STORYTELLING WITH FINGER PUPPETS IN PRIMARY EDUCATION: IDENTIFYING STORY ELEMENTS AND LISTENING STRATEGIES
Abstract
It is possible for students to listen to the texts selected in a way that can attract their interest in accordance with their level and to share the main points in the text with their friends and teachers through narration. It is important to determine which elements primary school students utilize in the process of understanding the stories they listen to and which strategies they use in the listening process. In this study, it was aimed to determine which listening strategies third grade primary school students used to understand the stories they listened to from their classmates in the oral storytelling process and which story elements they identified in the listening process. In this direction, using finger puppets, the students were asked to be paired with their classmates and to tell the stories they read to each other in turn. Then, in the listening process to understand the story; “what are the listening strategies they use?” and “what are the story elements they can detect?” questions were sought to be answered. The research was conducted as a cross-sectional survey design. The study group of the research consisted of 100 students studying in the 3rd grade of primary school. A form consisting of closed and open-ended questions was used as a data collection tool. Two narrative texts were used in the data collection process. Descriptive analysis was used to analyze the research data. According to the results of the research, it was determined that the majority of the students had deficiencies in using listening strategies. While they could more easily identify the character, place, and time elements in the story they listened to, it was observed that they could not pay attention to the initiating event, plot, and sequence of events. It was also determined that some students were confused about the story elements. This situation suggests that students' active listening skills should be improved and suggestions for future studies are presented in this context.
Keywords: Finger puppets, oral telling, listening strategies, story elements.
REFERENCESAcat, M. B., Demiral, H., & Kaya, M. F. (2016). Measuring listening comprehension skills of 5th grade school students with the help of web based systems. International Journal of Instruction, 9(1), 211–224. https://doi.org/10.12973/iji.2016.9116a
Akça, G. (2002). Hikaye haritası yönteminin ilköğretim 4. sınıf öğrencilerinin okuduğunu anlama beceri düzeyleri üzerine etkisi [The Effect of story mapping over the reading comprehension skill of education 4th grade students] (Unpublished master thesis). Gazi University, Ankara.
Aktay, E. G. (2018). İlkokulda dinleme eğitimi [Listening education in primary school]. F. Güneş and S. Sidekli (Ed.). Ankara: Eğiten Kitap.
Akyol, H. (2008). Yeni programa uygun Türkçe öğretim yöntemleri [Turkish teaching methods suitable for the new program]. Ankara: Kök Publishing.
Akyol, H. (2014). Programa uygun Türkçe öğretim yöntemleri [Turkish teaching methods suitable for the program]. Ankara: Pegem Publishing.
Aktaş, N. (2018). Hikaye yazmanın öğretimi [in Turkish]. H. Akyol & M. Yıldız (Ed.). Kuramdan uygulamaya yazma öğretimi [Teaching writing from theory to practice] içinde (p.115-145). Ankara: Pegem Publishing.
Aarnoutse, C. A. J., van den Bos, K. P., & Brand-Gruwel, S. (1998). Effects of listening comprehension training on listening and reading. Journal of Special Education, 32, 115–126. https://doi.org/10.1177/002246699803200206.
Baştuğ, M., & Keskin, H. K. (2013). Öğrencilerin hikâye edici metinlerdeki problemi belirleme becerilerinin incelenmesi [An investigation into students' problem determination skills in narrative texts]. Journal of Research in Education and Teaching, 2(1), 284-290.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-531. https://doi.org/10.1111/j.1944-9720.2004.tb02419.x.
Bourdeaud'hui, H., Aesaert, K., Van Keer, H., & vanBraak, J. (2018). Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review. Educational Research Review, 25, 86-99. https://doi.org/10.1016/j.edurev.2018.09.005.
Bourdeaud’Hui, H., Aesaert, K., & vanBraak, J. (2021). Exploring the validity of a comprehensive listening test to identify differences in primary school students’ listening skills. Language Assessment Quarterly, 18(3), 228-252. https://doi.org/10.1080/15434303.2020.1860059.
