COLLEGE STUDENTS’ ATTITUDES TOWARDS LITERATURE CIRCLE

8/3/2019 COLLEGE STUDENTS ATTITUDES TOWARDS LITERATURE CIRCLE

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An analysis by:

Mustika Hidayati(0805120)

Mahadi Surya(0805120)

Vinda Agustaria(08051208)

David Marpaung(0805120894)


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COLLEGE STUDENTS ATTITUDES

TOWARDS LITERATURE CIRCLE by Siti Muniroh A teacher in a private university inIndonesiaGraduated from State University of

Malang, East Java


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The Definition of Literature Circle:Hsu (2004)--is incorporatescollaborative learning andindependent readingDaniels (1994)-- literature circle is asmall, temporary group which hasbeen chosen to read the same book


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Why the observer choose this method?

Method focused on ReadingSkillRreading English textbooks thatprior to a class discussion was

hardly done by the students


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The Problems in this research:So many new and difficult words

Reluctant to continue readingbecause of unsuccessfulcomprehensiondiscouraged to speak Englishfluently and hesitated to talk


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The Goal of this research:to have an engaged class discussion where every student gave his/her viewsabout the reading materialto improve students attitude towards

reading, practical knowledge onreading strategy, and motivation totalk.


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Literature CircleLiterature circles are literary discussiongroups which creates a forum forparticipants to make sense and developunderstanding of a selected textthrough social interaction.

Harvey Daniels (1994) -- an effectivemeans for fostering independentreading and collaborative learning in a

stimulating environment.


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LC model by Daniels (1994)Literature circles are small, temporary discussion groups who have chosen to read the same story, poem, article, or book.

While reading each group-determined portion of the texteach member prepares to take specificresponsibilities in the upcoming discussion, and everyone comes to the group with notes needed tohelp perform that job.The circles have regular meetings, with discussion

roles rotating each session.


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3 basic elements in LC(Daniels, 1994)

Diversity consists of members with varied levels of proficiency

Self-choicethe book being discussed is chosen by thestudents

Student initiativestudents are in charge of their own learning andhave responsibilities leading discussion anddeciding the volume of the material to be read foreach meeting (Peralta-Nash & Dutch, 2000)


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The implementation of LC

MacGillivray et al. (1995), successfully implementedany classroom, from kindergarten to university, whether in L1 or L2 setting.Lin (2002) -- LC provides chances for students to think

critically about literature, express their ideas in oraland written forms, and better enjoy their literacy experiences.Sai and Hsu (2007) introduced LC in two classes: Japanese as a Foreign Language (JFL) and EFL.


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The implementation of LC by

Sai and Hsu (2007)The JFL group considered their LC class aslightly more effective than the EFL group

The factors affecting the success of their LCclass included students self -selecting of thereading material

Their preference towards discussion roles Allotted class time for real discussionTeachers feedback on weekly journals, andgrading policy.


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The benefits of LC:provides a chance for students to learn to work in ateam and how to create a democratic group (King,2001; Day, 2003).students create connection between texts and personal

experiences, there by deepening their understandingand heightening their enjoyment of the text (Lin,2002).able to enhance reading skills by learning from each

other, gain self-confidence, discover important themesthat run through literature, and have fun in socially interactive environment (Pitman, 1997). Atwell (1998) adds that free selection of books has astrong impact on learners fluency, reading rate, andcomprehension.


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The benefits of LC:Grambell (1996) says that opportunities for choice givestudents a real purpose to invest and committhemselves, thus becoming highly motivated engagedreading.

Ediger (2002) emphasizes that LC gives a chance forstudents to meet up with their personal learning stylesand thus optimize achievement and progress inliterary activities.Days (2003) and Pitmans (1997) studies which showthat through LC students increase their independenceand have better oral and written communication skillssuch as ability to clarify, crystallize and justify theirthoughts and ideas.


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Results from research in an SMA:The students ability to achieve readingcomprehension and a group dynamic were significantaspects affecting their attitude towards LC.There was a negative correlation between studentsreading attitudes towards English texts and theirattitude towards LC.There was also a positive correlation between studentsattitudes towards group work in the previous readingclass experience and their attitudes towards LC.Most students got benefits on vocabulary learning andcollaborative learning experiences.


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The procedures of LC by SitiGive the material for the students, after studying thelevel of difficulties of their English textbooks.

Selected some folklore from the internet for them withthe under level of difficulties even under range of difficulty level of the passages in their textbooks.

NB: most students still faced difficulties with thevocabulary found in the reading material and not all group members were able to perform their roles well


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The activities of LC --Daniels (1994)1. Students choose their own reading material

2. Small temporary groups are formed, based on bookchoice

3. Different groups read different books

4. Groups meet on a regular, predictable schedule todiscuss their reading5. Students use written or drawn notes to guide both

their reading and discussion6. Discussion topic come from students7. Group meeting aim to be open, natural

conversation about books, so personal connections,

digression, and open ended questions are welcome


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The activities of LC --Daniels (1994)7. In newly forming groups, students play a rotating

assortment of task roles8. The teacher serves as a facilitator, not as a group

member or an instructor9. Evaluation is done by the teachers observation and

the students self -evaluation10. A spirit of playfulness and fun pervades the room,

and when books are finished, readers share withtheir classmates, and then new groups are formedaround new reading choices.


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The common procedure of LC

1. Introducing and modeling LC to thestudents2. Choosing the reading material3. Literature circle discussion4. Group presentation

5. Reflection

Documents

COLLEGE STUDENTS’ ATTITUDES TOWARDS LITERATURE CIRCLE