The effect of teaching story text structure on writing anxiety levels of middle scholl students.

Abstract

Writing is a skill based interaction that enable configuration in the minds of individuals reorganize information with operations such as data analysis, review, inquiry, association, checking. The development of writing skills students are considered to be effective in a variety of mood, as in other language skills. ""Anxiety"", is one of these mood and can be caused by different factors such as author's letter to the negative comments made, fear of failure anxiety in self-assessment and writing. In some cases the story of the literary structure of knowledge and experience that will not be directly transferred; figurative language may be used; fictional structure, event, person, staff, location and status as being of different quality when compared to other factors such as text structure, a different way of teaching these text brings the idea that should be pursued. The negative self-perception of writing and having anxiety of students at secondary level is thought to be stemming from the lack of information and awareness on this text structures. In this context, the aim of this research is to determine the effect of teaching students to write story text structure anxiety. Pretest-posttest quasiexperimental design was used in research. Working group of the research consisted of 124 sixth grade students in Bartın. The data obtained from this study were analyzed by IBM SPSS Statistics 20.0 software. Data were analyzed by frequency, percentage, arithmetic mean. In this research it was found to be statistically significant positive effect on levels of students writing anxiety by teaching story text structure.