Brown, A. L. (1975). Recognition, reconstruction, and recall of narrative sequences by preoperational children. Child Development, 156-166. https://doi.org/10.2307/1128844.
Brownell, J. (2012). Listening: Attitudes, principles, and skills (5th edition). Boston: Allyn and Bacon.
Buzlugöl, S., Okan, Ş. N., & Büyükpancar, H. (2019). Okul öncesi dönemi çocukların aile ilişkilerinin öyküler yoluyla incelenmesi [Investigation of family relationships of children in early childhood through stories]. 14th National Preschool Teacher Education Student Congress: Child's Ecological World Abstract Booklet, Maltepe University.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Methods of scientific research] (13th edition). Ankara: Pegem Publishing.
Chen, Z. H., & Liu, W. Y. (2021). A six-stage story structure approach for elementary students’ story production: quality, interest, and attitude. Computer Assisted Language Learning, 34(1-2), 184-207. https://doi.org/10.1080/09588221.2019.1688354.
Colognesi, S. (2023). Listening comprehension is not innate to elementary school students: They need to be taught listening strategies. Education 3-13, 51(2), 262-275. https://doi.org/10.1080/03004279.2021.1963802.
Creswell, J. W. (2020). Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi [Educational research: Planning, conducting, and evaluating quantitative and qualitative research] (3rd edition). Ankara: Edam Publishing.
Çelebi, E., & Ateş, S. (2021). İlkokul öğrencilerinin anlama ve anlatma becerilerinin hikâye anlatıcılığı yolu ile geliştirilmesi [Improving Turkish students’ narrative and comprehension skills through storytelling]. Okuma Yazma Eğitimi Araştırmaları, 9(1), 1-20. https://doi.org/10.35233/oyea.757420.
Çetin, H. (2020). Arttırılmış gerçeklik temelli hikayelerin okuma becerileri üzerindeki etkisi: Biçimlendirici deney araştırması [The effect of augmented reality based stories on reading skills: Formative experiment] (Unpublished doctoral dissertation). Gazi University, Ankara.
Doğan, Y. (2018). Dinleme eğitimi [Listening education]. Ankara: Pegem Publishing.
Ekaningrum, V. C. (2017). The effectiveness of oral retelling strategy and written retelling strategy on students’ reading comprehension: A comparison. Let: Linguistics, Literature and English Teaching Journal, 7(1), 71-92.
Gambrell, L. B., Koskinen, P. S., & Kapinus, B. A. (1991). Retelling and the reading comprehension of proficient and less-proficient readers. Journal of Educational Research, 84, 356 – 363. https://doi.org/10.1080/00220671.1991.9941816.
Gökmen, A. D., Çetin, H., & Ulusoy, M. (2019). Parmak kuklalardan hikâye elementleri ve dinleme stratejilerine [From finger puppets to story elements and listening strategies] (Oral Presentation). 18th International Primary Teacher Education Symposium/16-20 October 2019/Antalya-Turkey.
Gravetter, J. F., & Forzano, L. B. (2012). Research methods for the behavioral sciences (4th Edition). LindaSchreiber-Ganster.
Güçlü, İ. (2021). Sosyal bilimlerde nitel araştırma yöntemleri, teknik-yaklaşım-uygulama [Qualitative research methods in social sciences, technique-approach-application] (2nd Edition). Ankara: Nika Publishing.
Güneş, F. (2013). Türkçe öğretimi, yaklaşımlar ve modeler [Teaching Turkish, approaches and models]. Ankara: Pegem Publishing.
Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16, 505-539. https://doi.org/10.1023/A:1025521722900.
Katrancı, M. (2012). Üstbiliş stratejileri öğretiminin dinlediğini anlama becerisine ve dinlemeye yönelik tutuma etkisi [Effects of teaching metacognition strategies to listening comprehension skills and attitude toward listening]. (Unpublished doctoral dissertation). Hacettepe University, Ankara.
