Silfia Dwi Andriati

ENACTING LITERATURE CIRCLES
IN INTENSIVE READING CLASSROOM:

A CASE STUDY OF VOCABULARY LEARNING
IN A SECONDARY SCHOOL SETTING
THESIS
By:
SILFIA DWI ANDRIATI

SRN T20186127
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER
2022
THESIS
Submitted to State Islamic University Kiai Haji Achmad Siddiq

Jember in Partial Fulfillment of the requirements for Bachelor Degree
of Education (S.Pd)
English Education Department
Faculty of Tarbiyah and Teacher Training
By:
SILFIA DWI ANDRIATI
SRN T20186127
Approval by Advisor
Sandi Ferdiansyah, M.Pd.

NIP. 198503192019031004
ii
THESIS
It has been examined and approved by the board of examiners in fulfillments of

The requirements for the bachelor degree of education (S.Pd)
Faculty of Tarbiyah and Teacher Training
English Education Department
Day : Friday
Date : 18th November 2022
The Board of Examiners
Chairman Secretary
Dr. Mohammad Zaini, S.Pd.I, M.Pd.I. Aminulloh, S.Pd, M.Pd.

NUP. 20160366 NIP. 197705272014111001
Members:
1. Dr. Suparwoto Sapto Wahono, M.Pd. ( )
2. Sandi Ferdiansyah, M.Pd. ( )
Approved by
Dean Faculty of Tarbiyah and Teacher Training
of UIN KH Achmad Siddiq Jember
Prof. Dr. Hj. Mukni’ah, M.Pd.I

NIP. 196405111999032001
iii
MOTTO
                
                 
   
“For each one are successive (angels) before and behind him who protect him by
the decree of Allah. Indeed, Allah will not change the condition of a people until
they change what is in themselves. And when Allah intends for a people ill, there
is no repelling it. And there is not for them besides Him any patron.”
(Q.S. Ar Ra’d: 11) 1
1
Quran Kemenag. Online version. Access from https://quran.kemenag.go.id/surah/13/11 (accessed
on 02 November 2022, 18.20 pm).
iv
DEDICATION
I am pleased to dedicate this thesis for:
1. Mrs. Sulasmi, my mother who loves me so well, who always works really
hard for me, who always takes good care of me, who always supports and
motivates me to finish my thesis, who can be a mother and best friend to me,
you mean a lot in my life and I love you so much. The late Mr. Sundri, my
beloved father who passed away since three years ago, who always saw my
struggles even though we could only meet in dreams and I missed you so
much.
2. Mrs. Yulia Andriyani, A.Md, Kep, and Mr. Slamet Prayogi, S.Pd, my beloved
sister and brother, who always loves, supports, motivates, and help me to
finish my thesis. Thanks a lot of you both.
3. Shofa Alfia S., and Adnil Nektah Laudhia H. S., my best friends who support,
help, and accompany me to gather the data of completing my thesis. Thank
you for your time and wish luck on your future.
v
ACKNOWLEDGEMENT
First and foremost, I want to express my appreciation and all the thanks of
gratitude for Allah SWT, who has blessed me with good health and the ability of
planning or process to complete my thesis. Next, the researcher also understood
that assistance and direction from others were necessary to finish this thesis. Thus,
I want to offer my sincere gratitude to these persons as follows:
1. Prof. Dr. H. Babun Soeharto, S.E.MM, the Rector of Universitas Islam
Negeri Kiai Haji Achmad Siddiq Jember who has given me the chance to
study at this university.
2. Prof. Dr. Hj. Mukni’ah, M.Pd.I, the Dean of the faculty of tarbiyah and
teacher training of Universitas Islam Negeri Kiai Haji Achmad Siddiq
Jember who has facilitated my study in this faculty.
3. Dr. Rif’an Humaidi, M.Pd.I who had supported and facilitated me in every
matters.
4. As’ari, M.Pd, the Chief of English Education Department who approved
the title of this thesis.
5. Sandi Ferdiansyah, M.Pd, my Advisor who has support, guided, and
advised me in conducting the research and writing this thesis.
6. Dr. Suparwoto Sapto Wahono, M.Pd, the main examiner in this thesis
examination who provided suggestions and corrected the thesis writing.
7. All of lecturer of Universitas Islam Negeri Kiai Haji Achmad Siddiq
Jember who has contributed a wealth of knowledge.
vi
8. My participant who is willing to participate in my research project of using
the literature circle strategy in vocabulary learning.
Hopefully, Allah will reward all of the wonderful actions that people did
help me in completing this thesis.
Jember, 02 November 2022
Researcher
vii
ABSTRACT
Silfia Dwi Andriati, 2022: Enacting Literature Circles in Intensive Reading

Classroom: A Case Study of Vocabulary Learning in a Secondary School
Setting
Keywords: Vocabulary learning, literature circles, and intensive reading

classroom.
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.
viii
TABLE OF CONTENT
COVER ...................................................................................................... i
ADVISOR APPROVAL SHEET ............................................................. ii
EXAMINERS APPROVAL SHEET ....................................................... iii
MOTTO ..................................................................................................... iv
DEDICATIONS ........................................................................................ v
ACKNOWLEDGMENTS ........................................................................ vi
ABSTRACT ............................................................................................... viii
TABLE OF CONTENT ............................................................................ ix
CHAPTER I: INTRODUCTION ............................................................ 1
A. Research Background...................................................................... 1
B. Research Questions ......................................................................... 7
C. Research Objectives ........................................................................ 7
D. Research Significances.................................................................... 8
E. Definition of Key Terms ................................................................. 9
CHAPTER II: LITERATURE REVIEW ............................................... 10
A. Previous Study ................................................................................ 10
B. Theoretical Framework ................................................................... 15
1. Literature circles in language learning ...................................... 15
2. Enactment of literature circles in reading classroom ................ 16
3. Opportunities and challenges of implementing literature circles 18
4. Vocabulary learning in EFL contexts ....................................... 20
5. Vocabulary learning through literature circles .......................... 21
ix
CHAPTER III: RESEARCH METHOD ................................................ 23
A. Research Design .............................................................................. 23
B. Research Setting and Participants ................................................... 24
C. Instructional Procedures .................................................................. 26
D. Data Collection................................................................................ 30
E. Data Analysis .................................................................................. 32
F. Trustworthiness ............................................................................... 34
CHAPTER IV: FINDINGS AND DISCUSSION ................................... 37
A. Research Findings ........................................................................... 37
B. Discussion ....................................................................................... 48
CHAPTER V: CONCLUSION AND SUGGESTIONS ........................ 56
A. Conclusion ...................................................................................... 56
B. Suggestions ..................................................................................... 57
REFERENCES .......................................................................................... 59
APPENDICES
x
CHAPTER I
INTRODUCTION
This chapter contains a variety of topics related to the current research
including background of the study, research questions, research objectives,
research significances, and definition of key terms. The explanations about them
as follow.
A. Research Background
Reading in second language learning has focused generally on
developing students’ meaning making skills through intensive reading.
Therefore, intensive reading has crucial roles to enable students to gain
fluency as readers, improve vocabulary and the knowledge how to use it in
context, and increase detailed comprehension2. Furthermore, intensive
reading provides four benefits: (1) students get new knowledge on language
include vocabulary and grammar, (2) they can achieve specific on main topics
and meaning of the story, (3) they focus on new skills such as guessing and
identifying main issues on story, and (4) they can notice on genre and theme
of the story3. Through the detailed analysis in reading materials through
intensive reading tasks, it allows students to master what they have read.
Also, intensive reading helps students to be more analytical 4. Drawing on
2
Nasser, R., & Marjan, P., (2011), “The Effect of Extensive and Intensive Reading on Iranian EFL
Learners’ Vocabulary Size and Depth”, Journal of Language Teaching and Research,
Vol. 2(2), DOI: 10.4304/jltr.2.2.471-482.
3
John, M., (2014), “Today’s Teaching Tomorrow’s Text: Exploring the Teaching of Reading”,
English Language Teaching Journal, Vol 65(2), DOI: 10.1093/elt/ccq023.
4
Insuaty, C., & Andres, (2020), “Enhancing Reading Comprehension through an Intensive
Reading Approach”, HOW Journal, Vol. 27(1), DOI: 10.19183/how.27.1.518
1
2
these premises, teachers can design activities that can promote the
development of students’ reading skills.
Nowadays, several strategies in teaching reading have been used by
English teachers to build student’s reading comprehension skill. For examples
instructional reading strategies, directed thinking reading activity (DRTA),
vocabulary self-selection strategy (VSS), story maps reading strategy, and
literature circles5. Additionally, in instructional reading activities include
reading aloud, group guided reading, independent reading activities, and
shared reading6. In direct thinking reading activity, the teacher plays a role to
guide students in interpreting and adapting their ideas related to the story7.
Next, vocabulary self-selection strategy engaged students to focus on
developing words knowledge through instructional reading group discussion
guided by teachers8. After that, story maps has similarities with graphic
organizers in visual learning model that build students’ creativity to make
concepts of important schema based on the story like the structure, main idea,
setting of story, and conclusions9. Finally, teachers can also consider
literature circles as an alternative strategy in reading teaching which focuses
5
Insuaty, C, & Andres, (2020), “Enhancing Reading Comprehension through an Intensive Reading
Approach”, HOW Journal, Vol. 27(1), DOI: 10.19183/how.27.1.518.
6
Ndileleni, P. M., (2014), “Research-based Instructional Reading Strategies to Enhance Reading
Ability in Learners: A Compelling Case”, International Journal of Educational Sciences,
Vol. 7(3), DOI: 10.1080/09751122.2014.11890204.
7
Mohammad, M, Y., & Mojtaba, M., (2015), “The Explicit Instruction of Reading Strategies:
Directed Reading Thinking Activity vs. Guided Reading Strategies”, International
Journal of Applied Linguistics & English Literature, Vol. 4(3).
8
Golfam, M., (2017), “The Effect of Vocabulary Self -Selection Strategy and Input Enhancement
Strategy on the Vocabulary Knowledge of Iranian EFL Learners”, English Language
Teaching, Vol. 10(8).
9
Mathias, G., et.al, (2013), “Analyzing the Effects of Story Mapping on the Reading
Comprehension of Children with Low Intellectual Abilities”, Learning Disabilities: A
Contemporary Journal, Vol. 11(2).
3
not only on developing students’ reading comprehension but also their social
relations such as their team work10.
Literature circles has been defined as small reading group discussions
activity aims to engage students who read the same book or texts in one group
and share what they have read11. To apply the literature circle strategy,
teacher can use any reading materials such as articles, poems, chapter in
textbook, short story, and novels12. In English as a foreign language (EFL)
context, literature circles is a flexible strategy used in teaching reading either
online or offline classroom settings. Many literature circles are conducted in
face-to-face classroom where students gather together to share and discuss
about the literature they have read in small group13. However, online
literature circle class is also feasible to be conducted similar to offline or face-
to-face classroom. Teachers can make use of online learning platforms such
as Moodle, Google Classroom, Whatsapp, HelloTalk, and Messanger to
mediate students’ discussion14. Additionally, online literature circles facilitate
not only students’ discussion of the assigned reading materials but also
10
Elena, V., (2019), “We Listened to Each Other: Socioemotional Growth in Literature Circles”.
The Reading Teacher, Vol. 8(2), DOI: 10.1002/trtr.1822.
11
Harvey, D., (2002), “Literature circles: voice and choice in book clubs and reading groups”.
Ontario: Pembroke Publishers.
12
Handoyo, P. W., (2015), “Engaging Students in Literature Circles: Vocational English Reading
Programs”, The Asia-Pacific Education Researcher, Vol. 25, DOI: 10.1007/s40299-015-
0269-7.
13
Mu Hsuan, C., (2021),” Using Literature Circles to Teach Graded Readers in English: An
Investigation Into Reading Performance And Strategy Use”, Innovation in Language
Learning and Teaching, Vol. 5(2), DOI: 10.1080/17501229.2021.1885412.
14
Deanne, D., & Sally, K., (2015), “Online Literature Circles Rock! Organizing Online Literature
Circles in a Middle School Classroom”, Middle School Journal, 42(2), DOI:
10.1080/00940771.2010.11461753.
4
technology literacy development15. By that means, the literature circle
strategy can use in teaching for reading either offline or online settings, also
for the reading materials teacher can use genre of fiction and nonfiction.
In regards to group discussion, each group member has their own
tasks during the literature circles. The roles of the members include word
enricher, literary luminary, summarizer, and illustrator16. In details, word
enricher can be assigned to make notes of new words or vocabulary
definition. Next, literary luminary job is to find the passage or quotes in book
the students read. And then, summarizer is responsible for making notes or
oral summary about the story. Finally, illustrator is assigned to make
something that represents an element related to the story17. From the different
roles in each group member, they must perform a good team work to achieve
the success of literature circles. In addition, when students discuss about the
literature, automatically they act as a team with one another to build their
communication skill and literacy18. On the other hand, these roles enable
students to practice to be good listeners and critical thinkers. For instance,
they discuss the literature each other in depth, find the meaning of new words,
share ideas through conversations, and build mutual understanding with each
15
Sandy, F., et.al, (2020), “Online literature circles during the covid-19 pandemic: engaging
undergraduate students in Indonesia”. Tesol Journal, Vol. 11(3), DOI: 10.1002/tesj.544.
16
Harvey, D., & Nancy, S., (2004), “Mini lessons for literature circles”, Portsmouth, NH:
Heinemann.
17
Scott, S, S., (2012), “Literature Circles in ELT”, ELT Journal, Vol. 66(2), DOI:
10.1093/elt/ccr049.
18
Elena, V., (2019), “We Listened to Each Other: Socioemotional Growth in Literature Circles”.
The Reading Teacher, Vol. 8(2), DOI: 10.1002/trtr.1822.
5
other19. The previous studies indicate that students’ role in literature circles
can build their responsibility and respect each other in classroom interaction.
Furthermore, in implementing literature circle, teachers also play a
crucial role in students’ discussion. The teachers in the literature circle play
roles as facilitator, mediator, and active listener20. They guide students to
concentrate to make meaning of the text. In teaching and learning process,
teachers usually become motivators in classroom such as giving the positive
attitude and affirmation for students to focus on their discussion21. On the
other words, if the discussion has started, teacher may swift the role as an
observer. To add, the teacher also observes the quality of each group member
performance deeply towards the language use, the main topic of discussion,
the team work, the individuals’ responsibility, and interactions each other22.
For that reason teacher’s role in literature circle varies from becoming
facilitator, mediator, active listener, and observer in students’ discussion.
In English learning and teaching process, the literature circle also
engages students’ vocabulary. Thus, vocabulary is such a crucial component
in reading comprehension. To add, vocabulary learning defined as a learning
19
Mary, N., & Castro, (2021), “Literature Circle: A Strategy in Improving Critical Thinking
Skills”, International Journal of English Language Studies (IJELS), Vol. 3(2), DOI:
10.32996/ijels.2021.3.2.9.
20
Chasae, Y., & Kathleen, M., (2017), “Exploring Factors that Influence Quality Literature
Circles”, Literacy Research and Instruction, Vol. 3(5), DOI:
10.1080/19388071.2017.1366606.
21
Fatih, C., & Abdurrahman, B., T., (2019), “A different Analysis with the Literature Circles:
Teacher Candidates’ Perspectives on the Profession”, International Journal of Education
& Literacy Studies, Vol. 7(4), DOI: 10.7575/aiac.ijels.v.7n.4p.8.
22
10.1093/elt/ccr049.
6
package of sub-items about unfamiliar words with use varies strategy23.
However, in literature circle strategy vocabulary learning can applies in
students’ role as word enricher. In these roles, students have more
responsibility to find the unknown words and meaning use dictionaries. Then,
through the literature circles students can build their reading skills and
vocabulary. In addition, vocabulary learning through reading gives students to
explore new words and deep knowledge of words24. Hence, teaching
vocabulary learning through reading is a general combination and makes
students more comprehensive in various words.
Most EFL secondary students face difficulty in mastering vocabulary.
The general difficulty in the students’ vocabulary indicated on their limited
words knowledge and they do not know use the learning strategies to build
the vocabulary. Sometimes, the vocabulary problems are found in expressing
foreign words either on speaking or writing25. Then, in the literature circles
setting, vocabulary learning is learned by group discussion and makes a new
situation that students can interact with each other. But, the challenges in this
case such as differences students toward the communication styles, the
personalities, the viewpoints, and the potentials in English study. It is related
to the teachers’ role as mediator that they must be responsibility to keep
23
Ramin, R., & Kiana, S., (2012), “An Investigation of the Effectiveness of Vocabulary Learning
Strategies on Iranian EFL Learners’ Vocabulary Test Score”, International Education
Studies, Vol. 5( 5), DOI: 10.5539/ies.v5n5p141.
24
Yanxue, F., & Stuart, W., (2020), “Learning Vocabulary through Reading, Listening, and
Viewing Which Mode of Input is Most Effective”. Studies in Second Language
Acquisition, Vol. 42(1), DOI: 10.1017/S0272263119000494
25
Rezvan, G., et.al, (2020), “Vocabulary Learning Strategies: A Comparative Study of EFL
learners”, Cogent Psychology, Vol. 7(1), DOI: 10.1080/23311908.2020.1824306.
7
student’s interaction in discussion. Therefore the general challenges of
students’ vocabulary through literature circle lay upon the differences
characteristic and learning styles in each group.
Drawing from the arguments, it can be seen that literature circle
strategy can be used to teach students to improve their reading skill and
enrich their vocabulary. Although many research have been conducted to
explore the use of literature circle strategy to teach students’ reading
comprehension, few studies have focused on how literature circle engages
students’ vocabulary learning of English as a foreign language (EFL). Against
these backdrops, the present study will engage students in intensive reading
classroom through literature circles. Additionally, it will look into the
implementation of literature circle to build secondary school students to learn
vocabulary.
B. Research Questions
Following the previous discussion, this study will examine how the
literature circle is used to teach vocabulary. To guide the study, the research
questions are formulated as follow: How can literature circles engage
secondary school students to foster vocabulary acquisition in reading
classroom?
C. Research Objectives
Based on the previous research questions, the objectives of this study
as follow: To engage secondary school students to foster vocabulary
acquisition in reading classroom.

