Using the Storytelling Technique for the Improvement of Critical Reading Skills: The Application of the Teaching Experiment Model

Abstract

This study aims to determine the effect of the storytelling technique on the improvement of the critical reading skills of primary school students. The study was designed on the principles of qualitative research. The teaching experiment model was used in the study, and typical case sampling was administered. Besides, internal sampling was used for the collection of data and the analysis of interviews and documents, and criteria sampling was used for selecting students. During the six-week implementation process, data was collected through clinical interviews and transcribed documents of video records reflecting the implementation process, and these were analyzed through the descriptive analysis technique. The findings of the study revealed that the storytelling technique, which could be used in all phases of the teaching-learning process of a Turkish course, had a positive effect on the critical reading skills of primary school students. It was also found that the storytelling technique, which allows students to learn by having more fun, enabled more active participation on the part of the students. For further research, similar studies could be carried out using materials such as daily newspapers and television programs. Further research could also be designed with the intention of realizing social activities regarded as the mark of the final stage of critical reading.