Katrancı, M., & Yangın, B. (2012). Üstbiliş stratejileri öğretiminin dinlediğini anlama becerisine ve dinlemeye yönelik tutuma etkisi [Effects of teaching metacognition strategies to listening omprehension skills and attitude toward listening]. Adıyaman University Journal of Social Sciences, (11), 733-771. https://doi.org/10.14520/adyusbd.429.
Kaya, F. (2006). İlköğretim dördüncü sınıf Türkçe dersinde bazı öğrenme stratejilerinin tutum ve okuduğunu anlamaya etkisi [The effect of some learning strategies on attitude and reading comprehension in primary school fourth grade Turkish course] (Unpublished master thesis). Mustafa Kemal University, Hatay.
Kirby, M. S., Spencer, T. D., & Chen, Y. J. I. (2021). Oral narrative instruction improves kindergarten writing. Reading & Writing Quarterly, 37(6), 574-591. https://doi.org/10.1080/10573569.2021.1879696.
Koskinen, P. S., Gambrell, L. B., Kapinus, B. A., & Heathington, B. S. (1988). Retelling: A strategy for enhancing students' reading comprehension. The Reading Teacher, 41, 892-896.
Kurudayıoğlu, M., & Kiraz, B. (2020). Dinleme stratejileri [Listening strategies]. Journal of Mother Tongue Education, 8(2), 386-409. https://doi.org/10.16916/aded.689231.
Kurudayıoğlu, M., Yazıcı, E., & Göktentürk, T. (2021). Turkish teacher candidates’ self-efficacies to use listening strategies scale: A validity and reliability study. SAGE Open, 11(2), https://doi.org/10.1177/21582440211023174.
Louis, S. M., & Singh, K. K. G. (2017).Retelling strategies for comprehending and interpreting short stories. Journal of Modern Languages, 18(1), 89-107. https://ajba.um.edu.my/index.php/JML/article/view/3715.
Liu, H. J. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. Annual Review of Education, Communication & Language Sciences, 5, 84-108.
Lynch, J. S., Van Den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327-365. https://doi.org/10.1080/02702710802165416.
Maeng, U. (2007). Learning anxiety, listening strategies, and the proficiency of elementary school learners. English Language and Linguistics, 24, 259-284. 17 July 2022 retrieved from https://www.researchgate.net/publication/288953019_Learning_Anxiety_Listening_Strategies_and_the_Proficiency_of_Elementary_School_Learners.
Marx, A., Heppt, B., & Henschel, S. (2017). Listening comprehension of academic and everyday language in first language and second language students. Applied Psycholinguistics, 38(3), 571–600. https://doi.org/10.1017/S0142716416000333.
MEB, (2019). Türkçe dersi öğretim programı [Turkish teaching program] (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8.Sınıflar). Ankara. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=663.
MEB, (2024). İlkokul Türkçe dersi öğretim programı [Primary school turkish curriculum] (1,2,3,4. sınıflar). Ankara. https://mufredat.meb.gov.tr/
Melanlıoğlu, D. (2011). Üstbiliş strateji eğitiminin ortaokul öğrencilerinin dinleme becerilerine etkisi [Impact of the metacognitive strategy instruction on secondary school students listening skill] (Unpublished doctoral dissertation). Gazi University, Ankara.
Melanlıoğlu, D. (2012). Dinleme becerisine yönelik ölçme değerlendirme çalışmalarında üstbiliş stratejilerinin kullanımı [Use of metacognition strategies in measurement and evaluation studies oriented with listening skills]. Turkish Studies, 7(1), 1583-1595.
Metin, M. (2014). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education from theory to practice] (2nd edition). Ankara: Pegem Publishing.
