s thesis]. Celal Bayar University, Manisa.
- Sexton, M., Gervasoni, A., & Brandenburg, R. (2009). Using a concept cartoon to gain insight into children’s calculation strategies. Annals of Punjab Medical College, 14(4), 24-28.
- Skamp, K., & Preston, C. (2015). Teaching primary science constructively. Cengage Learning.
Stephenson, P., & Warwick, P. (2002). Using concept cartoons to support progression in students’ understanding of light. Physics Education, 37(2), 135-141.
- Suna, Y., & Çelebi, M. D. (2013). Compilation of studies on foreign language teaching and learning problems in Turkey. Turkish Journal of Social Policy and Work Life Research, 3(5), 7-24.
- Şenocak, K. Z. (2018). The effect of the using concept cartoons in science teaching on student achievement and attitude in the 5th grade electrical in our life unit [Unpublished master’s thesis]. Kırıkkale University, Kırıkkale.
- Webb, L. (2015). The use of cartoons as a tool to support teacher ownership of mathematics curriculum change. African Journal of Research in Mathematics, Science and Technology Education, 19(1), 57-68. https://doi.org/10.1080/10288457.2015.1012905
- Webb, P., Williams, Y., & Meiring, L. (2008). Concept cartoons and writing frames: developing argumentation in South African science classrooms?. African Journal of Research in Mathematics, Science and Technology Education, 12(1), 5-17. https://doi.org/10.1080/10288457.2008.10740625
- Yılmaz, E. (2007). The role of the student in student achievement in English lessons in secondary education: The example of Bartın province [Unpublished master’s thesis]. Karaelmas University, Zonguldak.
- Yurtyapan, E. (2018). The effect of science teacher candidates' concept cartoons-supported prediction-observation-explanation practices for biology subjects on achievement and metacognitive skills [Unpublished master’s thesis]. Amasya University, Amasya.
- Yurtyapan, E., Kandemir, N., & Kandemir, Ş. (2017). Prospective teachers' views about concept cartoons supported science teaching. Ege Journal of Education, 18(2), 738-773. https://doi.org/10.12984/egeefd.279846