8
D. Research Significances
The result from this study is expected to be beneficial both
theoretically and practically. The significances of the study are explained as
follow:
1. Theoretically
The result of this research is expected to support the previous
theories dealing with use literature circles on vocabulary learning in
secondary school students. On the other words, this study hopefully can
add knowledge about English learning and teaching strategies.
2. Practically
a. Pre-service and in-service English teachers
The result of this research hopefully can be beneficial to pre-
service and in-service English teacher as an alternative strategy for
teaching vocabulary learning through literature circles. It is expected
that students can build their English vocabulary in learning process.
b. Further researchers
The result of this research is expected to serve as a reference
for further researchers interested in conducting future research
dealing with literature circles in building students’ vocabulary.
Furthermore, the result from this study may be used as a comparison
in conducted the similar research.

9
E. Definition of Key Terms
1. Literature circle
Literature circle is a small group discussion includes four students
in reading club activities through the same literature. In this activity,
students have their responsibility in each group member such as word
enricher, literary luminary, summarizer, and illustrator. Then, students
must be sharing the literature what they have read in groups. For the
literature, it is depends on students’ interest reading in what or teachers
can give the literature still related with the reading material.
2. Vocabulary learning
Vocabulary learning refers to learning activities in new words. For
instance, learn about verbs, adjectives, adverbs, and nouns. This learning
specifically aims to build the students’ vocabulary either through media or
strategies in English learning and teaching. In addition, students were
allowed to open dictionaries when they do not know the words meaning.
10
CHAPTER II
LITERATURE REVIEW
This chapter discusses two point’s namely previous research and
theoretical framework. The point of previous research describes about the several
previous studies which dealing with the current study. Meanwhile, the theoretical
framework explains about various theories to support the current study. The
discussion on this part presents in the below.
A. Previous Research
In the previous research contexts, there are several research topics that
related to the current research as follow:
First of all, Maher (2018) wrote an article “Not losing the EFL plot:
language learners engagement through literature (reading circles) and
producing short stories (creative writing circles)” which stipulates the use of
literature circle strategy engagement the students’ reading circle and
producing short stories in the middle school students26. The researcher
pinpoints that implementing literature circle in reading activity makes
students have high reading levels and viewpoints. Meanwhile, in the writing
activity, the literature circle strategy build their writing knowledge such as
how to write a good topic sentence, supporting sentence, generic statement,
etc. Last, the result of this study is through literature circle in teaching reading
skills and writing skills may extend to improve the students’ comprehension
and also to producing short stories.

26
Kevin M. M., (2018), “Not Losing the EFL Plot: L2 Engagement through Literature (Reading
Circles) and Producing Short Stories (Creative Writing Circles)”, International Journal of
Applied Linguistics & English Literature, Vol. 7(5).
10
11
Second, Tuson and Dogan (2020) wrote “The effect of literature
circles on reading fluency, reading comprehension, and reading responses: a
mixed method study” reported that literature circle has positive effects for
students’ reading comprehension in the informative and narrative texts27. The
researcher also mention that use an informative text in literature circle support
students to get the new knowledge about genres of book or text. The research
participant in this study is sixth grades. Finally, the results of this study
suggest that literature circle strategy can enhance the students’ reading
comprehension.
Third, an article journal is written by Chou (2021) “Using literature
circles to teach graded readers in English: an investigation into reading
performance and strategy use” investigates the effects of graded readers on
students’ reading performance through the literature circle strategy28.
Additionally, graded readers can help English language learners to develop
their reading ability. The research participant in this study gathered thirty
students from Taiwan University voluntarily. Furthermore, this research
adopted a quasi experimental design. The results of this study concluded that
students in day by day start to be interested and desire in the reading
classroom activity through literature circle strategy.
27
Dudu, K, T., & Birsen, D., (2020), “The Effects of Literature Circles on Reading Fluency,
Reading Comprehension and Reader Responses: A Mixed Method Study”, Education and
Science, Vol. 45, DOI: 10.15390/EB.2020.8716.
28
12
Fourth, an article journal written by Nerissa and Castro (2021)
“Litearature circle: a strategy in improving critical thinking skills” which
shows the literature circles strategy29. The researcher points out that though
literature circles activity help students to build their critical thinking in
reading skills. Additionally, the participants gathered from Students College
the University of Cebu, Phillipines. This study uses a quasi experimental
method. Therefore, this study concludes that uses a literature circle strategy is
effective to build the students’ reading ability and enhancing their critical
thinking in reading skills. The table in the below briefly describes some
previous studies that were narration in the previous statement.
The last one, Kassem (2022) wrote an article journal “Developing
English majors’ comprehension of literary texts and online self-regulated
language learning skills via literature circles 2.0” states that literature circles
helped students to build their self-regulated learning and develop their
English comprehension through literary texts30. Furthermore, the researcher
also pinpoints to achieve the purpose of that study, it is use two tools
including test of literary reading comprehension skills and online self-
regulated language learning questionnaire. For the reseach methodology, this
study uses a quasi experimental design. Additionally, the research participants
on this study were sixty students from the Department of English and College
29
Mary, N., & Castro, (2021), “Literature Circle: A Strategy in Improving Critical Thinking
Skills”, International Journal of English Language Studies (IJELS), Vol. 3(2), DOI:
10.32996/ijels.2021.3.2.9.
30
Mohamed A. M. K., (2022), “Developing English Majors’ Comprehension of Literary Texts and
Online Self-Regulated Language Learning Skills via Literature Circles 2.0”, Education
Research International, 20(22), DOI: 10.1155/2022/3371288.
13
of Science and Humanities, Abdulaziz University. Therefore, the results of
this study indicate that literature circles 2.0 give the positive impact for
students to developing their comprehension and attitude through literary texts.
Table 1
The similarities and differences
Previous research and researcher’s study
No Researcher’s name and title Similarities Differences
1. An article journal written by Maher Both of research  Research focus
Kevin (2018) “Not losing the EFL investigated the The previous study
plot: language learners engagement students middle focus on the students’
through literature (reading circles) school engagement producing short stories
and producing short stories (creative in the reading and the current study
writing circles)” activity through focus on vocabulary
literature circles acquisition
2. An article journal written by Tosun Both of research  Research focus

Dudu and Dogan Birsen (2020) investigated the use The previous study
“The effect of literature circles on of literature circle focus on students’
reading fluency, reading in the reading differences in reading
comprehension, and reading classroom classroom and the
responses: a mixed method study” present study focus on
students’ vocabulary
 Research design
 The previous study use
a mixed methody
resrach design and the
current research use a
case study
3. An article journal written by Chou Both of research  Research participant
Mu Hsuan (2021) “Using literature investigated the  Research focus
circles to teach graded readers in implementation of The previous study
English: an investigation into literature circles to focus on students’
reading performance and strategy build the students’ reading comprehension
use” reading ability and and the present study
reading strategy focus on students’
use vocabulary
 Research design
The previous study use
a quasi experimental
design and the present
study use case study
14
4. An article journal written by Nerissa Both of research  Research participant

Mary and Castro (2021) “Literature investigated the  Research focus
Circle: A Strategy in Improving implementation of The previous study
Critical Thinking Skills” literature circles to focus on literature
buld the students’ circles to enhance the
reading ability students’ critical
thingking skills in
reading and the present
study focus on
students’ vocabulary
 Type of research
design, the previous
study use a quasi
experimental method
and the present study
use a case study
5. An article journal written by Both of research 

Research participant
Kassem Mohamed (2022) investigated the 
Research focus
“Developing English majors’ exploring of The previous study
comprehension of literary texts and literature circle
focus on use literature
online self-regulated language through literarycircles in reading
learning skills via literature circles texts classroom through
2.0” informational text and
the present study focus
on students’ vocabulary
 Research design
The previous study use
a quasi experimental
design and the current
study use a case study
research design
From these previous studies, it could be seen that even though
numerous studies focus on students’ reading comprehension through
literature circle strategy in English learning and teaching context, a few
studies focus on vocabulary learning through literature circles. With this in
mind, the researcher would like to present how the literature circle strategy is
applied for teaching vocabulary in the reading activity for secondary school
students in EFL context.

15
B. Theoretical Framework
1. Literature circles in language learning
In language learning context, the term of literature circles can be
regarded as a collaborative strategy because it involves peer or group
discussion. Additionally, literature circle is an activity that engages
students through interaction and text-mediated discussion in a small
group31. For instance, students come together in one classroom and make
a group discussion which includes four students talking or sharing each
other about the literature they have to read and discuss it in their small
groups. Moreover, in the literature circle also needs a critical
conversation. To add, Elhess and Egbert (2015) postulate that literature
circles activity involves students creating questions related to the text,
drawing events related to the text, and summarizing the text32. By that
means, literature circle has a complete learning process related to the
texts. Likewise with the teachers’ role in the implementation of literature
circles, they should be stabilized the discussion and acts as a good guide
in the intensive reading classroom.
When teachers try to practice the literature circle strategy in their
classroom and certainly they need to know about the principle of using a
literature circle. Additionally, there are some criteria to achieve the
existence of literature circles, as follow; (1) students can select their
31
32
Mohamed, J., & Joy, E., (2015), “Literature Circles as Support for Language Development”,
English Teaching Forum, Vol. 53(3).
16
books, (2) every group reads different books, (3) groups decide an
appropriate time to discuss their reading, (4) teachers serve as a facilitator
while the discussion is led by students, (5) discussion topics are suggested
by students that related to the story, and (6) last step is evaluation of the
activities in which done by teacher and students33. Meanwhile, the other
factors may influence the existence of literature circles in differences
which include students’ reading habits, students’ gender, and students’
characteristics34. Consequently, between teacher and each group member
should be prepared to exist in good communication when implementing
the literature circles.
On the other side, Fredricks (2012) proposes some benefits of
using literature circles in language learning make students develop their
comprehension skills, build their responsibility, and enhance their reading
motivation35. As a result of that previous statement, literature circles not
only giving positive impacts on students’ learning process, but also it
provides on students’ personalities.
2. Enactment of literature circles in reading classroom
For the time being, reading can also be categorized according to
the purposes in ELT context. By that statement, Macalister (2011)
33
34
Chasae, Y., & Kathleen, M., (2017), “Exploring Factors that Influence Quality Literature
Circles”, Literacy Research and Instruction, Vol. 3(5), DOI:
10.1080/19388071.2017.1366606.
35
Lori, F., (2012), “The Benefits and Challenges of Culturally Responsive EFL Critical Literature
Circles”, Journal of Adolescent & Adult Literacy, Vol. 55(6), DOI:
10.1002/JAAL.00059.
17
mentions the types of reading called extensive reading and intensive
reading36. The differences between both of them are about the detailed
reading of texts or not. In addition to Harmer (2004) emphasizes the
reading principles between extensive and intensive, as follow; (1) teacher
inspire students to read as much as possible, (2) students should be
interest in what they have to read, (3) students prediction activity is an
important thing of reading to suggest the meaning, and (4) students match
the task related to the topic of reading37. To get the existence of those
reading principles, a teacher can use learning strategies to teach reading.
The learning strategies consists of two various are metacognitive and
cognitive. For metacognitive strategies refers to the activity includes for
concentrate on plan, explore the information, organize the information,
and evaluate the process of information or knowledge, meanwhile the
cognitive strategies which goal in transform the knowledge processing38.
Therefore, literature circle can be utilized as one of the strategies to
engage students to activate their metacognitive and cognitive domains.
Through literature circle, students not only try to comprehend the text, but
also try to stabilize the interaction of each member in reading classroom.
In implementing literature circle, students must know their
assignment in group discussion. Shelton-Strong (2012, p.215) mentions
36
John, M., (2014), “Today’s Teaching Tomorrow’s Text: Exploring the Teaching of Reading”,
English Language Teaching Journal, Vol 65(2), DOI: 10.1093/elt/ccq023.
37
Jeremy, H., (2004), How to Teach English: An Introduction to The Practice of English
Language Teaching, Harlow: Pearson Longman.
38
Mu Hsuan, C., (2013), “Strategy Use for Reading English for General and Specific Academic
Purposes in Testing and Nontesting Contexts”, Reading Research Quarterly, Vol. 48(2),
DOI: 10.1002/rrq.42.
18
that students’ role play discussion includes “leader, summarizer, word
master, passage person, connector, cultural collector, and artistic
adventurer”39. So, it can be seen that literature circle also build on
students' responsibility in reading classroom. On the other hand, when the
literature circles used in reading classroom automatically it should be
balanced of both literature circle and reading program. Additionally,
Daniels (2002) argues some aspects that be balanced of used to teach
reading through literature circles, in details as follow; literature
discussion, reading aloud, shared reading through visible texts, enrich
vocabulary, and interactive writing40. Therefore, the literature circle in the
reading program can be called as one of the flexible learning strategies to
teach reading skills.
3. Opportunities and challenges of implementing literature circles
The application of literature circles in English language teaching
and learning process has a positive impact on students learning English as
a foreign language. Additionally, the students’ opportunities in use the
literature circle strategy such as, they can enhance their comprehension
skills in reading habit, they can build their writing skills, they can explore
the new words, they can build their critical thinking, and also they can
develop the deep conversation with each group member41. Therefore,
39
10.1093/elt/ccr049.
40
41
Jeff, W., (2014), “Reading Motivation: A Study of Literature Circles”, Academic Exchange
Quarterly, Vol. 18(2).
19
students in use of literature circles have that opportunity to get a lot of
knowledge in English learning process.
Currently, the challenges of implementing a literature circle
sometimes lie on differences of students’ reading habits. For instance,
each member has an advantage in reading activities as well as a weakness
in the reading activity. Furthermore, Elhess and Egbert (2015) argue that
the literature circle strategy shape students’ viewpoint to solving their
reading challenges with cooperative learning activities42. Then, in
processing implement the literature circle strategy, the others challenges
lie on students’ characteristics. However, when each student try as a
participant in literature circle discussion section automatically they
charged to be respects the opinions of other all through discussions43.
Certainly, that assign for teachers as a mediator that handle students to
stabilize the situation during discussions. After that, these challenges also
depending on students felt emotionally when read the texts they feel
bored, excited, happy, or sad44. Sometimes, the students' emotion like that
makes teacher feel challenge or want to try of implementing the literature
circle in reading classroom.
42
Mohamed, J., & Joy, E., (2015), “Literature Circles as Support for Language Development”,
English Teaching Forum, Vol. 53(3).
43
Birsen, D., & Dudu, K, T., (2020), “An Effective Method in Improving Social Skills: Literature
Circles”, International Journal of Educational Methodology, Vol. 6(1), DOI:
10.12973/ijem.6.1.199.
44
Lori, F., (2012), “The Benefits and Challenges of Culturally Responsive EFL Critical Literature
Circles”, Journal of Adolescent & Adult Literacy, Vol. 55(6), DOI:
10.1002/JAAL.00059.
20
4. Vocabulary learning in EFL contexts
Vocabulary has become an important component in English
language skills because it is a basic knowledge to learn a foreign
language. For some EFL students, they may find vocabulary a difficult
thing to learn. Sometimes, students are difficult to understand the word
meaning, but they can handle those problems by using the dictionary
independently.
In other words, Nation (2000) postulates that teacher can use
vocabulary knowledge to teach in reading comprehension before students
start to learn reading skills45. Therefore, before starting the reading class,
usually teacher instructs students to learn the vocabulary items which
related to the reading materials.
To teach vocabulary effectively, sometimes students should be
introduced to the strategy used to learn vocabulary. Likewise, language
teachers should be able to use the strategies in teaching vocabulary. As
Rahimy & Shams (2012, p.142) stipulate those strategies include
“metacognitive regulation, dictionaries strategies, note-taking strategies,
memory strategies, vocabulary self-correction strategies, and guessing
strategies”46. From the previous statement, it means that function of using
the learning strategies in language teaching makes students know the
types of strategy can used to learn vocabulary. Hence, in the English
45
Nation, (2000), “Learning Vocabulary in Another Language”, Cambridge University Press.
46
Nasser, R., & Marjan, P., (2011), “The Effect of Extensive and Intensive Reading on Iranian
EFL Learners’ Vocabulary Size and Depth”, Journal of Language Teaching and
Research, Vol. 2(2), DOI: 10.4304/jltr.2.2.471-482.
21
learning process, teachers’ role of use the learning strategies in teaching
vocabulary also has a significant impact for the students to develop their
language skills.
5. Vocabulary learning through literature circles
Pedagogically speaking, literature circle can be used not only to
teach reading, but also vocabulary. Students can learn vocabulary by
assigning them who play a role as word master in literature circle to
introduce new words to other group members. Daniels (2002) pinpoints
that student playing a role as word master is responsible to find the
difficult words on the story or texts47. It means that the strategy can also
be used to enrich students’ vocabulary and learn new words. Furthermore,
learning vocabulary through the literature circles strategy can develop the
students’ vocabulary effectively because it is done in groups. They can
share each other about the vocabulary related to the texts. Aside from that,
Chou (2021) postulates that literature circle can be used to build the size
of learners’ vocabulary and widen knowledge of literacy48.
When students implement the literature circle strategy to learn
vocabulary, they also try to practice the writing skills. As Li et.al (2021)
pinpoint that vocabulary learning through literature discussion has several
positive impacts for EFL students such as expanding their vocabulary
range, developing their writing skills, building their reading desire, and
47
48
22
enhancing their reading ability to use the new words49. Besides that,
literature circle also has one role of an artistic adventurer whose task is to
represent the information through pictures media created creatively by

