Adopting Literature Circle to Guide Work Undergraduate Students in Extensive Reading Program: Lessons Learned from Initial Teacher Education

Abstract

Albeit many works provide insight into EFL's extensive reading programs, relatively few studies investigate adopting literature circles in the extensive program. To fill this void, this phenomenological case study reports on the adoption of literature circle as the instructional procedure in an extensive program in Indonesian teacher education. Thirty-one undergraduate students in the cohort, four students, were recruited as participants voluntarily. Data are derived from classroom observation, focus group discussion, and interviews. Findings revealed that the literature circle enables students to engage in online discussion actively. Pedagogically, this study implied that the literature circle could be adopted as instructional scaffolding in an extensive reading program situated in an EFL classroom. This study implies the teacher educator to provide fruitful feedback to motivate students after discussing it. Practically, undergraduate students are encouraged to practice navigating skills in exploring a wide range of texts for extensive practice in EFL text.