The effect of summarizing strategies teaching on secondary school students' development of summarizing skills for narrative texts and their use of summarizing strategies

Summarizing is the functional abbreviation of a text in accordance with its essence and writing purpose. The purpose of this research is to examine the effect of teaching summation strategies applied to secondary school students on their success in summarizing narrative texts and their use of summarization strategies. He research was carried out with a mixed method. The quantitative process of the research was carried out with a single group pre-test-post-test design. Qualitative data were used to describe the development of students' summarization skills during the experimentation process. The study group consists of 22 students studying in a secondary school in the province of Bartin in the 2021-2022 academic year. The implementation process of the research was completed in 6 weeks, 2 course hours per week. The data were collected using 5 narrative texts, 132 summary texts written by the students, the Text Summary Evaluation Rubric (TSER) and Questionnaire Form used to evaluate the summaries. According to the results obtained from the analysis of the data, the teaching of summarization strategies positively affected the students' summarization success and their use of summarization strategies. A significant difference was found in summarization success and in the use of strategies in favor of the post-test. A moderately significant relationship was determined between the success of summarizing and the use of summarization strategies in the text reading comprehension process (.48), the draft summary text creation process (.65), and the draft summary text review and correction process (.51). The relationship obtained from all dimensions is also moderately significant (.69). Based on the results of the research, it is suggested that summarizing strategies education should be planned according to the development levels of the students, teachers should be guides and models in the summarization process, and peer and teacher feedback should be provided in the summarization process.