Literature Circle and Critical Reading Across EYL Learning Strategies

Abstract

The results of survey of Program of International Student Assessment (PISA), it was evident that in 2009 Indonesian lower secondary school students’ literacy ranked 57 out of 65 countries obtaining 396 (compared to Organization for Economic Cooperation and Development/OECD scoring 493), and in 2013 achieved the same score while OECD increased, 496 (Indonesia Curriculum Document, 2013). Inasmuch as the empirical evidence, and a few studies on this, the study was conducted aiming at improving students’ critical reading through literature circle strategy adopting a quasi experimental design by comparing two strategies, conventional and literature circle, for two intact groups in post test at primary school implementing a blended curriculum (Tuckman, 1978; Creswell, 2008). The subjects were composed of 42 students of Grade 5, 5 A for the control group and 5B for the experimental one. The instruments used consisted of posttest for the critical reading competence, observation sheet, underlying relevant documents, interview guide, and questionnaire, and all were validated and tried out. Based on the results of t-test (.002<.05), it revealed that in the significance level of.05 the null hypothesis was rejected meaning that literature circle strategy was verified effective and meaningful in improving the students’ critical reading, specifically in making judgments and producing a summary. It is recommended that the strategy should be implemented as early as primary school, especially for the upper classes to improve their critical thinking for future life.


 


Keywords: Literature circle strategy, critical reading, across learning strategies, English for Young Learners

References
[1] . 2013. Filosofi, Rasional dan Implementasi Kurikulum 2013. Unpublished Handout. Jakarta: Ministry Education and Culture.

[2] . 2016. Report to Students. Malang: Cambridge Center Universitas Negeri Malang.

[3] . 2016. Panduan Gerakan Literasi Sekolah. Jakarta: Ministry Education and Culture.

[4] Barton, L.G. 2005.Quick Flip Questions for Critical Thinking Based on Bloom’s Taxonomy. (http://www. barbsbooks.com/logic.htm). Accessed on 5th August 2016.

[5] Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

[6] Candler, L. 2012. Teaching Resources. (www.Lauracandler.com). Diakses pada tanggal 22 Agustus 2016.

[7] CIE. 2015. Mark Scheme of Reading for Primary. Cambridge: Cambridge International Examination.

[8] Clarke, L. W., & Holwadel, J. 2007. Help! What is wrong with these literature circles and how can we fix them? The Reading Teacher, 61(1), 20-29.

[9] Collier, V.P. 1988. The Affect of Age on Acquisition of a Second Language for School. New Focus. The National Clearinghouse for Bilingual Education. No. 2 Winter Edition.

[10] Creswell, J.W. 2008. Educational Research: An Introduction (5th Ed.). Saddle River: Pearson.

[11] Daniels, H. (2002). Literature Circles: Voice and Choice in Book Clubs and Reading Groups. Second Edition. Portland: Stenhouse Publishers

[12] Daniels, H. 1994. Literature circles: Voice and Choice in the Student Centered Classroom. York, Maine: Stenhouse Publishers.

[13] Daniels, H. 2002. Literature Circles. Voice and Choice in Book Clubs & Reading Groups. Second Edition. Ontario: Pembroke Publishers.

[14] Dunn, O. 1983. Beginning English for Young Children. London: Macmillan.

[15] Elliot, A dan D.A. Frisbie. 1994. Child Language. Melbourne: Cambridge University Press.

[16] Gomleksiz, M.N. 2001. The Effects of Age and Motivation Factors on Second Language Acquisition. Firat University Journal of Social Science 2001 Vol. 11 No. 2

[17] Kostelnik (ed.). 1991. Teaching Young Children Using Themes. Glenview: Goodyears Book.

[18] Krashen, S. 1985. The Input Hypothesis: Issues and Implications. New York: Longman.

[19] Kritsmason, P. 2000. Affect in the Second Language Acquisition; How to Create an Emotional Climate. Reflexions May 2000 Vol. 19 No.2

[20] Laeliyah. 2007. Kontribusi Minat Baca, Ketersediaan Bahan Bacaan, dan Penguasaan Kosakata terhadap kemampuan Pemahaman Cerpen 34 anak di Harian Kompas pada siswa kelas V SD Negeri di Kecamatan Kebumen Kabupaten Kebumen. Yogyakarta: Universitas Negeri Yogyakarta.

[21] Lehman, B. A.,& Scharer, P. L. 1996. Reading alone, talking together: The role of discussion in developing literary awareness. The Reading Teacher, 50 (1), 26-35.

[22] Level of Readability (https://id.wikipedia.org/wiki/Uji_keterbacaan_Flesch-Kincaid) accessed on 25th April 2016.

[23] Long, T., & Gove, M. K. (2003). How engagement strategies and literature circles promote critical response in a fourth-grade, urban classroom. Reading Teacher, 57(4), 350-361.

[24] Marshall. J.C. 2006. The Effects of Participation in Literature Circles on Reading Comprehension. Dis-sertation. Coral Gables: University of Miami. (scholarly repository.miami.edu/cgi/viewcontent.cgi?article)

[25] Mujiati, V. 2001.Hubungan antara Minat Baca dengan Prestasi Belajar Bahasa Indonesia pada Siswa Gugus III Kecamatan Jetis Kota Yogyakarta.Yogyakarta: Universitas Negeri Yogyakarta.

[26] Ng Seok Moi. 1994. The Reading Teacher. Newark: International Reading Association.

[27] Pinter, A. 2011. Children Learning Second Languages. New York: Palgrave Macmillan.

[28] Pinter, A. 2011. Teaching Language to Young Learners. New York: Macmillan.

[29] Rachmajanti, S.& McClure, M. 2011. University-affiliated lab schools: a collaborative partnership between the University of Pittsburgh’s Falk School and the State University of Malang Lab Schools. Excellence in Higher Education, 2:11-20.

[30] Ratnasari, D. 2001. Sumbangan Minat Baca dan Penguasaan Kosakata terhadap Kemampuan Membaca Pemahaman Siswa Kelas II SMK 2 Klaten. Yogyakarta: Universitas Negeri Yogyakarta.

[31] Scott, W.A. dan L.H. Ytreberg. 1990. Teaching English to Children. New York: Longman.

[32] Sugiharti, R. 2016. Perpustakaan Banyak, Literasi Rendah. Malang: Jawa Pos (Kamis 14 April 2016)

[33] Wigfield, A. 1997. Reading motivation: A domain-specific approach to motivation.Educational Psychologist, 32, 59-68.

[34] Zen, E. L., Rachmajanti, S. & Apriana, A. 2017. “Cultural Representation as Seen in Indonesian Early Bilinguals’ Essays,” The 4th International Conference on Language, Society and Culture in Asian Contexts, KnE Social Sciences, 79–87. DOI 10.18502/kss.v1i3.727