The Effect of Literature Circles on Text Analysis andReading Desire is a journalarticle written by Halit Karatay, an assosiate professor at Abant ?zzet BaysalUniversity. It was published in International Journal of Higher Education in2015.
The author focuses on using literature circles as a tool to develop theskills of text analysis, reading desire, and potential lecturer’s attraction inthis article. Thus, the aim of the study is to answer whether the literaturecircles are efficient in order to increase the students’ skill to analyzetexts, their passion for independent reading, and their attraction in reading.Recent design should be looked for to attempt developing readingcomprehension that the students’ require mostly in order to manage the schoollectures and raise their reading desire and attraction (Karatay, 2017). Theproblem arises when it cannot be declared that students who gain the readinghabit from childhood have an enthusiasm in reading and those who have theenthusiasm do not have the capable knowledge and ability to handle conventionalliterature studies and to understand and determine a literary text. To do so,the researcher examine literature circles as a learning method. In accordanceto Karatay, literature circles awaken the students’ reading passion towardsliterary works and draw more attention than traditional style of reading andsumming up literary works to the students due to the interdependent andcollusive social studying environment that the students in literature circlesdiscover (2017). In addition, literature circle groups are people with variouscompetence, organized in order to read and examine a particular literary work(Allan et al., 2005).
Thus, the researcher believes the literature circles canbe used due to the reasons above.The research is conducted by using an action research design, as Karataystates that action research gives systematic data about studies which areplanned, organized, and based on collaborative work (2017). The research isdone in three stages: the reading comprehension test, literature circle readingactivity, and second reading comprehension test. For the group selecting, theresearcher uses homogenous sampling with the result of the female studentsconsist of 61% (56 persons) from the total population of the class, meanwhilethe male ones consist of 39% (36 persons). The homogenous sampling is used forits trait. It is a model of sampling that consist of people who have the sametrait or specification such as in terms of age, occupation, culture, or lifeexperience (Etikan et al.
, 2016). For this research, the homogenous sampling isconducted due to the all correspondences are students.This research has some strengths.
The purpose and the research problem ofthe research are stated obviously. They even have their own section. Also, thearticle provides a clear definition of the reasons why literature circles areused for the research. The purpose of literature circle and sharing thoughtsabout literary works is to improve the students’ comprehension skills about thetheme, main idea, supporting ideas, plot and subordinate plots, and thewriter’s style of treating the topic and events (Karatay, 2017). Also, inaccordance to Allan et al. (2016), this kind environment has a contribution tothe improvement of students’ capability to talk about a literary text,self-esteem, and self-acceptance which even adults have some difficulties inthose areas, to help students develop their ability to comprehend the deepstructure of text. The literature circle implemenation that consists of fourstages is explained clearly as each of them has a clarification.
On the other hand, this research has some weaknesses too. This article doesnot provide a literary work that is included into the whole research, both forthe reading comprehension test and the literature circle group activities. Inaddition, literature circles does its job best when teachers have provided thegroundwork to facilitate purposeful cooperation, when students take a role inselecting the literary work and when the literature circle groups meet on anormal and expected basis (Allan et al., 2016).
Furthermore, the researcher does not state or suggest what should thefuture researchers do in order to complete or find more data about hisresearch. However, the researcher indeed states some limitations or problemsoccured during the research. This can lead to the confusion for the readers,whether the researcher really wants to suggest something or not, because evenif the limitations are stated, the treatments or further suggestions are notincluded. In contrast to this article, two others research in similar topicexplain about the recommendation. Lecturer should not forget to teach studentssome basic social languages, in this case how to explain about a certain kindof literary work (Certo et al., 2010). Allan et al. declare that lecturershould be obvious when it comes to their purposes for using literature circlesand be sure that they have a significant discussion for those purposes (2016).
In conclusion, this research conducted by Halit Karatay focuses on thestudy of examining literature circles as a tool to develop the skills of textanalysis, reading desire, and potential lecturer’s attraction. It has somestrengths and weaknesses. The article provides a clear explanation about thepurpose, the problems, and the reasons why literature circle is used for thisresearch. Meanwhile, the weaknesses are that the article does not provide theliterary work used for the whole project and the researcher does not suggestany recommendation for the future researches. Nonetheless, this article can beused to enhance the research finding as a reflection in using literature circlefor increasing students’ text analysis skill and reading desire.