50
students (Shelton-Strong, 2012). By that means, students who play a
role as an artistic adventurer definitely finding the foreign words
contained in the texts before they start to write the information by
pictures. Therefore, using literature circle to teach vocabulary activity can
be done in a collaborative learning way because in addition to learning the
vocabulary, students can practice in writing and reading comprehension.
Although literature circle topic research has been conducted by
use a research methodology of experimental study, only some studies use
case study design. By that reason, the researcher would like to represent
the use of literature circle in teaching vocabulary learning at secondary
school students which use qualitative approach a case study design.
49
Yanyan, L., et.al., (2021), “Do social regulation strategies predict learning engagement and
learning outcomes? A study of English language learners in wiki‑supported literature
circles activities”, Education Technology Research Development, Vol. 69(1), DOI:
10.1007/s11423-020-09934-7.
50
10.1093/elt/ccr049.
23
CHAPTER III
RESEARCH METHOD
This chapter illustrate the process of conducted the research project. Next,
the chapter consists of several parts namely research design, research setting and
participants, instructional procedures, data collected, data analysis, and
trustworthiness. The descriptions on this part as follow.
A. Research Design
The present study is informed by qualitative methodology with a case
study research design. Ary et.al (2010) define case study as a type of
qualitative research study focuses on groups or individual with detailed
description of the case51. It means that case study can be employed as
research design which aims to investigate a particular issue or phenomenon
with deep analysis and description.
Additionally, Coimbra and Martins (2013, p.392) argue that “case
study can be exploratory if the purpose is to obtain preliminary information
about descriptive the object of study, when the aims to describe analytical, it
can be develop a new theory and comparing it with already existing ones”52.
With this in mind, the purposes of case study research depend on how a
researcher conducts explores, analyzes, or investigates the phenomenon or
case of study. Grounded in the previous statements, the present study aims to
investigate how literature circles can promote and engage secondary school
51
Donald, A., et.al, (2010), Introduction to research in education. Wadsworth: Cengage Learning.
52
Maria De, C., & Alcina, M., (2013), “Case Studying Educational Research: A Way of Looking
at Reality”, American Journal of Educational Research, Vol. 1(9), DOI:
10.12691/education-1-9-7.
23
24
students’ vocabulary acquisition. It is also actually conducted to build the
students’ English vocabulary acquisition through literature circles at a
secondary school setting.
B. Research Setting and Participants
This research conducted at one of the Islamic Secondary Schools
located in Jember, East Java. Wiles (2012) postulates about pseudonyms can
use to protect the participants’ privacy from the accidental breach of
privacy53. The school was purposively chosen for several reasons including:
(1) the school has good accreditation, (2) the school has specific facilitate to
support the learning activities such as lab computer, library and LCD
projector; (3) the school not only has an achievement in the field of religion
but also in the field of language such as speech contest and storytelling, (4)
last, the principal and teachers at that school are kind and willing to cooperate
with researcher during conducted the research project. Hence, the researcher
wants to conduct this research at the school, because it is not only finding the
phenomenon or problems in the learning process but also the researcher hopes
to learn a lot about English learning at the school.
At the outset, I started the research by visiting the school and meeting
the English teacher. This meeting aimed to gain access for my fieldwork.
From the meeting, I was allowed to communicate with her further via instant
messaging application. The following day, I decided to text the English
teacher to discuss my research project. Through the texting, the English
53
Rose, W., (2012), What are qualitative research ethics?, Bloomsbury Publishing.
25
teacher suggested that I should provide a letter of permission or informed-
consent written by the university authority. It is done as a form of ethics
before the research is carried out. After that, I asked the administration staff
at the campus to get an informed-consent used to get permission before
conducting the research at the school.
The next day, I went to the school to send the letter, and at that time I
was allowed by the vice-principal of the curriculum section to meet formally
with the English teacher. At the same time, I informed her about the research
that I will conduct at the school which is related to the use of literature circles
in teaching vocabulary to students. In response, the English teacher agreed
with my research topic and permitted me to conduct research at the school.
The English teacher gives me advice to do research in class 9 because she
thinks that reading materials in 9th grade were related to my research, but I
negotiate to conduct the research in 8th grade. In my opinion, 9th grade is the
class that has most of the exam activities at the end semester and the time was
limited. Following negotiations with the English teacher, we agreed to
conduct the research in 8th grade. In the class 8, there are 32 students and their
age ranging from 13 to 14 years old.
Before the covid-19 pandemic, the English teacher said to me that the
school follows curriculum 2013 in the learning activities. During the covid-19
pandemic, the school follows the educational government rules to use an
emergency curriculum. The implementation of this curriculum refers to the
curriculum 2013, but the difference lies on the simplification of the

26
achievement of basic competences to makes easier for teacher or students in
determining classes and graduation during the covid-19 pandemic. In
addition, the normal time allotment of English lesson at the school was 40
minutes as informed by the curriculum before the covid-19 pandemic.
Nowadays in during the covid-19 pandemic, the English teacher also
said that lesson hours changed into 30 minutes because it adapts to the current
situation of pandemic. Based on change of time allotment in English lesson,
sometimes the impact lies on students that learning process does not run
effectively especially in vocabulary learning. Accordingly, the researcher
would like to promote the students’ vocabulary acquisition through literature
circles.
C. Instructional Procedures
Before implementing the literature circles towards students’ vocabulary
learning, the researcher makes some procedures in the learning activities.
Anchored in task-based language teaching54 (Ellis, 2003), these learning tasks
are designed as follow.
First, pre-literature circle activities are designed to give information to
students with detail explanations about the literature circles such as the
activities, the roles, and the simple practices. In this learning phase, the
researcher introduce and giving an explanation from literature circle definition
to students’ role in literature circle. The literature circle would be
implemented based on the students’ roles in every meeting. Table 1 shows the
54
Rod, E., (2003), “Task – Base Language Learning and Teaching”, Oxford University Press.
27
instructional procedure of literature circles project orientation. It looks into
how the students implemented the literature circle activities during vocabulary
learning through reading material resources. The reading resources based on
the students’ reading materials at the school. The activities also design to build
the students’ comprehension skills and collaboration skills.
Table 1
Literature circles project table
Stages Goals Activities
Pre-literature  To introduce the students 1. Introducing students with
circle activities with literature circle and the literature circles project
group member roles roles, and the reading
materials
 To build the students’ 2. Forming groups that one
responsibility and group consists of four
collaboration skills members with their roles
include word enricher,
literary luminary,
summarizer, illustrator
While-literature  To help the students build 1. Assigning students with
circle activities their vocabulary and get a word enricher role to find
new words by texts minimal five difficult words
 To encourage the students’ and the meaning in each
interests to open the group. In this section, they
dictionary are allowed to open
dictionaries
 To help the students know 2. Assigning students with
the morality which presents literary luminary
in the texts responsible for finding the
 To help students gain the message of the stories
meaning in context selected.
 To help the students build 3. Assigning students with
their English writing skills summarizer to write a
 To help the students’ summary related to the texts
comprehension of the texts or stories.
 To practice the students 4. Assigning students with
creatively in summary the illustrator responsible for
content of texts making an explanation
 To help the students build related to the texts or stories
their creative writing by drawing mini-poster
creatively.
28
Post-literature  To help the students build 1. Assigning students in each

