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The Effect of Literature Circles on Text Analysis and
Reading Desire is a journal
article written by Halit Karatay, an assosiate professor at Abant ?zzet Baysal
University. It was published in International Journal of Higher Education in
2015. The author focuses on using literature circles as a tool to develop the
skills of text analysis, reading desire, and potential lecturer’s attraction in
this article. Thus, the aim of the study is to answer whether the literature
circles are efficient in order to increase the students’ skill to analyze
texts, their passion for independent reading, and their attraction in reading.

Recent design should be looked for to attempt developing reading
comprehension that the students’ require mostly in order to manage the school
lectures and raise their reading desire and attraction (Karatay, 2017). The
problem arises when it cannot be declared that students who gain the reading
habit from childhood have an enthusiasm in reading and those who have the
enthusiasm do not have the capable knowledge and ability to handle conventional
literature studies and to understand and determine a literary text. To do so,
the researcher examine literature circles as a learning method. In accordance
to Karatay, literature circles awaken the students’ reading passion towards
literary works and draw more attention than traditional style of reading and
summing up literary works to the students due to the interdependent and
collusive social studying environment that the students in literature circles
discover (2017). In addition, literature circle groups are people with various
competence, organized in order to read and examine a particular literary work
(Allan et al., 2005). Thus, the researcher believes the literature circles can
be used due to the reasons above.

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The research is conducted by using an action research design, as Karatay
states that action research gives systematic data about studies which are
planned, organized, and based on collaborative work (2017). The research is
done in three stages: the reading comprehension test, literature circle reading
activity, and second reading comprehension test. For the group selecting, the
researcher uses homogenous sampling with the result of the female students
consist of 61% (56 persons) from the total population of the class, meanwhile
the male ones consist of 39% (36 persons). The homogenous sampling is used for
its trait. It is a model of sampling that consist of people who have the same
trait or specification such as in terms of age, occupation, culture, or life
experience (Etikan et al., 2016). For this research, the homogenous sampling is
conducted due to the all correspondences are students.

This research has some strengths. The purpose and the research problem of
the research are stated obviously. They even have their own section. Also, the
article provides a clear definition of the reasons why literature circles are
used for the research. The purpose of literature circle and sharing thoughts
about literary works is to improve the students’ comprehension skills about the
theme, main idea, supporting ideas, plot and subordinate plots, and the
writer’s style of treating the topic and events (Karatay, 2017). Also, in
accordance to Allan et al. (2016), this kind environment has a contribution to
the improvement of students’ capability to talk about a literary text,
self-esteem, and self-acceptance which even adults have some difficulties in
those areas, to help students develop their ability to comprehend the deep
structure of text. The literature circle implemenation that consists of four
stages is explained clearly as each of them has a clarification.

On the other hand, this research has some weaknesses too. This article does
not provide a literary work that is included into the whole research, both for
the reading comprehension test and the literature circle group activities. In
addition, literature circles does its job best when teachers have provided the
groundwork to facilitate purposeful cooperation, when students take a role in
selecting the literary work and when the literature circle groups meet on a
normal and expected basis (Allan et al., 2016).

Furthermore, the researcher does not state or suggest what should the
future researchers do in order to complete or find more data about his
research. However, the researcher indeed states some limitations or problems
occured during the research. This can lead to the confusion for the readers,
whether the researcher really wants to suggest something or not, because even
if the limitations are stated, the treatments or further suggestions are not
included. In contrast to this article, two others research in similar topic
explain about the recommendation. Lecturer should not forget to teach students
some basic social languages, in this case how to explain about a certain kind
of literary work (Certo et al., 2010). Allan et al. declare that lecturer
should be obvious when it comes to their purposes for using literature circles
and be sure that they have a significant discussion for those purposes (2016).

In conclusion, this research conducted by Halit Karatay focuses on the
study of examining literature circles as a tool to develop the skills of text
analysis, reading desire, and potential lecturer’s attraction. It has some
strengths and weaknesses. The article provides a clear explanation about the
purpose, the problems, and the reasons why literature circle is used for this
research. Meanwhile, the weaknesses are that the article does not provide the
literary work used for the whole project and the researcher does not suggest
any recommendation for the future researches. Nonetheless, this article can be
used to enhance the research finding as a reflection in using literature circle
for increasing students’ text analysis skill and reading desire.

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