Reading together, learning together: The impact of literature circles on student engagement in reading
DOI:
https://doi.org/10.53873/culture.v10i2.538Keywords:
Literature Circles, Reading, Student EngagementAbstract
This study aims to provide educators with evidence-based insights that can inform instructional practices and ultimately enhance students' overall reading experiences. The implementation of literature circles as an instructional strategy has garnered significant attention within educational research, particularly in the domain of promoting student engagement in reading. This study uses a mixed-methods research design that combines both quantitative and qualitative approaches. This approach allows for a comprehensive exploration of the impact of literature circles on student engagement in reading while capturing both numerical trends and nuanced insights. The findings of this research illuminate the transformative potential of literature circles as a pedagogical strategy that positively influenced students’ engagement and enthusiasm. The researcher leverages the insights gleaned from this study to design and implement literature circles that foster collaborative learning, engagement, and intrinsic motivation. In conclusion, this study underscores the value of literature circles as a tool for educators aiming to create compelling and motivating reading experiences. By embracing the collaborative essence of literature circles and harnessing the potential of role assignments, the educators can guide students on a journey of exploration, discovery, and ownership within the realm of literature.References
Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27-34. https://doi.org/10.1177/2372732219893385
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach (3rd ed.). Sage Publications, Inc.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse Publishers.
Davis, C. H., & Bush, K. (2021). Preparing preservice teachers to be agents of social justice: examining the effectiveness of using literature circles in a reading methods course. Florida Journal of Educational Research, 59(1), 283-298.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35. https://doi.org/10.1016/j.tsc.2020.100627
Graybeal, D. (2022). A comparative study of student engagement in reading foundational skills when they are taught using sounds first activities and when they are not taught using sounds first activities in first-grade class (Doctoral dissertation).
Gunning, T. G. (2012). Assessing and correcting reading and writing difficulties. Pearson.
Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59-85. https://psycnet.apa.org/doi/10.1080/10573560308203
Guthrie, J. T., & Wigfield, A. (2000). engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates.
Halcomb, E. J., & Hickman, L. (2015). Mixed methods research. http://dx.doi.org/10.7748/ns.29.32.41.e8858
Ivic, V., & Sostaric, B. (2020). Benefits and drawbacks on literature circles in Moodle chat for the students of English as a foreign language. ALAR: Action Learning and Action Research Journal, 26(1), 133–158. https://search.informit.org/doi/10.3316/informit.451066986844958
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://psycnet.apa.org/doi/10.3102/0013189X09339057
Kaowiwattanakul, S. (2020). Using literature circles to promote the English-speaking skills of engineering students in English for specific purposes classrooms. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 414-425.
Klimova, B., & Zamborova, K. (2020). Use of mobile applications in developing reading comprehension in second language acquisition—A review study. Education Sciences, 10(12), 1-11. https://doi.org/10.3390/educsci10120391
Klinger, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52(7), 738-747.
Kosonen, P. (2019). Towards Therapeutic Reading: part II: the interactive process of reading. Scriptum: Creative Writing Research Journal, 6(1), 1-23. http://urn.fi/URN:NBN:fi:jyu-201903061754
Kurniadi, D., & Cahyaningrum, I.O. Exploring project-based learning for young learners in English education. Nextgen Education Review Journal, 1(2), 10-21. https://doi.org/10.58660/nextgen.v1i2.35
Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2019). Measuring teacher practices and student academic engagement: A convergent validity study. School Psychology, 34(1), 109-118. https://psycnet.apa.org/doi/10.1037/spq0000268
Marzano, R. J. (2003). What works in schools: Translating research into action. ASCD.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
McConachie, S. M., Hall, T. E., & Reschly, A. L. (2006). Evaluating the reading comprehension skills of students with disabilities in inclusive classrooms. Exceptional Children, 72(4), 391-406.
Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.
Rahman, A. (2022). The effect of literature circles on varied reading comprehension. Journal of Teaching and Education for Scholars, 1(1), 7-14.
Rustamova, S. (2023). Methods of improving and developing reading skills. ?????? ??????????? ?????? ? ???????????, 5(5).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Pratama Irwin Talenta, Ulya Himawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
