Vocabulary teaching through dramatization method to 7th graders (Sample: Taboo)

The mother tongue education, which is organized in schools in a planned and programmed way, primarily aims to improve students' comprehension (reading and listening), narration (speaking and writing) skills. The education, which is the basis of the academic success, also helps the development of personality by improving the student's ability to communicate well. Besides the individual development, it's also very important in establishing and maintaining national unification. Therefore, all countries attach great importance to mother tongue education : all education systems in the world teach mother tongue in all levels of education. When we look at the national and international reports, we see that our students' basic language skills are lower than expected. The desired level of mother tongue education is directly related to the adequate level of vocabulary. Therefore, emphasis should be placed on vocabulary teaching activities to improve vocabulary. In all areas of our lives; we need an advanced vocabulary to communicate healthy, to convey our knowledge, emotions, thoughts properly and accurately, or to understand the transferred information, emotions and thoughts. In order to achieve the aim of language education, one of the objectives of the Turkish language course should be to improve vocabulary. The use of traditional methods in vocabulary teaching leads to many negative situations in teaching-learning process. Students are bored during The lesson and the words they learn cannot go beyond THY memorization and they are unfortunately not permanent. For that reason, active learning methods should be included in vocabulary teaching. There are many different methods that can be used to improve students' vocabulary. In order to determine the correct method, first of all, students' interests and levels should be taken into consideration and attention should be paid to the subject being appropriate to the method. In this study, the contribution of Tabu game, which is one of the game-based teaching methods in word teaching to word teaching was examined. Our study was conducted with seventh grade students of a secondary school in Akçaabat, Trabzon. A total of 72 students, 36 in the experimental group and 36 in the control group, were studied. The word achievement test developed by the researcher was used as a data collection tool. In the process which started with the pre-test application of the vocabulary knowledge in the experimental and control groups, the vocabulary teaching to the experimental group students was supported with school taboo game, for the control group classical vocabulary teaching methods were used. At the end of the twelve-week period, vocabulary knowledge was applied to both groups. SPSS program was used to analyze the data obtained at the end of the study. While there was no significant difference between the pre-test results of the experimental and control groups, a significant difference was observed in favor of the experimental group when we examined the post-test results.