Kelime duvarı yönteminin okuma dil becerisine etkisi
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Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi / Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öğrencilerin birçoğu okuduğunu anlama sürecinde sorunlar yaşamaktadır. Okuduğunu anlama becerisi çoğu bireyler tarafından Türkçe derslerinde yaşanılan bir problem gibi düşünülmesine rağmen birçok derste etkili olarak kullanılması gereken beceridir. Günümüzde iletişim kurmada önemli bir yere sahip olan kelime hazinesi için farklı tekniklerden faydalanılarak kelime öğretimi yapılmaktadır. Bu tekniklerden birisi de "Etkileşimli Kelime Duvarı Yöntemi" dir. Etkileşimli kelime duvarı tekniği birçok ülkede sınıf duvarlarının bir pano gibi kelimelerle canlandırılmasıyla, özellikle de ilkokulda yaygın olarak kullanılan uygulamalardan birisidir. Kelime öğretimi uygulamalarında etkili olan "Etkileşimli Kelime Duvarı" yöntemiyle ilgili yapılan literatür taramalarında Türkçe dersi uygulamaları olarak yeterince araştırma yapılmadığı görülmektedir. Bu nedenle yapılan araştırmada "Etkileşimli Kelime Duvarı" yönteminin kullanılması sonucunda öğrencilerin Türkçe dil becerileri gelişimine, okuma tutumuna ve akademik başarısına olan etkisi incelenmiştir. Araştırmada nicel araştırma yöntemlerinden öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Yapılan araştırmada çalışma grubunu, 2018-2019 eğitim öğretim yılı ikinci döneminde Niğde İl merkezinde yer alan bir devlet ilkokulunun 4. Sınıfları arasında birbirlerine denk olacak şekilde belirlenmiş ve 22 deney, 28 kontrol grubu olmak üzere iki sınıf arasında gerçekleşmiştir. Araştırmada çalışma grubu, okuduğunu anlama ve söz birliğini geliştirme alt beceri alanlarına Türkçe Programı'nda ayrılan süre ve ders saati ile sınırlı kalınmış, beş hafta içerisinde öğrencilere sunulmuştur. Ders planları ve kelime duvarı yöntemi uygulamaları araştırmacı tarafından uygulama öncesinde hazırlanmış ve öğrenci seviyesine uygunluğu, verilen yönergelerin anlaşılabilirliği konusunda değerlendirmek amacıyla uzman görüşüne başvurulmuştur. Yapılan akademik başarı testi uygulamadan önce öntest, uygulamadan sonra sontest olarak uygulanmıştır. Ayrıca okuma tutum ölçeği ve okuma stratejileri üstbilişsel farkındalık envanteri uygulamadan önce öntest ve sonra ise sontest olarak uygulanmıştır. Deney ve kontrol grubunun akademik başarı testinden, okuma tutum ölçeği ve üstbilişsel farkındalık envanteri öntest puanları analiz edildiğinde deney ve kontrol grubu puanları arasında anlamlı bir fark olmadığı tespit edilmiştir. Bu durumda da deney ve kontrol grubunun deneysel işlem öncesinde birbirine denk olduğu sonucuna ulaşılabilmektedir. Deney ve kontrol grubunun akademik başarı testinden, okuma tutum ölçeğinden ve okuma stratejileri üstbilişsel farkındalık envanterinden elde ettikleri sontest puan ortalamaları arasından deney grubu lehine anlamlı bir fark tespit Yapılan deneysel işlem neticesinde elde edilen bulgulara göre Etkileşimli Kelime Duvarı yöntemi öğrencilerin Türkçe kelime öğretimine, okuma tutumuna ve okuma stratejileri üstbilşsel farkındalığının oluşmasında etkili olduğu tespit edilmiştir.
