THE EFFECT OF STRATEGY TEACHING TO SECONDARY SCHOOL STUDENTS ON SUMMARY WRITING SKILLS

Abstract

In this study, the effect of summary writing strategies on secondary school students' summary writing skills was examined. The research was designed with a nested mixed design, one of the mixed research methods. The study group of the research consisted of 7th grade students studying in a secondary school in Istanbul. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control groups was used. In the evaluation of the summaries written by the students as pre-test and post-test, “Text Summary Rubric” developed by Benzer, Sefer, Ören and Konuk (2016) was used. It was aimed to enable students to write summaries of one class hour and in this direction, students in the experimental group were trained on text summary writing strategies for 3 weeks, students in the control group were not given this training, and the lessons were continued to be taught in accordance with the 7th grade curriculum. While there was a significant difference between the pre-test and post-test scores of the students in the experimental group, there were no significant difference between the pre-test and post-test results of the control group students. This situation shows that summary writing skill cannot be developed only with summary writing tasks without any training on this subject. The qualitative data of the study were collected synchronous with the quantitative phase and at the end of the quantitative phase. With the data obtained from the research, it was concluded that the text summary writing strategies training contributed to the development of students' summary writing skills in terms of accurately reflecting the content of the text they wrote the summary of, revealing the main idea clearly, removing unnecessary details from their writing, and rewrite the text with their own sentences.