College Students' Attitudes Towards Literature Circle
College Students' Attitudes Towards Literature Circle
College Students' Attitudes Towards Literature Circle
independent reading Daniels (1994)-- literature circle is a small, temporary group which has been chosen to read the same book
Skill Rreading English textbooks that prior to a class discussion was hardly done by the students
because of unsuccessful comprehension discouraged to speak English fluently and hesitated to talk
where every student gave his/her views about the reading material to improve students attitude towards reading, practical knowledge on reading strategy, and motivation to talk.
Literature Circle
Literature circles are literary discussion
groups which creates a forum for participants to make sense and develop understanding of a selected text through social interaction. Harvey Daniels (1994) -- an effective means for fostering independent reading and collaborative learning in a stimulating environment.
groups who have chosen to read the same story, poem, article, or book. While reading each group-determined portion of the text each member prepares to take specific responsibilities in the upcoming discussion, and everyone comes to the group with notes needed to help perform that job. The circles have regular meetings, with discussion roles rotating each session.
The implementation of LC
MacGillivray et al. (1995), successfully implemented
any 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 oral and 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.
slightly more effective than the EFL group The factors affecting the success of their LC class included students self-selecting of the reading material Their preference towards discussion roles Allotted class time for real discussion Teachers feedback on weekly journals, and grading policy.
team and how to create a democratic group (King, 2001; Day, 2003). students create connection between texts and personal experiences, there by deepening their understanding and heightening their enjoyment of the text (Lin, 2002). able to enhance reading skills by learning from each other, gain self-confidence, discover important themes that run through literature, and have fun in socially interactive environment (Pitman, 1997). Atwell (1998) adds that free selection of books has a strong impact on learners fluency, reading rate, and comprehension.
students a real purpose to invest and commit themselves, thus becoming highly motivated engaged reading. Ediger (2002) emphasizes that LC gives a chance for students to meet up with their personal learning styles and thus optimize achievement and progress in literary activities. Days (2003) and Pitmans (1997) studies which show that through LC students increase their independence and have better oral and written communication skills such as ability to clarify, crystallize and justify their thoughts and ideas.
comprehension and a group dynamic were significant aspects affecting their attitude towards LC. There was a negative correlation between students reading attitudes towards English texts and their attitude towards LC. There was also a positive correlation between students attitudes towards group work in the previous reading class experience and their attitudes towards LC. Most students got benefits on vocabulary learning and collaborative learning experiences.
level of difficulties of their English textbooks. Selected some folklore from the internet for them with the under level of difficulties even under range of difficulty level of the passages in their textbooks. NB: most students still faced difficulties with the vocabulary found in the reading material and not all group members were able to perform their roles well
choice Different groups read different books Groups meet on a regular, predictable schedule to discuss their reading Students use written or drawn notes to guide both their reading and discussion Discussion topic come from students Group meeting aim to be open, natural conversation about books, so personal connections, digression, and open ended questions are welcome
students Choosing the reading material Literature circle discussion Group presentation Reflection