The effect of concept cartoons activities on the speaking skills of primary school 3rd grade students

Concept cartoons are such cartoon drawings that arise interest, promote asking questions, make way for class debates and provide for creating scientific knowledge. Making students talk about images improves their observation capacity, enriches their vocabulary sets. Since each students has a different view point, this makes other students' view points enhanced. Within this context, the aim of this study is to seek whether activities conducted with concept cartoons have impact on primary school 3rd grader students speaking skills. The study group of the study consists of 58 students in Sarar primary school in the province of Çankaya in Ankara province in the second half of 2016-2017 academic year. Two groups, namely an experimental and a control group, have been created. Experimental group is composed of 30 students and the control group of 28 students. Students in experimental group have been provided with speaking education with concept cartoons and the ones in control group have been provided with speaking education with traditional method. Speaking education lasted 5 weeks. Quasi-experimental design with pre-test and pos-test control group has been employed in this study. "Speaking Skill Assessment Rubrics" has been employed for gaining data, and Shapiro-Wilk and Mann Whitney U for analysing the data gained and T Test for Unrelated (Independent) Samples. Significance level is assumed as 0.05 in the study. As a result of the study: 1. A significant difference has been observed between pre-test point averages and pos-test point averages that the experimental group students gained on Speaking Skill Assessment Rubrics. However, significant difference has not been observed between pre-test point averages and pos-test point averages that the control group students gained on Speaking Skill Assessment Rubrics. 2. When a comparison is made between the post-test point averages that the control group students gained on Speaking Skill Assessment Rubrics and post-test point averages of speaking skills of the experimental group students, there occurs a meaningful difference in favour of the experimental group. 3. A significant difference has been observed between pre-test and the post-test points of the experimental group students regarding Language and Expression, Content and Presentation.