Engaging Students in Literature Circles: Vocational English Reading Programs

Autor/in	Widodo, Handoyo Puji
Titel	Engaging Students in Literature Circles: Vocational English Reading Programs
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 2, S.347-359 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-015-0269-7
Schlagwörter	Vocational Education; Ethnography; Classroom Research; Reading Programs; English (Second Language); Secondary Education; Literature Appreciation; Group Discussion; Discourse Analysis; Teaching Methods; Cooperative Learning; Intensive Language Courses; Instructional Effectiveness; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarbereich; Literarische Wertung; Gruppendiskussion; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Intensivkurs; Sprachkurs; Unterrichtserfolg; Ausland; Indonesien
Abstract	This article reports the findings of ethnographic classroom research on the deployment of literature circles in English reading classes in the vocational secondary education sector in Indonesia. Grounded in micro-interactional, thematic, and discourse analyses, empirical findings showed that the students engaged actively in text selection, role assignment, and text meaning making through sharing-and-discussion sessions. Empirical data also revealed that they could learn a wide array of lexico-grammar through discussing chosen texts with others. This group discussion activity also paves the way for sharing and discussing both content knowledge (vocational subjects) and genre and lexico-grammatical features. This suggests that literature circles could promote students' content knowledge and language learning enrichment. Through role scaffolding by teachers and peer support, students could not only explore varied features of the language--e.g., how lexico-grammar was used in context through texts but also enrich their content knowledge. This empirical evidence supports the use of the literature circles in intensive reading programs in order to engage students in collaborative learning and to build a learning community in which teachers play a pivotal role as a guide throughout the literature circle process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01