circle activities their communication skills group to represents their
 To build the students for result of mini-poster by oral
open minded and respect in discussion session.
each group member in 2. Assigning students to
different viewpoint makes reading log related to
 To build the students’ the transactional text of
comprehension skills in the expressing capability and
reading activity willingness they have read.
The researcher begins the class by building the students’ knowledge
about literature circle strategy; helping them to build their collaboration or
comprehension skills, and engaging them through peer interaction. The
researcher asks students to form groups which consist of four members. They
were also asked to select one of the roles they were interested in, including
word enricher, literary luminary, summarizer, and illustrator. Due to the
different roles in group members, the students were encouraged to share
responsibility toward completing the learning outcome of literature circle
activities. The researcher hopes that students can make a mini-poster
creatively related to the texts they have read as the learning outcome.
In while-literature circle activities, the students are asked to choose one
of the different reading resources in each group. The genre of reading
resources selected is a transactional text such as a dialogue of expressing
capability and willingness. The texts are taken from the internet. Then,
students are assigned to read the texts they have chosen in groups. One student
reads one paragraph in turn with an interval of five minutes. Also, students can
switch roles every time they finish reading one paragraph. After each group
finishes their reading activity, one of the students who play a role as a
29
summarizer comes to the other groups for sharing and giving an easy
explanation about the text they have read with an internal ten minutes. The
other members who are assigned as illustrator, word enricher, and literary
luminary are requested to make notes of what summarizer’s explained, write
the difficult of vocabulary lists related to the text include verbs, and pay
attention to it. Furthermore, the teacher guided and observed the groups during
the discussing session to make sure that all members participated in the
literature circle activities. Through the literature circle practice, students were
expected to build their reading comprehension intensively and engage their
communication skills.
The last activity of literature circle focuses on asking students to make a
learning outcome of mini poster. This activity will be done by the illustrator.
For this session, the illustrator was allowed to bring some media such as
crayons, color markers, paper, and rules to make a mini-poster. At the
literature circle stage, these activities build not only the students’
comprehension but also their creativity to produce a mini-poster. While other
members like summarizer, literary luminary, and word enricher are
responsible for helping and preparing the presentation.
Then in the post-activity, each group presents their result of mini-poster.
During the presentation, other members can ask questions related to the text
they have read. After finishing all of the literature circle activities, the teacher
requested students to makes a reading log related to the biography recount text
they done read. Reading log templates created by researcher itself include
30
date, minutes read, title of texts, genre, and summary. This section was
expected to build the students' reading comprehension and vocabulary.
D. Data Collection
To conduct empirical studies, researcher needs to collect the data by
using several stages. These data were collected through three stages includes
observations, document analysis, and interviews. First, observation is
employed as one of techniques to collect the data in qualitative research by
observing the phenomenon include students’ activities and learning process in
the classroom. To add, Neuman (2014, p.51) argues “while observing,
researchers constantly consider what they observed and refine ideas about its
significance”55. Through observing the phenomenon directly, the researcher
analyzed what was happening at the research location.
By that premises, me as the researcher made an observation by looking
at students’ participation directly in learning proses while they were
implementing the literature circles. At the same time, researcher also arranged
the observation by taking a cellphone camera to capture the students' activity
while in the learning and teaching process. Therefore, by making observations
through taking a picture of student activities in the classroom during
implementing the literature circles towards vocabulary learning, it can make
easier for researcher to analyze the data by looking back at the pictures that
have been taken.
55
Lawrence, N., (2014), “Social research methods: qualitative and quantitative approaches”,
Pearson Education Limited.
31
Second, researcher uses document analysis technique to collect the data.
Document analysis was useful in qualitative case studies. Additionally, Bowen
(2009) postulates those document analyses which are focused research
technique on produce detailed explanation of phenomenon or events either by
magazines, field notes, transcription, etc56. Anchored in the previous
statement, in the present study of document analysis involves the students'
learning artifact of produce a mini poster during applying the literature circles
in vocabulary learning. Hence, the document analysis can help researcher to
strengthen and support the previous data collection.
Last stage, researcher use interview the participants to collect the data.
Interview defined as a primary technique of data collection. Interview session
of data collection technique can be used in a variety of situations to gather
information on a specific topic in qualitative research57. In the present study,
researcher uses the semi-structured interviews. Before starting the semi-
structured interviews, researcher determines the topic and made a list of
questions to get information from the participants. This form of semi-
structured interview focuses on students’ response and opinion when they
learn the vocabulary by using literature circles. The interviews data were
conducted by audio recording. By the tools, Widodo (2015) mentions that
56
Glenn A B., (2009), “Document Analysis as a Qualitative Research Method”, Qualitative
Research Journal, Vol. 9(2), DOI: 10.3316/QRJ0902027.
57
Karina K., et.al., (2012), “Introduction to Qualitative Research Methodology: A Training
Manual”, Write-Arm.
32
using audio recorded can playing back anytime to get a valid data58.
Interviewing participants is conducted individually and voluntarily by students
in the eighth grade who want to be interviewed towards their opinion of using
the literature circles in vocabulary learning. Judging from that reason, the
researcher does not want there to be forced opinions from the participants
themselves, thus the researcher prefer to the participants who are willing to be
interviewed and also the researcher hopes they can answer the questions freely
and without forced.
E. Data Analysis
After collecting the data either through observation, document analysis,
and interview in the research project, the next step was analyzing the data. In
the qualitative research context, data analysis activity involves organizing,
integrating, and examining data in a systematic manner59. Ample on that
previous statement, from analysis activity enables researcher to gain a deep
understanding about the research topics also learn to broaden the theory and
knowledge. Thus, to analyze the data, researcher used some techniques
include transcription and thematic analysis.
Moreover, for the present study, researcher adapted from Widodo (2014,
p.101) ”to transcription the data interview by transcribing includes five steps;
(1) listening to talking data, (2) shaping talking data, (3) communicating
58
Handoyo, P., W., (2015), “Engaging students in literature circles: Vocational English reading
programs”, The Asia-Pacific Education Researcher, Vol. 25, DOI: 10.1007/s40299-015-
0269-7.
59
Lawrence, N., (2014), “Social research methods: qualitative and quantitative approaches”,
Pearson Education Limited.
33
talking data with an interpretive intent, (4) reproducing talking data, and (5)
building data credibility”60. To add, Creswell (2012) mentions that
transcription can use for processing and converting the data collection either
audio recording or field notes into a descriptive data61. Therefore, transcription
processing already carried out after the researcher collects the data interview
through audio recording conducted with eighth grade students. Then, the
researcher would playback the audio recorder to be analyzed and converted to
written data. From analyzing transcription data, this can make easier for
researcher to process and organize the research data.
In addition, the other techniques of analyze the data using thematic
analysis. As qualitative methodology, thematic analysis is one of techniques
use to analyze the research data in the field of education. Yukhymenko et al.
(2014) define that thematic analysis is a tools of analyzing the patterns of
theme through reading the data set such as transcript from interview both
audio or video recording and focus groups62. According to the previous
statement, thematic analysis in the present study was carried out based on the
research questions. To add, Xu and Zammit (2020, p. 2) emphasize of “six
steps to build the thematic analysis by problem statement; (1) familiarizing
data, (2) generating initial codes, (3) searching for themes, (4) reviewing
60
Handoyo, P., W., (2014), “Methodological Considerations in Interview Data Transcriptions”,
International Journal of Innovation in English Language Teaching and Research, Vol.
3(1).
61
John W. C., (2012), “Educational Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research (4th edition)”. New Jersey: Pearson-Merrill Prentice Hall.
62
Mariya A. Y., et.al., (2014), “Thematic Analysis of Teacher Instructional Practices and Student
Responses in Middle School Classrooms with Problem-Based Learning Environment”,
Global Education Review, Vol. 1(3).
34
themes, (5) defining and naming themes, last (6) producing the report”63.
Also, the theme in this study would be found in the participants’ answer
during interview. By using thematic analysis, researcher hopes that this
technique can use to analyze the research data with clear and results detail.
F. Trustworthiness
In an empirical study, trustworthiness means there is a truth the data in
the report of research findings. As Elo et al. (2014, p.2) postulate that
“trustworthiness in the qualitative research using criteria terms such as
dependability, conformability, transferability, credibility, and authenticity”64.
By that previous statement, Shenton (2004) mentions dependability refers to
the consistency of datasets process through various situations of the
triangulation data resources65. It means researcher can acquire dependability
by ensuring that the research process was indeed rational, legible, and well
documented66.
To achieve dependability in terms of trustworthiness, in the current
study, the researcher tried to describe all the processes of data collection. In
detail, data collection was carried out through classroom observation with the
use of a tool cellphone camera to see the process of both teacher and students
while implementing literature circles in vocabulary learning. In the second
63
Wen, X., & Katina, Z., (2020), “Applying Thematic Analysis to Education: A Hybrid Approach
to Interpreting Data in Practitioner Research”, International Journal of Qualitative
Methods, Vol. 19(1), DOI: 10.1177/1609406920918810.
64
Satu E., et.al., (2014), “Qualitative Content Analysis: A Focus on Trustworthiness”, Research in
Nursing and Health, Vol. 2(5), DOI: 10.1177/2158244014522633.
65
Andrew K. S., (2004), “Strategies for Ensuring Trustworthiness in Qualitative Research
Projects. Education for Information, Vol. 22(1), DOI: 10.3233/EFI-2004-22201.
66
Lorelli S. N., et.al., (2017), “Thematic Analysis: Striving to Meet the Trustworthiness Criteria”,
International Journal of Qualitative Methods, Vol.16, DOI: 10.1177/1609406917733847.
35
stage process of data collection, the researcher used document analysis
through learning artifacts of students’ product as a mini poster task in the
literature circle practices. In another stages, the researcher used a tool audio
recording to record the interview with participants voluntarily to get answers
that we’re honest, more open, and without coercion. After getting the several
triangulation data from data collection in the previous statement, the
researcher tried to interpret all the data collection processes with a clear
explanation and detail.
For the criteria of credibility, Stahl and King (2020) defined credibility
refers to the processing of triangulation data resources67. Additionally, Elo et
al. (2014) postulate that researchers should be ensure that all participants
which take part in the research project are correctly identified and described68.
To the previous statement, in the current study, the researcher conducted a
research project in one of the Islamic middle schools in Jember. The
participants were taken from the 8th grade and involve 36 students. The
students’ ages range from 13 to 14 years old. Then, the researcher also
gathered the data from data collection techniques including classroom
observations, document analysis, and interviews. To analyze the data,
researcher tried to organize the data using transcriptions and thematic analysis.
From those triangulation data resources either data collection or data analysis,
the researcher will ensure deep descriptions and interpretations of all research
67
Norman A. S., & King, (2020), “Expanding Approaches for Research: Understanding and Using
Trustworthiness in Qualitative Research”, Journal of Developmental Education, Vol.
44(1).
68
Satu E., et.al., (2014), “Qualitative Content Analysis: A Focus on Trustworthiness”, Research in
Nursing and Health, Vol. 2(5), DOI: 10.1177/2158244014522633.
36
processes during practices the research projects to get the trustworthiness in
this current research.
Hence, the trustworthiness in the present study included triangulation
data resources through data collection and data analysis. The data collection
taken from several techniques involves observations, interviews, and
document analysis. For the observation, researcher not only looking the
students’ activity but also use a cellphone to capture the students’ participated
during literature circle activities. Also for the interviews, researcher used the
audio recording to record the answer from participants. It makes it easier the
researcher to playback the audio while analyzing the data. Then, for document
analysis represent the students’ learning artifacts such as mini-poster products
during enacting the literature circle practices. Next stage, researcher using
transcription and thematic analysis techniques to processing and organizing of
analyze the data. Therefore, researcher would to present the data formulated
from researcher itself and participants’ experience during participation in the
literature circle practices.

37
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents two points related to the results of research project
namely, research findings and discussion. The following information about the
findings and discussion of research is presented as follows.
A. Research Findings
The present study aims to investigate students’ learning experience
through literature circle strategy as an approach to engage them to learn
vocabulary. The findings of this research are presented and organized
contextually based on the information collected from classroom observation,
document analysis, and semi-structured interviews. The interview transcripts
were used as evidence to illustrate the implementation of literature circles.
Three major finding themes identified include; (1) differentiating learning
tasks through assigning roles, (2) fostering student’s vocabulary acquisition,
and (3) promoting student’s vocabulary learning motivation. These findings
are reported in a descriptive form with discussions.
1. Differentiating learning tasks through assigning roles
The students who took part in this project had never participated in a
literature circle before. Thus, the researcher introduced them to the
literature circle strategy and how it was implemented. To reach this
purpose, the teacher briefly explained the activities of the literature circle
and students’ roles in each group such as word enricher, literary luminary,
summarizer, and illustrator. This is expected to support them to
37
38
accomplish a specific learning task based on the selected roles.
Additionally, students were nurtured to become responsible for negotiating
which roles they performed in the literature circle practices during role
assignments. They chose independently what roles they wanted to play in
the reading section of literature circles. Meanwhile, the researcher in this
activity became the facilitator to see how each member exercised their
responsibility and the observer to ensure that each group performs their
roles well.
As seen in figure 1, one of the students as a summarizer was
demonstrating the text in English, whereas the other visiting members
were paying close attention to the summarizer’s presentation. Furthermore,
the summarizer was also assigned to write a summary of the English text.
This activity namely a poster presentation does by oral in each group
member. When students explain the reading summaries through poster
presentation activities train them to build their communication skills.
These encourage students to manage their learning activities or self-
regulated learning according to the tasks they have in each group. On the
other hand, visiting students can interact with the presenter to explore the
reading experience, comprehend another text, and build new vocabulary.
While the teacher was observing how well the summarizer presented the
text and make sure that visiting members also functioning well. Another
role as an illustrator was responsible for making a mini-poster related to
the text as shown below in figure 2. Next as word enrichers, they were
39
responsible for finding some difficult words in the text and searching what
the meaning of words. Also as a literary luminary, they were assigned to
find the message or content of the text.
Figure 1. The summarizer demonstrating the text to another member
The following vignette shows interview data along with the students'
responses toward role assignments. This interview was done with students
in eight grades. However, this interview was done in Indonesian and
translated into English as follows.
Teacher : How does the literature circle help you with a different
assigned role?
Student 1 : In my opinion, using this strategy was quite interesting,
because in one group each member has their role and
discusses the same literature, starting from finding difficult
vocabulary, interpreting the text, looking for the contents of
the text, and making conclusions from the text.
Teacher : What is your role in the literature circle and how it helps you
learn?
Student 1 : During implementing the strategy, I act as a word enricher,
wherein in one group I have the task of finding difficult
vocabulary with unknown meanings. If I do not know it, I am
allowed to open the English - Indonesian dictionary. It makes
me feel that literature circle can improve my vocabulary (In-
depth interview, Dinda VIII-G, August 2022).
40
From the excerpt, it can be seen that a different roles assignment,
allowed them to comprehend the text like finding difficult words, knowing
the contents of the text, and interpreting the text. Because of the specific
roles, it makes students easily to complete the task. Also, they were
allowed to enhance their vocabulary from one of their roles as a word
enrichers that finding and making meaning of difficult words in the text. If
they do not know the meaning, the teacher advises them to open
dictionary. It helped them more easily to complete the difficult
vocabularies. This data is also echoed by another interview excerpt below.
Figure 2. The students’ result of mini poster created by illustrator
The interview aimed at elaborating the first students’ statements. He
explains about the different roles in the literature circle strategy. Also, he
mentions that strategy builds well his reading comprehension. The
explanation from him as follows.
Teacher : How does the literature circle help you with a different
assigned role?
41
Student 2 : I think it is good, because so quite helpful in building my

English reading comprehension. Moreover in the literature
circle, it was not only responsible for their respective roles
but also trained to discuss independently which discusses the
texts that have been read in one group.
Teacher : What is your role in the literature circle and how it helps you
learn?
Student 2 : I act as a summarizer, namely as a maker of conclusions and
summaries of the text that has been read. As a summarizer, I
feel that literature circles not only increase my vocabulary
while writing conclusions in English but also make me more
critical in constructing good sentences and clear sentence
patterns using English. Also, it can build my English writing
skills (In-depth interview, Alfan VIII-G, August 2022).
Determined the second student argues that using a literature circle
makes them discuss the same literature in one group even though they
have different roles. By discussing sections, they can be more open-
minded with the other perspective and it can build their critical thinking of
the text. In addition to the student’s perspective as a summarizer, it was
seen that the role can build his English writing skills because it makes him
comprehend how the constructing a good and clear sentence. Drawing on
the premises, the finding of this theme indicates that using literature circle
as a different role assignment giving positive impacts on the students’
responsibility and communication with English skills such as their reading
comprehension, writing skills, and word knowledge or vocabulary.
2. Fostering students’ vocabulary acquisition
In vocabulary acquisition, the teacher begins by giving material
about verbs like the meaning of verbs, the use of verbs, and the type of
verbs. The material provided is not too in-depth. For that reason, the aim
for students was expected to be as simple as possible when they were

42
learning vocabulary. After giving the material, the students start to use the
literature circle strategy in vocabulary learning. Firstly, they accepted
different texts from the teacher in each group. Next, they have five
minutes to read the text and discussion section in each group. Also, the
teacher gives one task that includes finding verbs and difficult words in the
text, making a sentence with uses verbs, and making a summary related to
the text as seen in figure 3.
Figure 3. Students do the tasks by group
In Figure 3, students work on the task in groups. They were allowed
to open the dictionary when they do not know the meaning and also
discuss the answer in groups. From the activity of opening the dictionary,
students automatically find new vocabulary such as words that they did
not know before till becoming known. So, their ability to comprehend
vocabulary will improve. Furthermore, while in the discussion section of
literature circles, the students can build their communication and critical
thinking skills to comprehend the texts. The enthusiasm of students can be
seen from the way they do the task with high enthusiasm and curiosity to
43
immediately find the answers. Finally, this activity was expected to make
students more easily complete the task if they have good teamwork.
Additionally, also data was gathered from a semi-structured
interview with two students as participants in vocabulary learning through
literature circle practices. They were asked to point out their perspective
towards their participation in vocabulary learning through literature circle
practices.
Teacher : What is your opinion regarding the use of literature circle in

vocabulary learning?
Student 1 : I think using the literature circle strategy was quite good for
improving new vocabulary as well as getting to know about
different types of vocabulary such as nouns, adjectives, and
verbs. But in this lesson, we focus on verbs such as the
definition of verbs, types of verbs like both singular verbs
and examples of verbs in sentence structure. This vocabulary
concerned with the verb only because it was adapted to the
material of expressing capability and willingness which uses
verbs.
Teacher : How does the literature circle develop your vocabulary?
Student 1 : From the activity, there are twenty new vocabularies that I
acquired while practicing the literature circle strategy,
namely ten vocabularies that refer to verbs found in the text
and ten difficult vocabularies I had never known before that
found in the text (In-depth interview, Dinda VIII-G, August
2022).
Seen from the statement of the student, it shows that practicing the
literature circle was quite effective to develop her word knowledge and
vocabulary. It implies that she could understand meaning of the word, type
of the word, and the use in sentence. She learnt not only about vocabulary
but also reading comprehension related to expressing capability and
willingness. While she practiced the literature circles, she managed to
separate between familiar and unfamiliar vocabularies. It helped her to

44
improve her reading comprehension a lot. In the same way, the interview
was gathered from another student as participants. He says about his
opinion of using the literature circles. His opinion shows translated into
English language as below.
Teacher : What is your opinion regarding the use of literature circle in

vocabulary learning?
Student 2 : I thought when implementing the literature circle strategy, we
got several tasks to find vocabulary, if we don't know the
meaning or commonly called the difficult vocabulary. To
find these answers such as the meaning of the word, we were
advised to look it up in the dictionary.
Teacher : How does the literature circle develop your vocabulary?
Student 2 : During the practice of the literature circle, there is a
worksheet that asks us to find some difficult vocabulary and
verbs contained in the text. Thus, from what I have never
known examples of using verbs, I can know and understand
how the pattern of using verbs in the sentence or text. So
indirectly, when we search and read some other words, it can
increase our vocabulary (In-depth interview, Alfan VIII-G,
August 2022).
Meanwhile perspective from the second student states that any
worksheet asks them to find the word meaning in the text. Thus, from the
worksheet done by groups, automatically students act as a team by
discussing the answer to complete the assignments. Indirectly, it can build
their vocabulary and get the new words. Also, he mentions that activity
makes him knows more about verb knowledge and how use it in
sentences. Finally, the findings on this theme suggest that the use literature
circle strategy can enhance the student’s English skills, especially the basic
knowledge of vocabulary.
45
3. Promoting students’ vocabulary learning motivation
The literature circle strategy has already been done during the
process of four meetings with the eighth grade students. In the first
meeting, the activities focus on the students’ material both the introduction
of literature circles and the reading material like expressing capability and
willingness. Around the class, the aim of giving both materials was to
make it easier for students to understand a series of literature circle
activities and reading materials that will be used in the activity. Also, they
were asked to form a group randomly and do the worksheet individually as
shown in figure 4. The activity in the third meeting was given material by
a teacher about verbs such as definitions, types, and how to use verbs in
the sentence as well as finding an example of verbs in the text.
Continuously for the third meeting, the activity focuses on the literature
circle practice such as finding the difficult word, making meaning text,
discussing the same literature, and also doing the worksheet in groups. For
the last meeting focuses on poster presentation as seen in figure 1, and
submitting the reading log from the first meeting until the last as viewed in
figure 5. Making the reading log defines as a reflection part of this
learning activity. The purposes of the reflection activity were to know and
measure the students’ ability for their reading comprehension.

