Yaratıcı drama yönteminin ilkokul öğrencilerinin okuduğunu anlama ve akıcı okuma becerilerinin gelişimine etkisi
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Tarih
2022
Yazarlar
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Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı yaratıcı drama ile gerçekleştirilen okuma etkinliklerinin dördüncü sınıf öğrencilerinin okuduğunu anlama ve akıcı okuma becerileri üzerindeki etkisini incelemektir. Araştırmada öğrencilerin okuduğunu anlama ve akıcı okuma becerileri süreç içerisinde yapılan üç farklı ölçümle gözlemlenmiştir. Ayrıca öğrencilerin okur tepkileri ile okuma etkinliklerine yönelik görüşleri yarı yapılandırılmış görüşmeler ve dokümanlarla incelenmiştir. Araştırma kuramsal olarak okur tepki kuramına göre temellendirilmiştir. Yaratıcı dramanın okuma etkinlikleri ve okuma sürecinde nasıl bir rol oynadığını ortaya koymak amacıyla nitel araştırma yöntemlerinden eylem araştırması deseni benimsenmiştir. Araştırma Bitlis'in Mutki İlçesine bağlı bir köy okulunda ilkokul dördüncü sınıf öğrencileri ile gerçekleştirilmiştir. Uygulama boyunca toplam 10 adet çocuk kitabı öğrencilerle birlikte yaratıcı drama çalışmaları ile okunmuştur. Ayrıca öğrencilerle görüşmeler yapılmış ve öğrenci günlükleri ve etkinlikleri incelenmiştir. Veriler nicel ve nitel olarak analiz edilmiştir. Bulgular ilk olarak göstermektedir ki: i) öğrencilerin okuduğunu anlama cevapları genellikle kısa veya ilgisiz cevaplardan, daha uzun, detaylı, tam ve doğru cevaplara doğru ilerlemiş, ii) öğrencilerin prozodi becerileri, dakikada okudukları kelime sayıları ve kelime tanıma yüzdeleri gelişmiştir. İkinci olarak öğrencilerin okur tepkilerinin son kitaplarda daha uzun ve detaylı olduğu, hikâyeyi yeniden anlatabildikleri, ana fikir belirleyebildikleri, hikâye ile kendi deneyimleri arasında bağ kurabildikleri görülmüştür. Üçüncü olarak yaratıcı drama ile okuma sürecinde öğrenciler; okumaya katılım isteği göstererek, okumayı severek, okuma sürecinde eğlenerek ve ilgi ve merak duyarak içsel olarak motive olmuşlardır. Yaratıcı drama ile okuma yaparak öğrenciler sorulara tek bir doğru cevap olmaksızın özgürce yanıt vermişler, doğaçlayarak ve rol oynayarak kahramanları daha iyi anlamışlar ve kahramanlarla kişisel bağlantı kurmuşlardır. Tüm bu sonuçlara dayalı olarak öğretmenler ve araştırmacılar için çeşitli öneriler getirilmiştir. Anahtar Kelimeler: Yaratıcı drama, okur tepki kuramı, okuduğunu anlama, akıcı okuma.
This study examines the effect of reading activities performed with creative drama on fourth-grade students' reading comprehension and reading fluency skills. In the study, students' reading comprehension and fluency skills were observed, with three measurements made during the process. In addition, semi-structured interviews and documents examined readers' responses to reading activities and their views. The study is theoretically based on reader-response theory. An action research design, one of the qualitative research methods, was adopted to reveal the role of creative drama in reading activities and the process. The research was conducted with fourth-grade students in a village school in the Mutki District of Bitlis. During the intervention, 10 children's books were read to the students through creative drama activities. In addition, interviews were conducted with the students, and diaries and activities were examined. The data were analyzed quantitatively and qualitatively. The findings show first that: i) students' reading comprehension answers generally progressed from short or irrelevant answers to longer, detailed, complete, and correct answers, ii) prosody skills, the number of words they read per minute, and their word recognition percentages improved. Second, it was observed that the reader's responses were longer and more detailed in the last books. They were able to retell the story, identify the main idea, and connect the story with their own experiences. Third, in the process of reading with creative drama, students were internally motivated by showing a willingness to participate in reading, enjoying reading, having fun in the reading process, and being interested. By reading with creative drama, the students answered the questions freely without a single correct answer; by improvising and role-playing, they understood the characters better and established personal connections. Based on all these results, various suggestions were made for teachers and researchers. Keywords: creative drama, reader response theory, reading comprehension, reading fluency.
This study examines the effect of reading activities performed with creative drama on fourth-grade students' reading comprehension and reading fluency skills. In the study, students' reading comprehension and fluency skills were observed, with three measurements made during the process. In addition, semi-structured interviews and documents examined readers' responses to reading activities and their views. The study is theoretically based on reader-response theory. An action research design, one of the qualitative research methods, was adopted to reveal the role of creative drama in reading activities and the process. The research was conducted with fourth-grade students in a village school in the Mutki District of Bitlis. During the intervention, 10 children's books were read to the students through creative drama activities. In addition, interviews were conducted with the students, and diaries and activities were examined. The data were analyzed quantitatively and qualitatively. The findings show first that: i) students' reading comprehension answers generally progressed from short or irrelevant answers to longer, detailed, complete, and correct answers, ii) prosody skills, the number of words they read per minute, and their word recognition percentages improved. Second, it was observed that the reader's responses were longer and more detailed in the last books. They were able to retell the story, identify the main idea, and connect the story with their own experiences. Third, in the process of reading with creative drama, students were internally motivated by showing a willingness to participate in reading, enjoying reading, having fun in the reading process, and being interested. By reading with creative drama, the students answered the questions freely without a single correct answer; by improvising and role-playing, they understood the characters better and established personal connections. Based on all these results, various suggestions were made for teachers and researchers. Keywords: creative drama, reader response theory, reading comprehension, reading fluency.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