Many students have problems in the process of reading comprehension. Although reading comprehension is thought to be a problem experienced by most individuals in Turkish lessons, it is a skill that should be used effectively in many lessons. Today, vocabulary, which has an important place in communication, is taught by using different techniques. One of these techniques is the "Interactive Word Wall Method ". Interactive Word Wall Method is one of the most widely used applications in many countries, especially in elementary school, with the revival of classroom walls with words like a board. Literature review on "Interactive Word Wall Method", which is effective in vocabulary teaching practices, has revealed that there are not enough researches on the use of this method in Turkish Course applications. Therefore, the effect of the interactive method on students' Turkish language skills development, reading attitude and academic achievement was investigated in this study. In the research, quasi-experimental design with pre-test and post-test control group was used. The study group consisted of 22 experiment and 28 control groups and it was determined to be equivalent between the 4th grades of a public elementary school in Niğde city center in the second term of 2018-2019 academic year. In the research, the study was limited to the time and course hours allocated to the sub-skill areas of reading comprehension and developing unity in the Turkish Program and it was conducted within a five-week period. Lesson plans and word wall applications were prepared by the researcher prior to the application and expert opinion was sought in order to evaluate the suitability of the student level and the comprehensibility of the given instructions. Academic achievement test was applied as pre-test and post-test before and after the application. Also, reading attitude scale and reading strategies metacognitive awareness inventory were applied as pre-test and post-test. When the pre-test scores of the reading attitude scale and metacognitive awareness inventory were analyzed from the academic achievement test of the experimental and control groups, no significant difference was found between the experimental and control group scores. In this case, it can be concluded that the experimental and control groups were identical before the experimental procedure. A significant difference was found in favor of the experimental group among the post-test mean scores of the experimental and control group obtained from the academic achievement test, reading attitude scale and metacognitive awareness inventory of reading strategies. According to the findings obtained from the experimental process, the Interactive Word Wall method was found to be effective in the formation of metacognitive awareness of students' Turkish language teaching, reading attitude and reading strategies.
Many students have problems in the process of reading comprehension. Although reading comprehension is thought to be a problem experienced by most individuals in Turkish lessons, it is a skill that should be used effectively in many lessons. Today, vocabulary, which has an important place in communication, is taught by using different techniques. One of these techniques is the "Interactive Word Wall Method ". Interactive Word Wall Method is one of the most widely used applications in many countries, especially in elementary school, with the revival of classroom walls with words like a board. Literature review on "Interactive Word Wall Method", which is effective in vocabulary teaching practices, has revealed that there are not enough researches on the use of this method in Turkish Course applications. Therefore, the effect of the interactive method on students' Turkish language skills development, reading attitude and academic achievement was investigated in this study. In the research, quasi-experimental design with pre-test and post-test control group was used. The study group consisted of 22 experiment and 28 control groups and it was determined to be equivalent between the 4th grades of a public elementary school in Niğde city center in the second term of 2018-2019 academic year. In the research, the study was limited to the time and course hours allocated to the sub-skill areas of reading comprehension and developing unity in the Turkish Program and it was conducted within a five-week period. Lesson plans and word wall applications were prepared by the researcher prior to the application and expert opinion was sought in order to evaluate the suitability of the student level and the comprehensibility of the given instructions. Academic achievement test was applied as pre-test and post-test before and after the application. Also, reading attitude scale and reading strategies metacognitive awareness inventory were applied as pre-test and post-test. When the pre-test scores of the reading attitude scale and metacognitive awareness inventory were analyzed from the academic achievement test of the experimental and control groups, no significant difference was found between the experimental and control group scores. In this case, it can be concluded that the experimental and control groups were identical before the experimental procedure. A significant difference was found in favor of the experimental group among the post-test mean scores of the experimental and control group obtained from the academic achievement test, reading attitude scale and metacognitive awareness inventory of reading strategies. According to the findings obtained from the experimental process, the Interactive Word Wall method was found to be effective in the formation of metacognitive awareness of students' Turkish language teaching, reading attitude and reading strategies.
Açıklama
Anahtar Kelimeler
Etkileşimli Kelime Duvarı, Türkçe Kelime Öğretimi, Okuma Tutumu, Interactive Word Wall, Turkish Vocabulary Teaching, Reading Attitude
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Demirtaş, E.N. (2019). Kelime duvarı yönteminin okuma dil becerisine etkisi. (Yüksek Lisans Tezi) Niğde Ömer Halisdemir Üniversitesi, Eğitim Bilimleri Enstitüsü, Niğde