46
Figure 4. Students working on the worksheet

Before the students made a group, they completed the worksheets
individually as above. Seen from the picture, the students look so
enthusiastic and serious to finish the worksheets given by teacher.
Likewise, they were conducive and discipline during that activities.
Furthermore with the limited time to finish the worksheets can build the
students’ responsible for finishing them on time.
As usual, the students were asked to give a perspective about their
feeling during their time as participants in the literature circle activity.
This perspective was represented by two students and done voluntarily.
The interviews have been translated into English as follows.
Teacher : How was your feel while participating in the literature circle?
Student 1 : I feel happy and enjoy a section of poster presentation
because I can visit other groups and automatically it can
develop my vocabulary or increase my understanding by
concise text seeing as the material or text not only delivered
orally but also written like a mini poster that was made as
creatively as possible.
Teacher : Then, do you feel bored during these activities?
Student 1 : Not really, because it was my first experience in using the
literature circle strategy for vocabulary learning which done
47
in groups and also the strategy not boring for me (In-depth

interview, Dinda VIII-G, August 2022).
Anchored on the student’s perspective through interviews, the
finding of this theme reports that students feel happy and enjoy practicing
the literature circle strategy. It is seen from the perspective of students’
vignette 1 which says about the reason why feel happy during the one of
activities namely the poster presentation. She also thought that from
visiting another group can easy to understand the materials and text.
Likewise, from the activity, she does not feel bored in the learning process.
To make sure more about the students’ judgment of vocabulary learning
through literature circle, an interview also was done with another student
in the below.
Figure 5. The students making a reading log related to the text
This data was gathered again to get another perspective on the use of
literature circle in vocabulary learning that was translated to English as
shown. He also gives his perspective about the feeling well and
enthusiasm while participate in the literature circle practices.

48
Teacher : How was your feel while participating in the literature circle?
Student 2 : I enjoyed it because this activity had a positive impact on us
such as building English writing skills, practicing English
speaking, practicing our communication skills during
discussions, and increasing our knowledge of various
vocabularies.
Teacher : Then, do you feel bored during these activities?
Student 2 : While practicing the strategy, I don't feel bored because the
series of activities are not monotonous, for example, we have
activities to read text, discuss the results we read, interpret
the text, and look for difficult vocabulary that we have never
known (In-depth interview, Alfan VIII-G, August 2022).
As well as the opinion from the second student states that literature
circle is a strategy whose activities are not monotonous because it has
several sessions such as reading literature, discussing, completing the
worksheets, and having a poster presentation. He feel enjoy while do the
discussion session and not feel bored. The literature circle also gives him
to have fun with the learning strategy and him feeling well during practice
that strategy.
Therefore, based on the previous theme also can be concluded there
are three findings of this research those are literature circle gives a positive
impact on the learning process of students’ English communication skills,
such as reading comprehension, writing skills, and word knowledge.
Secondly, literature circle improves the students’ vocabulary. Last, the
strategy can motivate of students’ ability in vocabulary acquisition.
B. Discussion
The current of case study research design was examined how the
experience of secondary school students participating in the literature circle
strategy on vocabulary learning. Moreover, this study also looks into how the
49
students’ vocabulary acquisition through literature circles strategy. Anchored
from the findings, the researcher found the three results which are that
literature circles can develops the students’ English skills (e.g. writing skills,
reading comprehension, and vocabulary knowledge), improves the students’
vocabulary, and motivates the students’ ability of vocabulary acquisition.
The first finding is supported by Maher (2018) shows about the
students’ engagement of literature circle as a collaborative method in the
language learning process69. Furthermore from that collaborative learning,
students were independently given opportunity to discuss the phrases, interact
with the text, and analyze it. He also mentions that through literature circle
activities which have different roles in each member allows them to explore
other English skills like build a writing skill. For instance during in the
practices of literature circle project, the students were done with one of the
task that related to making an English sentences. Indirectly, students also get
the writing practices from that previous activity. Additionally, the findings
from Tuson and Dogan (2020) concerning with literature circle use to enhance
the students reading fluently and reading comprehension70. They were arguing
that reading comprehension regarded as a main necessary knowledge in
language learning. Thus, use an effective approach like literature circle was
69
Kevin M. M., (2018), “Not Losing the EFL Plot: L2 Engagement through Literature (Reading
Circles) and Producing Short Stories (Creative Writing Circles)”, International Journal of
Applied Linguistics & English Literature, Vol. 7(5).
70
Dudu, K, T., & Birsen, D., (2020), “The Effects of Literature Circles on Reading Fluency,
Reading Comprehension and Reader Responses: A Mixed Method Study”, Education and
Science, Vol. 45, DOI: 10.15390/EB.2020.8716.
50
expected given a good comprehends for EFL learners. For example, even
though there are some different roles in the literature circle, each member
were allows to discussing it and getting details information about text such as
the content, moral message, generic structure, etc.
Besides that, in the reflection activity, the students were asked to write a
reading log related to the text. As previously describe that activity makes
student build their comprehension skills because the result of their reading log
can draw their competence about the text they have done read. This is also
related to Kassem findings’ (2022) reports about the use of texts literature and
self-regulated learning through literature circles toward the students’
comprehension skills71. For the texts literature in this project adapted to the
English materials contained in the school such as expressing capability and
willingness. Thus, in every meeting the students get the texts related to the
material with different title in every meeting. Meanwhile in the field of
practicing literature circles, all of the phases focused on students’ activities. It
means that all activities handled by students itself like a reading section and
discussing the text via groups, except for the tasks has submitting individually
like a reading log and some worksheets. Therefore, drawing on the previous
phrases of first findings conclude that literature circle not only help students to
develop their word knowledge or writing but also another English basic skills
like comprehension.
71
Mohamed A. M. K., (2022), “Developing English Majors’ Comprehension of Literary Texts and
Online Self-Regulated Language Learning Skills via Literature Circles 2.0”, Education
Research International, 20(22), DOI: 10.1155/2022/3371288
51
Another finding from this study related to the students’ vocabulary
acquisition through literature circles. To support this, Marr (2015) has carried
out the research project using a literature circle strategy on vocabulary
acquisition through stories or texts72. Also, he argues that reading stories or
texts and then discussing these stories or texts in a group helps them to gain a
new vocabulary set they have never known before. This is related to the
present study but researcher uses reading materials in the literature circle
activities, it makes them easier to practice that strategy because they have
comprehended the materials. Not only that, but this also has a good impact on
the enrichment of their vocabulary. Connected with the findings by interview
data, after using a literature circle strategy, the students can get knowledge
about verbs of vocabulary. Additionally, Webb and Chang (2015) highlight
those language learners with higher of vocabulary mastery probable to have
better in reading comprehension because they are likely to recognize words
present in the text. It is seen that students’ vocabulary acquire from the
reading stories or texts through literature circles activity73.
This is related to the findings from Daskalovska (2014) highlights that a
new set of vocabulary can be acquire through reading activity because
students were invited to interact with various syllables such as synonyms,
72
Alastair G. M., (2015), “Enhancing Student Schematic Knowledge of Culture through Literature
Circles in a Foreign Language Classroom”, Journal of Language and Cultural Education,
Vol. 3(1), DOI: 10.1515/jolace-2015-0008.
73
Stuart, W., & Anna C. S. C., (2015), “How Does Prior Word Knowledge Affect Vocabulary
Learning Progress in An Extensive Reading Program?, Studies in Second Language
Acquisition, Vol. 37, DOI: 10.1017/S0272263114000606.
52
phrases, or even the meaning of words74. According to that statement, also it
shown from the reading activity of literature circle in the classroom that
students were trying to comprehended the text by opening dictionary if they
don’t know the words meaning. Another finding from Suk (2016) also adds
that vocabulary learning can build by reading comprehension from the texts. It
was point out between reading comprehensions and vocabulary learning surely
related to the increasing of students’ word knowledge75. Also for reading
activity as a part of the literature circle strategy has an opportunity to acquire
the students’ knowledge either get on the vocabulary or text knowledge like
the content, text structures, difficult words meaning on the text, and moral
message of the text.
Meanwhile as Wege findings’ (2018) concludes that students’
vocabulary acquisition not only getting from the reading stories or texts at the
school but also independently they can get such on listening the music,
watching a movie, filling out the tasks, or knowing an effective strategy to
acquire the new words76. Therefore, these studies use a literature circle
strategy in teaching of students’ vocabulary. To add, Gu and Lau (2021)
pinpoint about the efficiency of using literature circle lies in option of texts,
74
Nina, D., (2014), “Reading and Vocabulary Acquisition”, The International Journal of Foreign
Language Teaching, Vol. 23(2).
75
Namhee, S., (2016), “The Effects of Extensive Reading on Reading Comprehension, Reading
Rate, and Vocabulary Acquisition”, Reading Research Quarterly, Vol. 2(5).
76
Melissa Van, D, W.., (2018), “Teaching Strategies for Independent Vocabulary Development”,
The TESOL Encyclopedia of English Language Teaching First Edition, 18(3), DOI:
10.1002/9781118784235.eelt0754.
53
group roles, and free discussion the texts with groups77. Along with this
research found out that using a literature circle or other strategies can be an
access to foster students’ motivation in vocabulary learning. One of the
reasons learning strategy was carried out such to add a new atmosphere to the
learning process and so that students do not get bored quickly when the
learning process takes place in the classroom.
On the other words, mostly problems of student in the vocabulary
learning process were lack of motivation. This is also related to Okkan and
Aydin’s finding (2020) states that less motivation is basically influenced by
two factors namely intrinsic motivation defined as an internal people's desire
to do something, meanwhile extrinsic motivation categorize as an external
factor that influences people's desire to do something78. Thus, students
intrinsic motivation can be seen from their habits related to the individuals’
activity that enjoys the learning process or not. As well as with students
extrinsic motivation can detect from externally activity for instance good
performance, high scores in tasks, and knowing well the learning strategies.
Based on the previous illustration, as an educator should be know the extrinsic
motivation that can be done to improve students learning performance like use
a literature circle strategy to teach vocabulary.
Furthermore, Alan (2021) stipulates that to achieve the students’
vocabulary learning motivation, teachers can use various methods when
77
Yi Xin, G., & Kit Ling, L., (2021), “Examining the effects of integrated instruction on Chinese
sixth‑graders’ reading comprehension, motivation, and strategy use in reading fiction
books”, Reading and Writing, Vol. 21(5), DOI: 10.1007/s11145-021-10161-6.
78
Ahmet, O., & Selami, A., (2020), “The Effects of the Use of Quizlet on Vocabulary Learning
Motivation”, Language and Technology, Vol. 2(1).
54
learning words through audio-visual and media exposures activities help them
to learn more efficiently79. For instance, in this study while practicing the
literature circle strategy, teacher giving one of tasks to train the students’
creativity like making a mini-poster, then another task of making reading log
to measure their comprehension of texts, and also a different roles in each
group. All of these activities are designed to make students feel enjoy in the
vocabulary learning and not feel bored during these activity. In addition to
Tsai (2020) emphasizes about using a strategy can boost a learners’ interest,
allowing students to take part actively, and increasing students enthusiasm for
learning80. Ample on the previous of findings statement, it could be conclude
that using learning strategies in language teaching can promote the students’
enthusiast to learn vocabularies.
Although this study produced positive findings and insightful
information about the teaching and learning strategies of the English language,
it has two significant limitations. Firstly, due to the limited time of this study,
researcher cannot always monitor students’ learning process while using the
literature circle strategy. Thus, for further research hopefully can fill the gap
of this study with a longer of time and clearly structured. Secondly, it lacks of
accurate assessment of vocabulary acquisition.
79
Yakup, A., (2021), “The Effect of Syrian Secondary School Students' Reading Habits on Their
Vocabulary Learning Motivations”, Education Quarterly Reviews, Vol. 4(1), DOI:
10.31014/aior.1993.04.02.239.
80
Cheng Chang, T., (2020), “The Effects of Augmented Reality to Motivation and Performance in
EFL Vocabulary Learning”, International Journal of Instruction, 13(4), DOI:
10.29333/iji.2020.13460a.
55
Future study needs deeper analysis of the growth specialized in vocabulary
acquisition. Hence, the author suggests for further researchers who wish to
carry out additional research on the use literature circle strategy in the next
chapter.
56
CHAPTER V
CONCLUSION AND SUGGESTION
In this last chapter of research was shown the two points which are
conclusion and suggestion. Conclusion was made to summary the entire research
chapter and for suggestion, hopefully can be used as a reference for further
researchers. The both points of conclusion and suggestion as follow.
A. Conclusion
Anchored in the findings, the researcher found that using the literature
circle strategy has good benefits for language learners such as fostering
students’ vocabulary acquisition, differentiating learning tasks through
assigning roles, and promoting students’ vocabulary learning motivation.
According to the stories from students as participants indicate that while
practicing the literature circle strategy in vocabulary learning, they enjoy and
have fun with vocabulary learning activities, including learning new basic of
vocabulary like verbs (e.g. definition and types of verbs), finding difficult
words and verbs in the texts. Therefore, the literature circle strategy can boost
for students’ learning process in the vocabulary acquisition. Another result of
differentiating learning tasks through assigning roles makes students to
manage their responsibility through assigning roles and build their
communication in English skills such as reading comprehension, writing, and
word knowledge. Last, the results of promoting students’ vocabulary
motivation shown those students’ responses by interview, they were thought
that all activities are not monotonous and makes them not feel bored. Through
56
57
that previous statement, it can draw that literature circle strategy could be one
of the strategy to attract their vocabulary learning motivation.
Moreover, in the context of teaching vocabulary learning through the
literature circle strategy, the current study has two implications theoretically
and practically. The theoretical implication of this recent study indicates that
literature circles encourages students to develop their making meaning skills,
build their reading comprehension, and enrich their vocabulary acquisition.
Meanwhile, the practical implication of the literature circle strategy for
teachers helps them to encourage their teaching competence to achieve the
learning outcomes and to build the teachers' pedagogic abilities to achieve
professional competence in the learning process. Also, this study could be one
of the learning innovations to create a new atmosphere in the learning process
using strategies like literature circles. For example, in fact of what happens in
the teaching and learning process, teachers are sometimes still focused on task
activities that make students bored, so the use of interesting learning strategies
is expected to make students interested in receiving teaching materials
provided by the teacher.
B. Suggestions
At the end of this study, the researcher will offer the following
suggestion of using the literature circle strategy to teach vocabulary below.
1. For pre-service and in-service English teachers
In language learning and teaching, using learning strategies can be
one way to achieve the learning objectives. Therefore, the researcher

58
hopes that using the literature circle strategy can be an alternative tool to
teach vocabulary on EFL learners to get a new atmosphere in the learning
and teaching process. Also, it is expected can facilitate pre-service and in-
service English teachers if want to teach vocabulary through literature
circles.
2. For further researchers
The researcher hopes this result of the study was allowed to serve
as a resource for further researchers who are dealing with the topic of use
literature circle strategy in vocabulary learning. Besides that, the findings
of this study could be used as a comparison in arranging a similar study.
Last, the further researchers are advised to complete another gap in this
study.
59
REFERENCES
Alan, Yakup. “The effect of Syrian secondary school students' reading habits on
their vocabulary learning motivations”. Education Quarterly Reviews, vol.
4(1), 2021. DOI: 10.31014/aior.1993.04.02.239.
Ary, Donald, et.al. Introduction to research in education. Wadsworth: Cengage

Learning, 2010.
Barone, Diane, & Barone, Rebecca. “Really, not possible, I can’t believe it:
exploring informational text in literature circles”. Reading Teacher, vol.
70(1), 2016.
Bowen, Glenn A. “Document analysis as a qualitative research method”.

