Engaging Students in Literature Circles: Vocational English Reading Programs

Widodo, Handoyo Puji

doi:10.1007/s40299-015-0269-7

Cited by 34 publications

(38 citation statements)

References 17 publications

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“…Figure 2 Action-oriented research cycles-adapted from Kemmis, McTaggart, & Nixon (2014) During the fieldwork, my position as a researcher was in a continuum that changed over time from an onlooker to a participant observer, or vice versa (Creswell, 2013;Greene, 2014;Widodo, 2015). I observed how the teacher participants translated and enacted the instructional strategies introduced in the workshop into learning experiences relevant to their students' situation (Van Driel & Berry, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…I observed how the teacher participants translated and enacted the instructional strategies introduced in the workshop into learning experiences relevant to their students' situation (Van Driel & Berry, 2012). Cognizant of implementing an alternative model posing a considerable threat (Kubanyiova, 2006), I lent myself to the participants as teacher mentor (Widodo, 2015) and co-teacher (Bruce, Flynn, & Sheley, 2011) who provided specific input or support whenever needed (Van Driel & Berry, 2012). This meant at times I had to respond to the teacher participants' queries or teach a certain point of the lesson and therefore it was difficult for me as an observer to capture all important events in the class.…”

Section: Methodsmentioning

confidence: 99%

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From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as a Foreign Language in Indonesia

Damayanti

2017

Indonesian J. Appl. Linguist

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It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language. This action-oriented case study aims to enhance students' written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students' written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students' narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence. The preliminary findings indicate that there is a shift in students' ability from writing fragmented and spoken-like language to more literate written narratives. It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as a Foreign Language in Indonesia

Damayanti

2017

Indonesian J. Appl. Linguist

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“…Commonly, the students' problem is the impediment to comprehend the reading text especially narrative text as one of the texts that need to be mastered by junior high school students. Genre-based learning becomes a principal assumption that students should learn the target language through that language itself (Widodo, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…A literature circle can be defined as a book-club, but it has a better structure, belief and precision. According to Widodo (2015), this activity is simply defined as reading groups or clubs where students choose their reading materials from different genres (e.g., books, articles, poems) and text types (e.g., narratives, procedures, discussions). A literature circle is a group of three to five students that gathered together to discuss the book which has read or just finished reading (Lubis, 2018;Moen, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have reported the advantages of implementing a literature circle in the classroom. The students can develop their reading comprehension skills (Fredricks & McColsky 2012;Lubis, 2018;Moen, 2004;Nurjati, 2013;Widodo, 2015), writing skills particularly the development of cohesion and coherence usage (Lubis, 2018), and meaningmaking skills (Widodo, 2015). Some essential soft skills can also be gained by the students encompassing collaborative strategies (Lubis, 2018;Lubis & Rahmawati, 2019;Moen, 2004;Sheltonstrong, 2012;Widodo, 2015), critical thinking (Fredricks & McColskey, 2012;Lubis, 2019;Lubis & Rahmawati, 2019;Maher, 2013), and cultural awareness (Iida, 2013;Moecharam & Sari, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perspective Toward Literature Circle to Elevate EFL Students’ Reading Motivation

Hidayat¹,

Musthafa²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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Previous literature in the EFL context has reported that lack of learning motivation may cause a decrease in students' reading comprehension skills. Therefore, the literature circle is believed to be capable of elevating their motivation towards reading English texts. This article seeks to capture Indonesian English teachers' perspectives towards the literature circle in teaching narrative text for junior high school students, which is still understudied. Employing a descriptive study, this paper elaborates on the teacher of ninth grade in junior high school by using an interview technique, document analysis, and observation. The findings show that there are some progress in teaching-learning and some challenges that have to be faced by the teacher to be more creative in teaching-learning especially in reading by using the literature circle. To conclude, this method leads the teacher to seek their path to face the challenges in teaching reading. This study suggests the teacher be more creative and seek the appropriate step arrangement of implementing the literature circle in junior high school level.

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Online literature circles during the COVID‐19 pandemic: Engaging undergraduate students in Indonesia

et al. 2020

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Engaging Students in Literature Circles: Vocational English Reading Programs

Cited by 34 publications

References 17 publications

From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as a Foreign Language in Indonesia

From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as a Foreign Language in Indonesia

Teachers’ Perspective Toward Literature Circle to Elevate EFL Students’ Reading Motivation

Online literature circles during the COVID‐19 pandemic: Engaging undergraduate students in Indonesia

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