Morrow, L. M. (1985). Reading and retelling stories: Strategies for emergent readers. The Reading Teacher, 38(9), 870-875. https://www.jstor.org/stable/20198962.
Morrow, L. M. (1989). Using story retelling to develop comprehension. In K. D. Muth (Ed.), Children's comprehension of text: Research into practice (p.37-58). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED304672). 27 August 2022 retrieved from http://files.eric.ed.gov/fulltext/ED304672.pdf#page=47.
O'malley, J. M., Chamot, A. U., & Küpper, L. (1989).Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437. https://doi.org/10.1093/applin/10.4.418.
O'malley, J. M., O'Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Özkan, Ö. (2016). İlkokul dördüncü sınıf öğrencilerinin öykü yazma becerilerinin geliştirilmesi [Improving story writing skills of primary school fourth grade students] (Unpublished master thesis). Adnan Menderes University, Aydın.
Özkan, Ö., & Karasakaloğlu, N. (2018). İlkokul dördüncü sınıf öğrencilerinin öykü yazma becerilerinin geliştirilmesi [Improving story writing skills of primary school fourth grade students]. Van Yuzuncu Yil University Faculty of Education Journal, 15(1), 220-247. http://dx.doi.org/10.23891/efdyyu.2018.67.
Paris, A. H., & Paris, S. G. (2016). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1-44. https://doi.org/10.1080/07370000709336701.
Pellegrini, A. D. & Galda, L. (1982). The effects of thematic-fantasy play training on the development of children’s story comprehension. American Educational Research Journal, 19(3), 443-452. https://doi.org/10.3102/00028312019003443.
Pickert, S. M., & Chase, M. L. (1978). Story retelling: An informal technique for evaluating children's language. The Reading Teacher, 31(5), 528-531. https://www.jstor.org/stable/20194587.
Polat, İ. (2023). İlkokul öğrencileriyle hikâye kitabı hazırlamanın hikâye edici metin yazma becerisine etkisi [The effect of preparing storybook with primary school students on the skills of writing narrative text]. Anadolu University Journal of Education Faculty, 7(4), 1378-1392. https://doi.org/10.34056/aujef.1221796.
Rixon, S. (1986). Developing listening skills. London.Macmillian.
Robillos, R. J., & Bustos, I. G. (2022). Learners’ listening skill and metacognitive awareness through metacognitive strategy instruction with pedagogical cycle. International Journal of Instruction, 15(3), 393-412. https://e-iji.net/ats/index.php/pub/article/view/327.
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31, 577–607. http://dx.doi.org/10.1017/S0272263109990039
Soruç, A., Dinler, A., & Griffiths, C. (2018).Listening comprehension strategies of EMI students in Turkey. In Key issues in English for specific purposes in higher education (p. 265-287). Springer, Cham. https://doi.org/10.1007/978-3-319-70214-8_15.
Süğümlü, Ü., & Yüce, S. N. (2020). Dinleme/izleme stratejilerine yönelik karşılaştırmalı bir çalışma: Program ve ders kitapları [A comparative study for listening/monitoring strategies: program and course books]. International Journal of Euroasian Researches, 8(23), 202-215. https://doi.org/10.33692/avrasyad.731880.
Şahin, İ. (2012). İlköğretim 5. sınıf öğrencilerinin hikâye edici metinlerde özetleme ve ana fikir bulma becerileri üzerinde hikâye haritalarının etkisi [The effects of story maps on the skills of summarizing and finding the main idea in narrative texts of primary education 5th grade students] (Unpublished master thesis). Akdeniz University, Antalya.
Temur, T. (2010). Dinleme metinlerinden önce ve sonra sorulan soruların üniversite öğrencilerinin dinlediğini anlama beceri düzeyine etkisi [The effects of pre and post listening questions on the listening comprehension levels of university students]. Journal of Ahmet Kelesoglu Education Faculty, 29, 303-319.
Tompkins, G. E. (2008). Teaching writing fifth edition: balancing process and product. New Jersey: Pearson.
