The Effect of Creative Drama Activities on the Oral Reading of 7th Grade Students: A Mixed Method Research

Nesrin Doğan Kuşan; Hatice Coşkun

Makale detayları

The Effect of Creative Drama Activities on the Oral Reading of 7th Grade Students: A Mixed Method Research

Yazarlar:

Nesrin Doğan Kuşan | Hatice Coşkun

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1601-1627

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325014

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the effect of creative drama activities on oral reading abilities of 7th grade students, and to determine student views about the effect of creative drama activities on oral reading. The study was conducted based on the exploratory sequential mixed method design. The study group of the research consisted of 42 middle school 7th grade students, including 21 experimental and 21 control groups. Oral Reading Observation and Evaluation Form was used to collect quantitative data and Structured Student Interview Form was used to collect qualitative data. Creative drama activities lasting five weeks were carried out in the experimental group, and the oral reading activities prescribed by the curriculum in the control group. After the experimental study, the students who participated in the creative drama activities were interviewed and findings were obtained from these views regarding the effect of these activities on oral reading. According to the results of the research, it was seen that there was a significant difference between the experimental and control groups, and this difference was in favor of the experimental group students participating in creative drama activities. According to the results of the interview, it was determined that the students found creative drama as a tool of portraying the character. The students emphasized that creative drama had increased self-confidence, improved the correct use of articulation, and added a sense of reality to the role. In addition, the students stated that they could read in accordance with the character, their fluent reading improved and they were willing to read texts.

 The aim of this study is to examine the effect of creative drama activities on oral reading abilities of 7th grade students, and to determine student views about the effect of creative drama activities on oral reading. The study was conducted based on the exploratory sequential mixed method design. The study group of the research consisted of 42 middle school 7th grade students, including 21 experimental and 21 control groups. Oral Reading Observation and Evaluation Form was used to collect quantitative data and Structured Student Interview Form was used to collect qualitative data. Creative drama activities lasting five weeks were carried out in the experimental group, and the oral reading activities prescribed by the curriculum in the control group. After the experimental study, the students who participated in the creative drama activities were interviewed and findings were obtained from these views regarding the effect of these activities on oral reading. According to the results of the research, it was seen that there was a significant difference between the experimental and control groups, and this difference was in favor of the experimental group students participating in creative drama activities. According to the results of the interview, it was determined that the students found creative drama as a tool of portraying the character. The students emphasized that creative drama had increased self-confidence, improved the correct use of articulation, and added a sense of reality to the role. In addition, the students stated that they could read in accordance with the character, their fluent reading improved and they were willing to read texts.

 The aim of this study is to examine the effect of creative drama activities on oral reading abilities of 7th grade students, and to determine student views about the effect of creative drama activities on oral reading. The study was conducted based on the exploratory sequential mixed method design. The study group of the research consisted of 42 middle school 7th grade students, including 21 experimental and 21 control groups. Oral Reading Observation and Evaluation Form was used to collect quantitative data and Structured Student Interview Form was used to collect qualitative data. Creative drama activities lasting five weeks were carried out in the experimental group, and the oral reading activities prescribed by the curriculum in the control group. After the experimental study, the students who participated in the creative drama activities were interviewed and findings were obtained from these views regarding the effect of these activities on oral reading. According to the results of the research, it was seen that there was a significant difference between the experimental and control groups, and this difference was in favor of the experimental group students participating in creative drama activities. According to the results of the interview, it was determined that the students found creative drama as a tool of portraying the character. The students emphasized that creative drama had increased self-confidence, improved the correct use of articulation, and added a sense of reality to the role. In addition, the students stated that they could read in accordance with the character, their fluent reading improved and they were willing to read texts.

 Bu çalışmanın amacı yaratıcı drama etkinliklerinin 7. sınıf öğrencilerinin sesli okumalarına etkisini incelemek ve yaratıcı drama etkinliklerinin sesli okumaya etkisine ilişkin öğrenci görüşlerini belirlemektir. Çalışma karma yöntem desenlerinden açımlayıcı sıralı tasarıma göre düzenlenmiştir. Araştırmanın çalışma grubu 21 deney, 21 kontrol grubu olmak üzere 42 ortaokul 7. sınıf öğrencisinden oluşmaktadır. Nicel verilerin toplanmasında Sesli Okuma Gözlem ve Değerlendirme Formu, nitel verilerin toplanmasında Yapılandırılmış Öğrenci Görüş Alma formu kullanılmıştır. Deney grubunda beş hafta süren yaratıcı drama etkinlikleri yapılmış, kontrol grubunda ise programın öngördüğü sesli okuma etkinliklerine yer verilmiştir. Deneysel çalışma sonrası yaratıcı drama etkinliklerine katılan öğrencilerle görüşme yapılarak bu etkinliklerin sesli okumalarına etkisine ilişkin bulgulara ulaşılmıştır. Araştırma sonucuna göre deney ve kontrol grupları arasında anlamlı fark olduğu, bu farkın yaratıcı drama etkinliklerine katılan deney grubu öğrencileri lehine olduğu görülmüştür. Görüşme sonuçlarına göre öğrencilerin yaratıcı dramayı karakteri canlandırabilme olarak gördükleri belirlenmiştir. Öğrenciler yaratıcı dramanın özgüveni arttırdığını, sesi doğru kullanmayı geliştirdiğini, role gerçeklik duygusu katmayı sağladığını vurgulamışlardır. Ayrıca öğrenciler karaktere uygun okuyabildiklerini, akıcı okumalarının geliştiğini ve metin okumaya istekli olduklarını ifade etmişlerdir.

Makale detayları

The Effect of Creative Drama Activities on the Oral Reading of 7th Grade Students: A Mixed Method Research

Yazarlar:

Nesrin Doğan Kuşan | Hatice Coşkun

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1601-1627

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325014

pISSN:

2459-1912

Oral reading

Creative drama

Mixed method

StudentSesli okuma

Yaratıcı drama

Karma yöntem

Öğrenci

Sayı

Makale detayları

Yazarlar: Nesrin Doğan Kuşan | Hatice Coşkun

Yayıncı: Gazi University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1601-1627

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325014

pISSN: 2459-1912

Sayı

Yazarlar:

Nesrin Doğan Kuşan | Hatice Coşkun

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.1601-1627

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325014

pISSN:

2459-1912