Qualitative Research Journal, vol. 9(2), 2009. DOI:
10.3316/QRJ0902027.
Cardenas, Insuaty, & Andres. “Enhancing reading comprehension through an

intensive reading approach”. How Journal, vol. 27(1), 2020. DOI:
10.19183/how.27.1.518.
Cetinkaya, Fatih, & Topcam, Abdurrahman. “A different analysis with the

literature circles: teacher candidates’ perspective on the profession”.
International Journal of Education and Literacy Studies, vol. 7(4), 2019.
DOI: 10.7575/aiac.ijels.v.7n.4p.8.
Chou, Mu Hsua. “Strategy use for reading English for general and specific
academic purposes in testing and non-testing contexts.” Reading Research
Quarterly, vol. 48(2), 2013. DOI: 10.1002/rrq.42.
Chou, Mu Hsuan. “Using literature circles to teach graded readers in English: an

investigation into reading performance and strategy use”. Innovation in
Language Learning and Teaching, vol. 5(2), 2021. DOI:
10.1080/17501229.2021.1885412.
Coimbra, Maria, & Martins, Alcina. “Case studying educational research: a way
of looking at reality”. American Journal of Educational Research, vol.
1(9), 2013. DOI: 10.12691/education-1-9-7.
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research (4th edition). New Jersey: Pearson-
Merrill Prentice Hall, 2012.
Daniels, Harvey, & Steineke, Nancy. Mini lessons for literature circles.
Portsmouth, NH: Heinemann, 2004.
Daniels, Harvey. Literature circles: voice and choice in book clubs and reading
groups. Ontario: Pembroke Publishers, 2002.
60
Daskalovska, Nina. “Reading and vocabulary acquisition”. The International

Journal of Foreign Language Teaching, vol. 23(2), 2014.
Day, Deanne, & Kroon, Sally. “Online literature circles rock!” organizing online
literature circles in a middle school classroom”. Middle School Journal,
vol. 42(2), 2015. DOI: 10.1080/00940771.2010.11461753.
Dogan, Birsen, & Tosun, Dudu. “An effective method in improving social skills:
literature circles”. International Journal of Education Methodology, vol.
6(1), 2020. DOI: 10.12973/ijem.6.1.199.
Elhess, Mohamed, & Egbert, Joy. “Literature circle as support for language
development”. English Teaching Forum, vol. 53(3), 2015.
Ellis, Rod. Task - based language learning and teaching. Oxford University
Press, 2003.
Elo, Satu, et.al. “Qualitative content analysis: a focus on trustworthiness”.

Research in Nursing and Health, vol. 2(5), 2014. DOI:
10.1177/2158244014522633.
Feng, Yanxue., & Webb, Stuart. “Learning vocabulary through reading, listening,
and viewing which mode of input is most effective”. Studies in Second
Language Acquisition, vol. 42(1), 2020. DOI:
10.1017/S0272263119000494.
Ferdiansyah, Sandi, et.al. “Online literature circles during the covid-19 pandemic:
engaging undergraduate students in Indonesia”. Tesol Journal, vol. 11(3),
2020. DOI: 10.1002/tesj.544.
Fredricks, Lori. “The benefits and challenges of culturally responsive EFL critical
literature circles”. Journal of Adolescent & Adult Literacy, vol. 55(6),
2012. DOI: 10.1002/JAAL.00059.
Ghalebi, Rezvan, et.al. “Vocabulary learning strategies: a comparative study of

EFL learners”. Cogent Psychology, vol. 7(1), 2020. DOI:
10.1080/23311908.2020.1824306.
Grunke, Mathias, et.al. “Analyzing the effects of story mapping on the reading
comprehension of children with the low intellectual abilities”. Learning
Disabilities: A Contemporary Journal, vol. 11(2), 2013.
Gu, Yi Xin, & Lau, Kit Ling. “Examining the effects of integrated instruction on
Chinese sixth‑graders’ reading comprehension, motivation, and strategy
use in reading fiction books”. Reading and Writing, vol. 21(5), 2021.
DOI: 10.1007/s11145-021-10161-6.
61
Harmer, Jeremy. How to teach English: an introduction to the practice of English

Language Teaching. Harlow: Pearson Longman, 2004.
Helgeson, John. “Differentiating through literature circles”. Kappa Delta Pi

Record, vol. 53(1), 2017.
Karatay, Halit. “The effect of literature circles on text analysis and reading
desire”. International Journal of Higher Education, vol. 6(5), 2017.
Kassem, Mohamed A. “Developing English majors’ comprehension of literary

texts and online self-regulated language learning skills via literature circles
2.0”. Education Research International, vol. 20(22), 2022. DOI:
10.1155/2022/3371288.
Kielmann, K., et.al. (2012). Introduction to qualitative research methodology: a

training manual. Write-Arm.
Li, Yanyan, et.al. “Do social regulation strategies predict learning engagement
and learning outcomes? A study of English language learners in wiki-
supported literature circles activities”. Education Technology Research
Development, vol. 69(1), 2021. DOI: 10.1007/s11423-020-09934-7.
Macalister, John. “Today’s teaching, tomorrow’s text: exploring the teaching of

reading”. English Language Teaching Journal, vol. 65(2), 2014. DOI:
10.1093/elt/ccq023.
Maher, Kevin M. “Not losing the EFL plot: L2 engagement through literature
(reading circles) and producing short stories (creative writing circles)”.
International Journal of Applied Linguistics & English Literature, Vol.
7(5), 2018.
Marr, Alastair G. “Enhancing student schematic knowledge of culture through

literature circles in a foreign language classroom”. Journal of Language
and Cultural Education, vol. 3(1), 2015. DOI: 10.1515/jolace-2015-0008.
Masoudi, Golfam. “The effect of vocabulary self-selection strategy and input

enhancement strategy on the vocabulary knowledge of Iranian EFL
learners”. English Language Teaching Journal, vol. 10(8), 2017.
Mudzielwana, Ndileleni. P. “Research based instructional reading strategies to

enhance reading ability in learners: a compelling case”. International
Journal of Educational Sciences, 7(3), 2014. DOI:
10.1080/09751122.2014.11890204.
Nation. Learning vocabulary in another language. Cambridge University Press,

2000.
62
Nerissa, Mary, & Castro. “Literature circle: a strategy in improving critical

thinking skills”. International Journal of English Language Studies, vol.
3(2), 2021. DOI: 10.32996/ijels.2021.3.2.9.
Neuman, Lawrence. Social research methods: qualitative and quantitative

approaches. Pearson Education Limited, 2014.
Nowell, Lorelli, et.al. “Thematic analysis: striving to meet the trustworthiness

criteria”. International Journal of Qualitative Methods, vol. 16, 2017.
DOI: 10.1177/1609406917733847.
Okkan, Ahmed, & Aydin, Selami. “The effect of the use of quizlet on vocabulary
learning motivation”. Language and Technology, vol. 2(1), 16-25, 2020.
DOI: 10.1177/1609406917733847.
Rahimy, Ramin., & Shams Kiana “An investigation of the effectiveness of

vocabulary learning strategies on Iranian EFL learners’ vocabulary test
score”. International Education Studies, vol. 5(5), 2012. DOI:
10.5539/ies.v5n5p141.
Rashidi, Nasser, & Piran Marjan. “The effect of extensive and intensive reading
on Iranian EFL learners’ vocabulary size and depth”. Journal of Language
Teaching and Research, vol. 2(2), 2011. DOI: 10.4304/jltr.2.2.471-482.
Scott, Jill. E. “Literature circles in the middle school classroom: developing

reading, responding, and responsibility”. Middle School Journal, vol.
26(2), 2015. DOI: 10.1080/00940771.1994.11494408.
Shelton-Strong, Scott. “Literature circles in ELT”. ELT Journal, vol. 66(2), 2012.
DOI: 10.1093/elt/ccr049.
Shenton, Andrew K. “Strategies for ensuring trustworthiness in qualitative

research projects”. Education for Information, vol. 22(1), 2004. DOI:
10.3233/EFI-2004-22201.
Stahl, Norman A, & King. “Expanding approaches for research: understanding

and using trustworthiness in qualitative research”. Journal of
Developmental Education, vol. 44(1), 2020.
Suk, Namhee. “The effects of extensive reading on reading comprehension,

reading rate, and vocabulary acquisition”. Reading Research Quarterly,
vol. 2(5), 2016.
Tosun, Dudu, & Dogan, Birsen. “The effects of literature circles on reading
fluency, reading comprehension and reader responses: a mixed method
study”. Education and science, vol. 45 (203), 2020. DOI:
10.15390/EB.2020.8716.
63
Tsai, Cheng Chang. “The effects of augmented reality to motivation and

performance in EFL vocabulary learning”. International Journal of
Instruction, vol. 13(4), 2020. DOI: 10.29333/iji.2020.13460a.
Venegas, Elena. “We listened to each other”: socio-emotional growth in literature

circles. Reading Teacher, vol. 8(2), 1-11, 2019. DOI: 10.1002/trtr.1822.
Webb, Stuart, & Chang, Anna. “How does prior word knowledge affect
vocabulary learning progress in an extensive reading program?”. Studies in
Second Language Acquisition, vol. 37, 2015. DOI:
10.1017/S0272263114000606.
Wege, Melissa Van. “Teaching strategies for independent vocabulary

development”. The TESOL Encyclopedia of English Language Teaching,
First Edition, 18(3), 1-7, 2018. DOI: 10.1002/9781118784235.eelt0754.
Whittingham, Jeff. “Reading motivation: a study of literature circles”. Academic

Exchange Quarterly, vol. 18(2), 2014.
Widodo, Handoyo. “Engaging students in literature circles: Vocational English

reading programs”. The Asia-Pacific Education Researcher, vol. 25, 2015.
DOI: 10.1007/s40299-015-0269-7.
Widodo, Handoyo. “Methodological considerations in interview data

transcriptions”. International Journal of Innovation in English Language
Teaching and Research, vol. 3(1), 2014.
Wiles, Rose. What are qualitative research ethics?. Bloomsbury Publishing,

2012.
Xu, Wen, & Zammit, Katina. “Applying thematic analysis to education: a hybrid
approach to interpreting data in practitioner research”. International
Journal of Qualitative Methods, vol. 19(1), 2020. DOI:
10.1177/1609406920918810.
Yazdani, Mohammad M., & Mohammadi, Mojtaba. “The explicit instruction of

reading strategies: directed reading thinking activity vs. guided reading
strategies”. International Journal of Applied Linguistics & English
Literature, vol. 4(3), 2015.
Young, Chasae, & Mohr, Kathleen. “Exploring factors that influence quality
literature circles”. Literacy Research and Instruction, vol. 3(5), 2017.
DOI: 10.1080/19388071.2017.1366606.
Yukhymenko, Mariya A, et.al. “Thematic analysis of teacher instructional

practices and students responses in the middle school classrooms with
problem based learning environment”. Global Education Review, vol.
1(3), 2014.
Appendix A
RENCANA PELAKSANAAN PEMBELAJARAN 1
Nama Sekolah : MTsN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / Ganjil
Materi Pokok : Vocabulary
Sub Materi : Asking for and expressing capability
Alokasi Waktu : 60 menit 1 x JP
A. Kompetensi Inti (KI)

1. Menerima dan menjalankan ajaran agama yang dianutnya.
2. Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya diri
dalam berinteraksi secara efektif dengan teman di kelas, guru, dan lingkungan
sosial.
3. Memahami pengetahuan dengan mengamati (mendengar, melihat, membaca) dan
mencari kosakata rasa ingin tahu tentang dirinya, dan benda-benda yang
dijumpainya di rumah, atau sekolah.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, merangkai,
dan menulis kosakata) sesuai dengan kosakata yang ditemukan dalam strategi
literature circle.
B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1 Mendengarkan intruksi sederhana - Siswa memahami penjelasan tentang
dengan cermat di dalam kelas literature circle dan teks asking for
and expressing capability dari guru
dengan cermat
1.2 Mendengarkan penjelasan tentang - Siswa memahami penjelasan tentang
teks asking for and expressing capability teks asking for and expressing
baik dari struktur umumnya, jenis- capability dari guru dengan baik
jenisnya, dan konteks penggunaannya sebelum mempraktikkan strategi
literature circle
2.1 Memahami contoh teks asking for and - Siswa menemukan makna teks asking
expressing capability sederhana for and expressing capability secara
garis besarnya
2.2 Mengembangkan kemampuan siswa - Siswa menulis struktur umum teks
dalam menentukan struktur umum teks asking for and expressing capability
asking for and expressing capability dengan baik dan tepat
C. Tujuan Pembelajaran
3.7 Setelah melaksanakan kegiatan pembelajaran kosakata verb (kata kerja) melalui
strategi literature circle peserta didik diharapkan dapat membangun kosakata
baik secara lisan maupun tertulis sesuai dengan konteks penggunaannya.
4.7 Setelah membaca teks asking for and expressing capability sederhana, siswa
diharapkan mampu mencari kosakata yang merupakan verb (kata kerja) di dalam
teks tersebut. Memahami pengertian verb, jenis verb serta konteks
penggunaannya.
D. Kegiatan Pembelajaran
Stages Goals Teacher’s Activities Students’ Activities
Focused
form
instruction: - Membangun - Guru mengajak - Siswa memahami dan
Pre-input pemahaman siswa untuk menulis tahapan
siswa tentang membaca modul tentang bagaimana
literature circle pendek tentang praktik literature
bagaimana circle berlangsung
- Membangun mempraktikkan
pemahaman literature circle - Siswa membaca dan
siswa tentang membuat catatan
teks asking for - Guru menunjukkan terkait dengan isi teks
and expressing contoh teks asking asking for and
capability for and expressing expressing capability
capability sederhana
- Membangun kepada siswa baik
kolaborasi dari segi pengertian,
struktur umum,
fungsi sosial, dan
konteks
penggunaannya
Task - Membangun - Guru meminta - Siswa menuliskan

oriented semangat siswa untuk catatan terkait
input bekerja sama membuat catatan literature circles
dan sikap terkait dengan berdasarkan dengan
menghargai strategi literature pertanyaan yang
sesama circle (activity 1) dibuat oleh guru
- Guru meminta - Siswa menyusun teks

siswa untuk asking for and
menyusun beberapa expressing capability
paragraf supaya dengan baik dan
menjadi teks asking benar
for and expressing
capability yang
benar dan tepat
(Task 1)
Post input - Menilai - Guru mengarahkan - Siswa menulis

perkembangan siswa untuk reading log terkait
dan pemahaman membuat reading dengan teks asking
siswa terhadap log terkait teks for and expressing
teks asking for asking for and capability yang sudah
and expressing expressing mereka baca
capability dan capability yang
konteks sudah mereka baca
penggunaannya (Activity 3)
Mengorganisasikan peserta didik untuk belajar
- Peserta didik diminta untuk membentuk kelompok sesuai daftar hadir, dalam satu
kelompok beranggotakan 4 siswa dengan masing-masing peran yakni; (1) word
enricher, (2) literary luminary, (3) summarizer, and (4) illustrator.
Membimbing penyelidikan individu maupun kelompok
- Peserta didik diminta untuk berkumpul dengan kelompoknya masing-masing
- Peserta didik diminta untuk membagi tugas dengan teman kelompoknya untuk
mengacak, mencari, dan menulis jawaban pada kertas yang telah disediakan
- Peserta didik diminta agar mempraktikkan literature circle dengan kompak dan
teratur
Menganalisis dan mengevaluasi proses pemecahan masalah
- Peserta didik diminta untuk mencari kosakata yang sulit dan mencari struktur
umum yang terdapat di dalam teks asking for and expressing capability secara
berkelompok
E. Penilaian
Teknik penilaian:
1. Penilaian sikap : karakter santun, kreatif, ketelitian, keaktifan, dan
tanggung jawab
2. Penilaian pengetahuan : kosakata verb pada teks asking for and expressing
capability
3. Penilaian keterampilan : membuat mini poster dengan menggunakan
kosakata verb yang sesuai dengan teks asking for and expressing capability yang
telah dibaca dan didiskusikan di dalam kelompok.
Kepala MTsN Jember, 20 Juli 2022
Guru Mata Pelajaran
(…………………………….) (…………………………)
LAMPIRAN 1: THE FIRST DAY (MATERIAL DEVELOPMENT)
Activity 1: Introduce to literature circle
In the first activity, students will be introduced to the literature circles project from
students’ roles, reading materials, and the mini-poster task in the last meeting. They are
requested to make notes based on the following guiding questions:
a. What do you know about literature circles?
b. What do you think about literature circles can build your vocabulary?
c. Why do you think it helps you learn reading better?
d. How can you contribute to group discussion in literature circle?
Activity 2: Introduce to text of asking for and expressing capability
In this stage, students will be given an explanation text of asking for and expressing
capability in detail along with examples. Then, students give worksheets as listed below
The following example text of asking for and expressing capability
“The Lawn Mower“
Hanna: Good morning wahyu
Wahyu: Good morning Hanna
Hanna: Are you busy today wahyu?
Wahyu: Not really. Why?
Hanna: I want to ask you a favor
Wahyu: What is it?
Hanna: Can you help me fix my lawn mower?