Tompkins, G. E. (2009). Language arts: Patterns of practice (7th Edition). New Jersey: Pearson.
Ulu, H. (2019). Investigation of fourth grade primary school students' creative writing and story elements in narrative text writing skills. International Journal of Progressive Education, 15(5), 273-287. https://doi.org/10.29329/ijpe.2019.212.18
Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency?. The Modern Language Journal, 90(1), 6-18. https://doi.org/10.1111/j.1540-4781.2006.00381.x.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. https://doi.org/10.1017/S0261444807004338.
Vandergrift, L. (2008). Learning strategies for listening comprehension. Language Learning Strategies In Independent Settings, 1, 84-102. https://doi.org/10.21832/9781847690999-007.
Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390-416. https://doi.org/10.1111/lang.12105.
Varol, İ., Ala, S., & Eti, M. (2020). Okul öncesi eğitimde Türkçe etkinliklerinde kullanılan hikâye anlatım tekniklerinin çocukların dikkat süresi üzerine etkisi [The effects of the storytelling tecniques used in Turkish language activities in preschool education on children’s attention span]. Primary Education, 2(1), 26-39. https://dergipark.org.tr/en/pub/temelegitim/issue/54384/670549
Wallen, N. E., & Fraenkel, J. R. (2013). Educational research: A guide to the process. Routledge.
Wipf, J. A. (1984). Strategies for teaching second language listening comprehension. Foreign Language Annals, 17(4), 345.
Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the role of concentration, vocabulary and self-concept in listening and reading comprehension. International Journal of Listening, 30(1-2), 25-46. https://doi.org/10.1080/10904018.2015.1065746
Yasul, A.F. (2014). İlkokul 4. sınıf öğrencilerinin öyküleyici metin yazma becerilerinin değerlendirilmesi (muş ili merkez ilçesi örneği) [The evaluation of narrative text writing skills of 4th grade primary school students (The example of Muş province)] (Unpublished master thesis). İnönü University, Malatya.
Yekeler, A. D., & Cengiz, Ö. (2018). Okul öncesi dönem çocuklarının sözsüz kitap anlatımlarında hikâye elementlerinin incelenmesi [The examination of story elements in wordless book narratives of preschool children]. Electronic Turkish Studies, 13(19), 1935-1952. https://doi.org/710.7827/TurkishStudies.13718.
Yıldırım, A., & Şimşek, H. ( 2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Publishing.
Yıldırım, K., Yıldız, M., Ates, S., & Rasinski, T. (2010). İlköğretim beşinci sınıf Türk öğrencilerin metin türlerine göre okuduğunu ve dinlediğini anlama düzeyleri [Fifth-grade Turkish elementary school students’ listening and reading comprehension levels with regard to text types]. Elementary Education Online, 9, 44-51.
Yıldız, M., Yıldırım, K., Ateş S., Rasinski, T., Fitzgerald, S., & Zimmerman, B. (2014). The relationship between reading fluency and reading comprehension in fifth-grade Turkish students. International Journal of School &Educational Psychology, 2(1), 35-44. https://doi.org/10.1080/21683603.2013.854187.
Yıldız, N. (2015). Dinleme stratejileri öğretiminin beşinci sınıf öğrencilerinin dinlediğini anlama becerilerine etkisi [Effects of teaching listening strategies on listening comprehension levels of fifth grade students] (Unpublished doctoral dissertation). Çanakkale Onsekiz Mart University, Çanakkale.
Yıldız, N., & Kılınç, A. (2015). Dinleme stratejileri öğretiminin beşinci sınıf öğrencilerinin dinlediğini anlama becerilerine etkisi [Effects of teaching listening strategies to listening comprehension skills level in the fifth grade students]. Erzincan University Journal of Graduate School of Social Sciences, 9(2), 17-34.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X

This work is licensed under a Creative Commons Attribution 4.0 International License.