Abstract :
In this study, it is determined if there is any difference between Turkish lesson attitudes of the control group, in which this method is not used and the experimental group, in which the method of story formation with drama is used. In the study, an experimental design with the control group, both pre-tested and pro-tested has been used. The samples of the research constitute 135 pupils attending 6th, 7th and 8th grade in Toprakkale Mehmet Cevlani Önal primary in 2009-2010 education-teaching term. In the conclusion of the application, “t” test has been applied in order to find out whether the methods used have an effect on the pupils’ attitudes to Turkish lesson. As a result of “t” tests applied, where the method of story formation with drama is used and in the other class where this method is not used, it has been noted some variations on the pupil’s attitudes to Turkish lesson. Consequently, using the method of story formation with drama has increased their interest and attitudes of the second degree students in primary school in the positive direction.