Wahyu: Yes, sure I can. You want me to fix it now?
Hanna: Is it okay?
Wahyu: Yes, it’s okay
Hanna: Very well. Let’s fix it
Wahyu: Okay.
Task 1
In this first task, the students should be dropping and dragging to complete the dialogue
below of stating capability!
“Gardening Day“
Daddy : Rohman,…………..? (1)
Rohman : Yes, I can. What can I do for you, Dad?
Daddy : ………….(2), please!
Rohman : Okay, Dad. Can you get the bucket?
Daddy : Sorry,……………..(3)
Rohman : Never mind……………(4), Dad?
Daddy : You can get it in the shed
Rohman : Thank you, Dad
Daddy : ………….(5)
I’m sweeping the yard now You’re welcome
Where I can get it
Watering flower, please Can you help me?
Activity 3: Making reading log
In the post input activities, students will be guided by the teacher to makes reading log. The
reading log template has been prepared by the teacher as shown below
No Date Minutes Title of Texts Genre Summary

Read
1 Sunday/ July 5 – 10 Gardening day Transactional Based on the dialogue, Daddy asked
th
17 2022 minutes text to Rohman for help him to watering
the flower. Then, Rohman said to
Daddy for taking the bucket, but he
can’t. Even so, they are enjoying the
gardening time.
Nama Sekolah : MTsN
Kelas / Semester : VIII / 1
Sub Materi : Asking for and expressing willingness
A. Kompetensi Inti
2. Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya
diri dalam berinteraksi secara efektif dengan teman di kelas, guru, dan
lingkungan sosial.
3. Memahami pengetahuan dengan mengamati (mendengar, melihat, membaca)
dan mencari kosakata rasa ingin tahu tentang dirinya, dan benda-benda yang
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
merangkai, dan menulis kosakata) sesuai dengan kosakata yang ditemukan
dalam strategi literature circle.

1.1 Mendengarkan penjelasan tentang teks - Siswa memahami penjelasan tentang
asking for and expressing capability dari teks asking for and expressing
guru capability dari guru dengan baik
sebelum mempraktikkan strategi
literature circle
1.2 Membaca nyaring teks asking for and - Siswa memahami teks asking for and
expressing capability sederhana dengan expressing capability baik dari segi
ucapan dan intonasi yang tepat pelafalan dan maknanya
2.1 Memahami kosakata sulit yang - Menulis kosakata sulit yang
terdapat pada teks asking for and ditemukan dalam teks asking for and
expressing capability sederhana expressing capability sederhana
2.2 Mengembangkan kemampuan siswa - Menulis makna cerita di dalam teks
dalam menemukan makna cerita di dalam asking for and expressing capability
teks asking for and expressing capability sederhana
sederhana
3.7 Setelah melaksanakan kegiatan pembelajaran kosakata verb (kata kerja)
melalui strategi literature circle peserta didik diharapkan dapat membangun
kosakata baik secara lisan maupun tertulis sesuai dengan konteks
penggunaannya.
4.7 Setelah membaca teks asking for and expressing willingness sederhana, siswa
diharapkan mampu mencari kosakata yang merupakan verb (kata kerja) di
dalam teks tersebut. Memahami pengertian verb, jenis verb serta konteks
penggunaannya.
Focused
form
instruction: - Membangun - Guru mengarahkan - Siswa membentuk
Pre-input pemahaman siswa untuk kelompok dengan
siswa tentang membentuk masing-masing
teks asking for kelompok yang peran yang berbeda
and expressing beranggotakan 4 di setiap anggota
willingness siswa dengan
memilih peran - Siswa menyebutkan
- Membangun sesuai keinginan dan menulis contoh
siswa untuk teks asking for and
bereksplorasi - Guru meminta siswa expressing
tentang untuk menyebutkan willingness yang
kosakata verb contoh dari struktur mereka ketahui
teks asking for and
expressing
willingness yang
mereka ketahui
Task - Membangun - Guru meminta siswa - Siswa

oriented semangat untuk saling mempraktikkan
input bekerja sama membantu jika ada literature circle di
dan sikap teman kelompok dalam kelas
menghargai yang kesulitan membaca dengan
sesama dalam menemukan waktu yang sudah
beberapa kosakata ditentukan yakni 5
sulit yang terdapat menit untuk
pada teks asking for berganti paragraph
and expressing yang dibaca pada
willingness teks tersebut secara
berkelompok
- Guru meminta siswa
untuk menemukan - Siswa membantu
dan mencari arti teman sekelompok
dari beberapa yang sulit untuk
kosakata sulit yang menemukan
terdapat pada teks beberapa kosakata
asking for and sulit pada teks
expressing asking for and
willingness (Task 1) expressing
willingness
- Siswa menulis
kosakata sulit yang
terdapat di dalam
teks asking for and
expressing
willingness pada
lembar kerja siswa
yang telah
disediakan oleh
guru.

dan pemahaman membuat reading dengan teks asking
siswa terhadap log terkait teks for and expressing
kosakata sulit asking for and willingness yang
yang terdapat expressing sudah mereka baca
dalam teks willingness yang
asking for and sudah mereka baca
expressing (Lampiran 1,
willingness activity 3)
maupun di
dalam kegiatan
sehari-hari

teratur
- Peserta didik diminta untuk mencari kosakata yang sulit dan mencari pesan moral
yang terdapat di dalam teks asking for and expressing willingness secara
berkelompok
E. Penilaian
Teknik penilaian:
tanggung jawab
2. Penilaian pengetahuan : kosakata verb pada teks asking for and expressing
willingness
kosakata verb yang sesuai dengan teks asking for and expressing willingness
yang telah dibaca dan didiskusikan di dalam kelompok.

Guru Mata Pelajaran
(…………………………….) (…………………………)
LAMPIRAN 2: THE SECOND DAY
Activity 1: Text of asking for and expressing willingness
In this second meeting, the students will give an explanation about text of asking for and
expressing willingness with en example and do literature circle practices.
Activity 2: Making groups
Please make groups consist of 4 students. Then select several roles as word enricher,
literary luminary, summarizer, and illustrator in one group. In one groups, it is expected to
be able to work well together so they can complete the mission well until the last meeting.
Reading the text of asking for and expressing willingness
“Birthday Cake”
Mother : Nina, can you come here?
Nina : Okay, mom. Hold on. I will come to the kitchen in a minute.
- 5 minutes later -
Nina : What is it? Do you need help?
Mother : Yes, can you wait here and check on the soup every 2 minutes? I have to
call the cake shop and go to our neighbor's house to borrow a bigger rice
cooker
Nina : Sure, I will do that
Mother : Thanks, Nina
Nina : You’re welcome, Mom
Nina : Anything else I can help?
Mother : Oh, right. I ordered a cake from the cake shop near your school. They said
it will be finished by 4 pm tomorrow. But I don't think I can take it because I

will need to prepare everything before the party tomorrow. Will you go to
school tomorrow?
Nina : Hmm... I will go to school for club activity tomorrow. I think I can pick up
the cake after I finish the practice, mom.
Mother : That's great!
Nina : Don't forget to remind me tomorrow.
Mother : I will remind you tomorrow and prepare the money too. I will give it to you
tonight.
Nina : Ok, mom. Can I go back to my room? Just call me if you need other help.
Mother : Sure, I will call you again if I need help. Thanks, Nina.
Task 1
Mention the difficult words you don’t understand the meaning in the text above. List
difficult words in the table below and find the words meaning with your groups
Summary
Words and meaning Sentence in context:

1. Need = 1. I will go there
membutuhkan
2. 2.
3. 3.
Birthday
Cake
Nama Sekolah : MTsN
Sub Materi : Word classes (Verb)

sosial.
literature circle.

1.1 Mendengarkan penjelasan tentang - Siswa memahami penjelasan tentang
kosakata verb (kata kerja) dari guru kosakata verb dari guru dengan baik
sebelum mempraktikkan strategi
literature circle
1.2 Memahami kosakata verb yang - Siswa memahami dan mampu
terdapat di dalam teks expressing menggunakan kata kerja (verb) pada
capability and expressing willingness teks expressing capability and
sederhana expressing willingness secara tepat
2.1 Mengembangkan kemampuan siswa - Memberikan contoh kosakata verb
dalam menemukan kosakata verb yang lainnya kepada guru
3.7 Setelah melaksanakan kegiatan pembelajaran kosakata verb (kata kerja) melalui
strategi literature circle peserta didik diharapkan dapat membangun kosakata
baik secara lisan maupun tertulis sesuai dengan konteks penggunaannya.
4.7 Setelah membaca teks expressing capability and expressing willingness
sederhana, siswa diharapkan mampu mencari kosakata yang merupakan verb
(kata kerja) di dalam teks tersebut. Memahami pengertian verb, jenis verb serta
konteks penggunaannya.
Focused
form - Membangun - Guru memberikan - Siswa memahami
instruction: pemahaman penjelasan tentang dan menulis
Pre-input siswa tentang kosakata verb penjelasan dari guru
kosakata verb kepada siswa baik tentang kosakata
- Membangun dari pengertian, verb
siswa untuk jenis, serta
bereksplorasi penggunannya - Siswa menyebutkan
tentang kosakata kosakata verb yang
verb - Guru meminta siswa telah mereka
untuk menyebutkan ketahui sebelumnya
kosakata verb yang
mereka ketahui - Siswa menulis 10
sebelumnya contoh kosakata
verb yang sering
- Guru mengajak digunakan dalam
siswa untuk kegiatan sehari-hari
mengenal kosakata secara berkelompok
verb yang sering
digunakan dalam
kegiatan sehari-hari
Task Membangun semangat - Guru meminta siswa - Siswa memilih satu

oriented bekerja sama dan untuk memilih salah dari beberapa teks
input sikap menghargai satu dari beberapa expressing
sesama teks expressing capability and
capability and expressing
expressing willingness yang
willingness yang bersumber dari
sudah disediakan internet secara
berkelompok
- Guru meminta siswa
untuk membaca teks - Siswa
expressing capability mempraktikkan
and expressing literature circle di
willingness yang dalam kelas
sudah mereka pilih membaca dengan
secara berkelompok waktu yang sudah
ditentukan yakni 5
- Guru memandu menit untuk
siswa untuk berganti paragraph
melakukan diskusi yang dibaca pada
secara bergantian teks tersebut secara
yakni masing- berkelompok
masing kelompok
diwakili oleh 1 siswa - Siswa menuliskan
sebagai summarizer 10 kosakata
ordinary verb dan
- Guru meminta siswa linking verb beserta
untuk mencari artinya yang
kosakata linking terdapat di dalam
verb dan ordinary teks expressing
verb yang terdapat di capability and
dalam teks expressing
expressing capability willingness
and expressing
willingness yang
telah mereka secara
berkelompok (Task
1)
dan pemahaman membuat reading dengan teks
siswa terhadap log terkait teks expressing
kosakata verb expressing capability capability and
yang terdapat and expressing expressing
dalam teks willingness yang willingness yang
expressing sudah mereka baca sudah mereka baca
capability and (Lampiran 1, activity
expressing 3)
willingness
maupun di dalam
kegiatan sehari-
hari

teratur
yang terdapat di dalam teks expressing capability and expressing willingness
secara berkelompok
E. Penilaian
Teknik penilaian:
tanggung jawab
2. Penilaian pengetahuan : kosakata verb pada teks expressing capability and
expressing willingness
kosakata verb dan sesuai dengan teks expressing capability and expressing
willingness yang telah dibaca dan didiskusikan di dalam kelompok.

Guru Mata Pelajaran
(…………………………….) (…………………………)
LAMPIRAN 3: THE THIRD DAY
Activity 1: Start the literature circle
In the third meeting, the students with groups will start the literature circle strategy with
choose one the text of expressing capability and expressing willingness. Then, students
read the text of expressing capability and expressing willingness they have choosen. Last,
studenst will do presenting and discussing session.
The following are types of the text of expressing capability and expressing willingness that
the group must choose as follows:
1. “Students Exchange”
Helen : Can we have a talk?
Diana : Yes. What's up?
Helen : I'm gonna tell you that you're chosen to be our representative to join
Indonesia Australia Students Exchange.
Diana : Really. Who said that?
Helen : Our English teacher, Mr. Robert.
Diana : Thanks for telling. Do you think I'm capable enough?
Helen : I think so. Your English is good. And, you always win the best student in
our school. I thought you are capable to be our representative.
Diana : Thank you. I hope I can do my best.
Helen : So does I. Don't forget to bring me a special gift from there.
Diana : Don't worry.
2. “Hobbies”
Zico : Hy Nick!
Nick : Hy!
Zico : What’s that?
Nick : This is my drawing book
Zico : May I see it?
Nick : Yes, of course
Zico : Wow! These pictures are amazing. Can you draw all of these pictures?
Nick : Yes. I am pretty good at drawing. How about you? You like to draw?
Zico : I don’t know about drawing, but I am good at dancing
Nick : Really? Can you show me?
Zico : Yes, sure. Watch!
Nick : Wow! That’s cool!
Zico : Thanks.
3. “Guitar Contest”
Helena : Hi, Hendra!
Hendra : Hi, Helena!
Helena : What is the guitar for?
Hendra : For Guitar Contest today
Helena : Can you play the guitar?
Hendra : Yes, I can. How about you?
Helena : I can’t. Can you sing a song?
Hendra : Yes, I can. How about you?
Helena : Yes, I can. I love a song. It’s Just The way You Are, you know?
Hendra : Yes, I know
4. “Job Applicant”
Interviewer : What position do you want to apply for?
Applicant : I would like to apply for secretary position
Interviewer : What is your last education?
Applicant : I graduated from vocational school business and management
group.
Interviewer : Do you think you are capable to be a secretary?
Applicant : Yes, of course. Because I take secretary program when I was
studying at vocational school
Interviewer : You think that you have good qualification to be a secretary. Do
you have a special skill?
Applicant : Yes, I can operate computer well, I am good at typing, and I’am
able to manage all of secretarial works
Interviewer : That’s good.
5. “Ballet Contest”
Nadine : Hi Mary
Mary : Oh, hi
Nadine : How are you doing?
Mary : I'm doing alright. How about you?
Nadine : Not too bad. The weather is great isn't it?
Mary : Yes. It's absolutely beautiful today
Nadine : I wish it was like this more frequently
Mary : Me too
Nadine : So where are you going now?
Mary : I will go to meet a friend at Batam Ballet Training
Nadine : Going to do a little dancing?
Mary : Yeah, I have to perform a farewell party next week
Nadine : It sounds nice, Are you capable of dancing?
Mary : I am pretty good at the dance
Nadine : That's great. Well, you better get going. You don't want to be late
Mary : See you next time
Nadine : Sure. Bye.
6. “Andi’s Uncle house”
Andi : Hi, Ando! How are you today?
Ando : oh, Hi Andi! I'm fine, thanks.
Andi : do you have any planning for tomorrow?
Ando : no, I haven't, why?
Andi : would you like to going with me to my uncle's house?
Ando : of course, I would.
Andi : but, can you drive a car?
Ando : don't worry, it’s easy. I've took a course and got a driving license, but I am
not able to drive a big car."
Andi : it doesn't matter, my car is a carry. So, you don't need to drive a big car
Ando : yeah. So, when we will go?
Andi : wait on your home, I will come there
Ando : Okay!
7. “Playing Guitar”
Dani : Good afternoon, Toni
Toni : Good afternoon, Dani
Dani : Look Tono, what is in the box on the table?
Toni : Oh, That is my new guitar
Dani : Wow, It is a beautiful guitar. Can you play the guitar?
Toni : Yes, I can play a guitar very well. How about you?
Dani : I cannot play a musical instrument but I can sing
Toni : Well, can you sing on my birthday party tomorrow?
Dani : Of course, I can. Thank for inviting me
Toni : You are welcome
Dani : Same to you
8. “Operate Linux Apps”
Teacher : Zacky, Do you know how to operate Linux?
Zacky : Sir, I am learning.
Teacher : When did you start training?
Zacky : Only two days back Sir.
Teacher : Be confident. Don't be shy. Can you see the programme?
Zacky : Yes Sir. It is well planned.
Teacher : There is your friend Mugesh. Look at him
Zacky : He is also having training under Mr. Gopal only from yesterday.
Teacher : How much time will you take?
Zacky : I will take only 30 minutes, Sir.
Teacher : Our proggrammer will go round all the computer classes today
Student : Yes Sir. We are happy to meet him.
Task 1
Write down in the table below of list vocabulary consist of verbs in the text of expressing
capability and expressing willingness that you have chosen in groups
Title text of expressing capability and willingness
Difficult word
and verbs &
Expressing
Capability and
Willingness
Expressing Capability
Ordinary verbs: 1.
1. Study: belajar 2.
2. 4. Expressing Willingness
3. 5. 1.
2.
Nama Sekolah : MTsN
Sub Materi : Word classes (Verb)

