Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.50, sa.231, ss.353-382, 2021 (Scopus)
It is thought that the reason of middle school students informative text production difficulties is due to the fact that students don't know structures of informative texts. In accordance with this purpose, it is estimated that teaching the structural features of the text may contribute text production process. In this study, it is aimed to determine middle school students' usage of the structural features of informative texts in the text writing process by the developed applications. For this purpose, the pre-perceptions of writing and the writing problems experienced before the writing applications, the change in the writing skills in the writing practices, the use of the writing techniques and the intertextual writing techniques after the writing applications, the change between the pre-perception and post-application perceptions has been researched. In the study, among qualitative research methods the ‘Action Research’ design was used. Because research is based on seeing whether the applications developed for writing problems solve the problems, research design is suitable for this study. The study group of the study is composed of 44 students who are in the seventh grade of an educational institution subsidiary Provincial Directorate of National Education. In the study, 5 data collections tools, including the student written expression papers, Pre-Perception Open-ended Student Questionnaire, Final Perception Open-Ended Student Questionnaire, Informative Text Writing Analytical Evaluation Scale, Introductory Chapter Writing Technique Evaluation Form were used. In the research, data was made meaningful through coding and themes. Descriptive analysis was used in the analysis of qualitative data. In the study, according to the collected data by means of data collection, it was concluded that the students' perceptions about the writing request before the writing applications were positive but the perceptions about the structural features in informative text production were negative. Writing practices have been made from the first findings obtained in writing applications and it has been determined that students generally apply structural features in writing productions. It has been determined that there is a positive change in the use of introductory chapter writing techniques and intertextual linking techniques. It was observed that the perceptions of the students about the structural features in the informative text production changed positively in response to the answers given to the last perception questions.