Enacting Literature Circles In Intensive Reading Classroom: A Case Study Of Vocabulary Learning In A Secondary School Setting

Dwi Andriati, Silfia (2022) Enacting Literature Circles In Intensive Reading Classroom: A Case Study Of Vocabulary Learning In A Secondary School Setting. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Using the literature circles strategy to teach vocabulary is necessary for
English as foreign language (EFL) students in reading classroom because the
vocabulary is basic knowledge before learning new languages. Also, literature
circles were expected to help students build their vocabulary. The current study
aims to investigate how the literature circles can promote and fostering students’
vocabulary acquisition in a secondary school setting. Furthermore, this research
focused on the one topic of questions about how literature circles can engage the
secondary school students in fostering their vocabulary acquisition.
The researcher employed qualitative approach and case study as a research
design. This research project was conducted in the one of middle school located at
Jember. The participants were taken from students at the 8th grades and their age
range of 13 and 14 years old. The data collected gathered from three stages
include classroom observation through capture photos of the students’ learning
activity, document analysis through students’ learning artifact such as mini poster
task, and semi-structured interview through audio recording. For data analysis, the
researcher use a thematic analysis and transcribing the data adapting steps from
Widodo (2014).
There are three findings of this study includes differentiating learning
tasks through assigning roles, fostering students’ vocabulary acquisition, and
promoting students’ vocabulary learning motivation. Additionally, the results
found out that from the different roles in literature circles make students to
manage their responsibility and build their communication skills. Also, the results
of fostering students’ vocabulary acquisition showed that literature circles can
enhance their basic knowledge of vocabulary. For the last finding, it reports that
literature circles can boost of students’ vocabulary learning motivation.
Drawing on the premises, the use of literature circles in vocabulary
learning has a positive implication for students and teacher. The theoretical
implication gives good impact for students such as it can encourage them to
improve their making meaning skills, enrich their vocabulary, and build their
reading comprehension. Additionally, the practical implication also has benefits
for teacher includes build their pedagogic ability to achieve professional
competence in teaching and learning process, help them to develop the learning
strategies for teaching activity and encourages their teaching competence to obtain
the learning goals. Hence, this study suggest that use the literature circles as a
learning strategy is necessary for students to develop their vocabulary acquisition.

Keywords: Vocabulary learning, literature circles, and intensive reading
classroom.

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