sosial.
literature circle.

1.1 Mendengarkan intruksi sederhana - Siswa memahami penjelasan tentang
dengan cermat di dalam kelas project mini poster dari guru dengan
baik
1.2 Memahami konsep project mini - Siswa membuat mini poster dengan
poster dengan baik baik dan tepat
1.3 Membangun rasa tanggung jawab, - Siswa menerapkan rasa menghargai
teliti, dan terampil dalam bekerja sama sesama dengan teman sebaya dan
bekerja sama dengan baik dalam
menyelesaikan projek mini poster
2.1 Mengembangkan kreativitas siswa - Siswa menghasilkan mini poster yang
dalam membuat mini poster kreatif dan tepat sebagai produk dari
hasil kegiatan literature circle
3.7 Setelah melaksanakan kegiatan pembelajaran kosakata verb (kata kerja)
melalui strategi literature circle peserta didik diharapkan dapat membangun
kosakata baik secara lisan maupun tertulis sesuai dengan konteks
penggunaannya.
4.7 Setelah membaca teks expressing capability and expressing willingness
sederhana siswa diharapkan mampu mencari kosakata yang merupakan verb
(kata kerja) di dalam teks tersebut. Memahami pengertian verb, jenis verb
serta konteks penggunaannya.
Stages Goals Teacher’s Activities Students’ Activties
Focused
form
instruction: - Membangun - Guru - Siswa melakukan
Pre-input pemahaman membimbing kegiatan apersepsi
siswa tentang siswa untuk tentang teks
kosakata verb melakukan expressing capability
melalui kegiatan kegiatan and expressing
literature circle apersepsi willingness yang
sudah dipelajari di
- Membangun - Guru mengajak pertemuan
siswa untuk siswa untuk sebelumnya
berkereativitas membuat sebuah
dalam membuat mini poster yang - Siswa membuat mini
mini poster berisi hasil dari poster dengan kreasi
teks expressing masing-masing yang
capability and dikerjakan secara
expressing berkelompok
willingness yang
sudah mereka
baca dan
diskusikan di
pertemuan
sebelumnya
(activity 1)
Task - Membangun - Guru meminta - Siswa membantu

oriented semangat bekerja siswa untuk Teman kelompok
input sama dan sikap saling membantu yang kesulitan dalam
menghargai jika ada teman menemukan kosakata
sesama kelompok yang verb
kesulitan dalam
mengerjakan mini - Siswa menulis
poster jawaban terkait
kosakata asing yang
- Guru meminta terdapat di dalam
siswa untuk teks expressing
menyebutkan capability and
kosakata asing expressing
yang terdapat di willingness tersebut
dalam teks sebanyak 10
expressing kosakata
capability and
expressing - Siswa menulis pesan
willingness moral yang terdapat
tersebut di dalam teks
expressing capability
- Guru meminta and expressing
siswa untuk willingness
menemukan
pesan moral yang - Siswa menulis
ada di dalam teks kesimpulan dari teks
asking for and expressing capability
expressing and expressing
capability willingness
tersebut
- Guru meminta
siswa untuk
membuat
kesimpulan dari
teks expressing
capability and
expressing
willingness
tersebut
Post input - Menilai - Guru - Siswa melakukan

perkembangan mengarahkan kegiatan poster
dan pemahaman siswa untuk presentation kepada
siswa terhadap melakukan poster guru dan teman-
kosakata verb presentation temannya secara
yang terdapat berkelompok
dalam teks
expressing
capability and
expressing
willingness
maupun di dalam
kegiatan sehari-
hari
teratur

yang terdapat di dalam teks expressing capability and expressing willingness
secara berkelompok
E. Penilaian
Teknik penilaian:
tanggung jawab
2. Penilaian pengetahuan : kosakata verb pada teks expressing capability and
expressing willingness
kosakata verb yang sesuai dengan teks expressing capability and expressing
willingness yang telah dibaca dan didiskusikan di dalam kelompok.
Guru Mata Pelajaran
(…………………………….) (…………………………)
LAMPIRAN 4: THE FOURTH DAY

Activity 1: Making mini-poster task
In the fourth meeting, the students make a mini poster related to the text of expressing
capability and expressing willingness. The content of mini-poster includes lists ten of
foreign words with the meaning and mention the generic structure the text of expressing
capability and expressing willingness with examples. After finished the mini-poster,
students’ shoul be presented the result by groups. For the text of expressing capability and
expressing willingness use a text in the previous meeting.
Groups
Title of text
Foreign • Great (A) = hebat

Words &
Meaning • Eat (v) = makan
• Based on the dialogue,

Hanna asked to
Wahyu for helping her
Summary
to fix the lawn mower.
Then, they are fixed it
together.
Expressing
Capability • I can fix the window
& • I will talk to you
Willingness
Appendix B
Semi-Structured Interview Instrument 1
Date : Tuesday, 2nd August 2022
Place : Classroom of VIII-G
Time : 09.30-09.45
Participant : One of the students of class VIII-G
No Pertanyaan Jawaban
1. Apakah boleh saya mengetahui nama lengkap anda?
2. Setelah mempraktikkan strategi literature circle, bagaimana
pendapat anda mengenai strategi tersebut?
3. Apakah kegiatan tersebut dapat membangun pemahaman anda di
dalam membaca?
4. Pemahaman membaca seperti apa yang anda maksud di dalam
kegiatan literature circle ini?
5. Ketika anda mengalami kesulitan untuk menemukan arti kata di
dalam teks tersebut, apa yang anda lakukan?
6. Dari proses pencarian kata tersebut, apakah hal ini dapat
meningkatkan kosa kata anda?
7. Menurut anda apakah strategi literature circle bisa menjadi salah
satu strategi yang efektif untuk membangun kosa kata?
8. Bagaimana pendapat anda terkait penggunaan strategi literature
circle di dalam pembelajaran kosa kata?
9. Bagaimana peran anda di dalam kegiatan literature circle selama
pembelajaran kosa kata?
10. Jadi bagaimana perkembangan kosa kata baru yang anda peroleh
selama mempraktikkan kegiatan strategi literature circle?
11. Bagaimana perasaan anda selama mengikuti kegiatan literature
circle?
12. Bagian mana yang anda nikmati selama mengikuti kegiatan
literature circleS?
13. Lalu apakah anda pernah merasa bosan selama melakukan
kegiatan tersebut?
Semi-Structured Interview Instrument 2
Date : Friday, 5th August 2022
Place : Classroom of VIII-G
Time : 09.30-09.45
Participant : One of the students of class VIII-G
No Pertanyaan Jawaban
1. Apakah saya boleh mengetahui nama lengkap anda?
2. Setelah mempraktikkan strategi literature circle, bagaimana
pendapat anda mengenai strategi tersebut?
3. Berdiskusi secara mandiri seperti apa yang telah anda praktikkan
di dalam literature circle?
4. Kemudian terkait pemahaman membaca anda terkait missal
memahami tentang isi teks dialog tersebut, apakah kegiatan ini
dapat membantu pemahaman anda di dalam membaca?
5. Lalu dari proses kegiatan tersebut, menurut anda apakah kegiatan
ini bisa menjadi salah satu strategi yang efektif untuk
membangun kosa kata?
6. Jadi bagaimana perkembangan kosa kata baru yang anda peroleh
selama mempraktikkan kegiatan strategi literature circle?
7. Kalau boleh tau, bagaimana peran anda selama kegiatan
literature circle berlangsung?
8. Lalu bagaimana perasaan anda selama mengikuti kegiatan
literature circle?
9. Jadi apakah anda menikmatinya selama mengikuti kegiatan
literature circle?
10. Lalu apakah anda pernah merasa bosan selama melakukan
kegiatan tersebut?
Appendix C
Reading log template
No Date Minutes Title of Texts Genre Summary
Read
1 Friday/ May 5 – 10 Gardening day Transactional Based on the dialogue, Daddy
28th 2022 minutes text asked to Rohman for help him
to watering the flower. Then,
Rohman said to Daddy for
taking the bucket, but he can’t.
Even so, they are enjoying the
gardening time.
3
Appendix D
Matrix of research
TITLE VARIABLE SUB INDICATORS DATA RESEARCH RESEARCH
VARIABLE RESOURCES METHOD QUESTIONS
Enacting 1. Literature Assigning 1. Word 1. Classroom 1. Research How can
literature circle roles enricher observation approach: literature circles
circle 2. Literary qualitative engage
luminary 2. Document approach secondary school
intensive
3. Illustrator analysis students to foster
reading 4. Summarizer 2. Types of vocabulary
classroom : a research: acquisition in
case study of 3. Semi- case study reading
vocabulary 2. Vocabulary Difficult words Verbs structured classroom?
learning in a learning interview 3. Technique
secondary of data
collection:
school setting
observation,
document
analysis,
interview
4. Data
analysis:
transcription
and thematic
analysis
Appendix E
Journal of Research
Appendix F
Surat keterangan selesai penelitian
Appendix G
DECLARATION OF AUTHORSHIP
The undersigned below:

Name : Silfia Dwi Andriati
Place, date of birth : Lumajang, 05 February 2000
Address : Ds. Kunir Lor, Kec. Kunir, Kab. Lumajang
Faculty : Education and Teaching Training
Program : English Education
State that thesis entitled “Enacting Literature Circles in Intensive Reading
Classroom: A Case Study of Vocabulary Learning in A Secondary School Setting” is
truly my own work. Except for those cited in the quotation and bibliography, it does not
include any writings or publications that have already been authored or published by
another individual. And the only person accountable if anyone objected is me.
Jember, 02 November 2022
Author
Silfia Dwi Andriati

SRN T20186127
Appendix H
CURRICULUM VITAE
Personal information
 Full name : Silfia Dwi Andriati
 NIM : T20186127
 Gender : Female
 Place, date of birth : Lumajang, 05 February 2000
 Adress : Ds. Kunir Lor, Kec. Kunir, Kab. Lumajang
 Religion : Islam
 Department / Major courses : FTIK / English Department
 Email address : [email protected]
Educational background
 2004 – 2006 TK RA Muslimat NU
 2006 – 2012 SDN Kunir Lor 01
 2012 – 2015 SMPN 01 Kunir
 2015 – 2018 SMAN 01 Kunir

Silfia Dwi Andriati

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Silfia Dwi Andriati

Uploaded by

Copyright:

Available Formats

ENACTING LITERATURE CIRCLES

IN INTENSIVE READING CLASSROOM:

SILFIA DWI ANDRIATI

ENGLISH EDUCATION DEPARTMENT

Submitted to State Islamic University Kiai Haji Achmad Siddiq

Sandi Ferdiansyah, M.Pd.

It has been examined and approved by the board of examiners in fulfillments of

The Board of Examiners

Dr. Mohammad Zaini, S.Pd.I, M.Pd.I. Aminulloh, S.Pd, M.Pd.

2. Sandi Ferdiansyah, M.Pd. ( )

Prof. Dr. Hj. Mukni’ah, M.Pd.I

   

I am pleased to dedicate this thesis for:

finish my thesis. Thanks a lot of you both.

help, and accompany me to gather the data of completing my thesis. Thank

you for your time and wish luck on your future.

planning or process to complete my thesis. Next, the researcher also understood

I want to offer my sincere gratitude to these persons as follows:

1. Prof. Dr. H. Babun Soeharto, S.E.MM, the Rector of Universitas Islam

study at this university.

teacher training of Universitas Islam Negeri Kiai Haji Achmad Siddiq

Jember who has facilitated my study in this faculty.

4. As’ari, M.Pd, the Chief of English Education Department who approved

the title of this thesis.

5. Sandi Ferdiansyah, M.Pd, my Advisor who has support, guided, and

advised me in conducting the research and writing this thesis.

examination who provided suggestions and corrected the thesis writing.

7. All of lecturer of Universitas Islam Negeri Kiai Haji Achmad Siddiq

Jember who has contributed a wealth of knowledge.

the literature circle strategy in vocabulary learning.

help me in completing this thesis.

Jember, 02 November 2022

Silfia Dwi Andriati, 2022: Enacting Literature Circles in Intensive Reading

Keywords: Vocabulary learning, literature circles, and intensive reading

Using the literature circles strategy to teach vocabulary is necessary for

ADVISOR APPROVAL SHEET ............................................................. ii

EXAMINERS APPROVAL SHEET ....................................................... iii

ABSTRACT ............................................................................................... viii

TABLE OF CONTENT ............................................................................ ix

CHAPTER I: INTRODUCTION ............................................................ 1

B. Research Questions ......................................................................... 7

C. Research Objectives ........................................................................ 7

E. Definition of Key Terms ................................................................. 9

CHAPTER II: LITERATURE REVIEW ............................................... 10

A. Previous Study ................................................................................ 10

B. Theoretical Framework ................................................................... 15

1. Literature circles in language learning ...................................... 15

2. Enactment of literature circles in reading classroom ................ 16

3. Opportunities and challenges of implementing literature circles 18

4. Vocabulary learning in EFL contexts ....................................... 20

5. Vocabulary learning through literature circles .......................... 21

A. Research Design .............................................................................. 23

B. Research Setting and Participants ................................................... 24

C. Instructional Procedures .................................................................. 26

E. Data Analysis .................................................................................. 32

CHAPTER IV: FINDINGS AND DISCUSSION ................................... 37

A. Research Findings ........................................................................... 37

CHAPTER V: CONCLUSION AND SUGGESTIONS ........................ 56

This chapter contains a variety of topics related to the current research

including background of the study, research questions, research objectives,

Reading in second language learning has focused generally on

developing students’ meaning making skills through intensive reading.

Therefore, intensive reading has crucial roles to enable students to gain