The adaptation of semiotic analysis method to reading in Turkish lesson

The aim of study; it's determined that whether the analysis based on semiotic method that will be used reading in Turkish lesson is effective on reading skills of students. The study was carried out with 7th grade students at Ahi Evran Secondary School in Ankara province, Etimesgut district in the second semester of 2015-2016 academic year. One-pretest-posttest design was applied in the study. In the findings, t-test was applied to related samples in order to find first finding of the study and it's determined that there is a significant difference between the points that students obtained in pretest and the points that students obtained in posttest. Two-factor Anova analysis was applied for repetitive measurements for the second finding. Then, it's determined that there is not a significant difference between the points that students obtained in pretest and the points that students obtained in posttest according to gender. Pearson product-moment correlation coefficient was applied. Then, it's found that there is a medium-level negatively significant relationship the difference between the points that students obtained in pretest and the points that students obtained in posttest and academic success points. As a result, it can be explained that semiotic analysis is effective on learning for students positively and it doesn't show differences according to gender but it does according to academic success. It's observed that semiotic analysis is more effective to increase obtained points for the low academic achievement of students in test. Keywords: Turkish lesson, reading lesson, story analysis, semiotic analysis, actant diagram