Study with the several resources on Docsity
Earn points by helping other students or get them with a premium plan
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Community
Ask the community for help and clear up your study doubts
Discover the best universities in your country according to Docsity users
Free resources
Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors
A researcher-made test about the short story “Dead Stars” by Paz. Marquez Benitez was used as the main instrument of this study (see Appendix. B ...
Typology: Lecture notes
1 / 104
This page cannot be seen from the preview
Don't miss anything!
A Thesis Presented to the Faculty of the Graduate School of University of Cebu Cebu City In Partial Fulfillment of the Requirements for the Degree Master of Science in Teaching major in English Language and Literature by MARY NERISSA T. CASTRO October 2019
ii APPROVAL SHEET This thesis entitled LITERATURE CIRCLE: A STRATEGY IN IMPROVING CRITICAL THINKING SKILLS prepared and submitted by MARY NERISSA T. CASTRO in partial fulfillment of the requirements for the degree of Master of Science in Teaching major in English Language and Literature has been examined and recommended for acceptance and approval for Oral Examination. THESIS COMMITTEE ULYSSES B. APARECE, Ph.D. Adviser MARCIAL T. CHIU, M.A. NILDA L. ARCIPE , M.A. Member Member YOLANDA C. SAYSON, Ed.D. Chairman ________________________________________________________________________ PANEL OF EXAMINERS Approved by the Committee on Oral Examination with a grade of PASSED. ULYSSES B. APARECE, Ph.D. Adviser MARCIAL T. CHIU, M.A. NILDA L. ARCIPE , M.A. Member Member YOLANDA C. SAYSON, Ed.D. Chairman Accepted and approved in partial fulfillment of the requirements for the degree of Master of Science in Teaching major in English Language and Literature. Comprehensive Exam : PASSED Date of Oral Examination : October 8 , 2019 YOLANDA C. SAYSON, Ed.D. Dean
iv ABSTRACT Title : LITERATURE CICLE: A STRATEGY IN IMPROVING CRITICAL THINKING SKILLS Researcher : Mary Nerissa T. Castro Degree : Master of Science in Teaching major in English Language and Literature School : University of Cebu Adviser : Dr. Ulysses B. Aparece Date Completed : October 2019 Reading is the prime foundation of one’s academic and social status. However, this vital skill is what most students lack attention and interest. As a result, it deteriorates their critical thinking skills. To address the problem, Harvey Daniel introduced his literature circle strategy. It showcases different features that likely aid student’s struggles in the aspect of reading. This study, therefore, aims to determine the effectiveness of the literature circle strategy in improving critical thinking skills in reading among students at the University of Cebu-Banilad Campus. The study utilized a quasi-experimental method where the 48 ABM Grade 12 research subjects of the study were divided into two groups, namely: control and experimental. Strategies employed in these groups were different. The traditional method was practiced in the control group, while the literature circle strategy was implemented in the experimental group. For data gathering, a researcher-made test about the short story “Dead Stars” by Paz Marquez Benitez was used as the main instrument. Another short story entitled “The Small Key” by Paz Latorena was used as a springboard in the implementation of strategies for both groups. Statistical treatments used for data analysis were simple percent, t-test for Correlational Samples, and t-test for Two Independent Samples. Findings revealed that in measuring subjects’ critical thinking skills in reading, there is a significant difference between the posttest performances of the groups. The research subjects under experimental group performed higher than the control group. The study concludes that literature circle strategy is effective in enhancing student’s critical thinking skills in reading. Keywords : literature circle, improving critical thinking skills, quasi-experimental method, University of Cebu-Banilad
v TABLE OF CONTENTS Page Title Page i Approval Sheet ii Acknowledgment iii Abstract iv Table of Contents v List of Tables viii List of Figures ix Chapter 1 THE PROBLEM AND ITS SCOPE 1 INTRODUCTION 1 Rationale of the study 1 Theoretical Background 2 THE PROBLEM 14 Objectives of the Study 14 Statement of Null Hypotheses 15 Significance of the Study 15 RESEARCH METHODOLOGY 18 Research Design 18 Research Environment 19 Research Subjects 20 Research Instruments 22
vii REFERENCES 50 APPENDICES Appendix A Transmittal Letter 54 Appendix B- 1 Research Instruments 55 Appendix B- 2 Dead Stars 60 Appendix B- 3 The Small Key 73 Appendix C Location Map 77 Appendix D Reliability Test Result 78 Appendix E Intervention Guide Questions 80 Appendix F- 1 Pretest Performances of the Control 83 and Experimental Groups Appendix F- 2 Posttest Performances of the Control 84 and Experimental Groups Appendix G- 1 Documentations Prior to the Conduct 85 of the Study Appendix G- 2 Documentations during the Conduct 86 of the Study Appendix H Documentations of Pretest and 90 Posttest Results CURRICULUM VITAE 96
viii LIST OF TABLES Table Page 1 Pairing of the Research Subjects 21 2 Pretest Performances of the Control and 30 Experimental Groups 3 Posttest Performances of the Control and 32 Experimental Groups 4 Difference Between the Pretest Performances 34 of the Control and Experimental Groups 5 Difference Between the Pretest and Posttest 35 Performances of the Control and Experimental Groups 6 Difference Between the Posttest Performances 37 of the Control and Experimental Groups 7 Literature Circle: A Workshop for Critical 46 Reading Matrix 8 Cronbach Alpha Reliability Test Result 78 9 Data Gathered during Pretest Performances of 83 the Control and Experimental Groups 10 Data Gathered during the Posttest Performances 84 of the Control and Experimental Groups
Rationale Literature serves as a channel for cultural and life appreciation. It can also access and reflect on various cultural backgrounds and norms of which students make connections of their thoughts and feelings as they read. Teaching literature can be laborious if students are not motivated to read. Reading can expand vocabulary range, develop critical thinking skills, and cultivate one’s understanding of other cultures. Reading, however, has been a long-term struggle of teachers as they deal with students who lack skills, literacy, motivation, and independence to read. This declining interest is evident in the study conducted by Social Weather Stations in May 2012. It revealed that the overall number of Filipino adult readers fell to 88% from 92% in 2007 and 94% in 2003. The results also noted that there was an abatement in readership in four types of reading materials, namely: books, magazines, comics, and newspapers (Roque, 2016). The English instructors at the University of Cebu- Banilad have been using the usual approach in teaching literature. For instance, they give reading assignments with hope and assumptions that students will complete the reading task. The method does not seem to fit the holistic development of the
child and does not offer an opportunity for developing critical thinking skills. Thus, a literature circle strategy which encourages students to read independently is introduced. It is done through a small group discussion where students gather to enhance literacy by discussing a piece of literature in depth. The researcher, who is a teacher by profession, has been teaching literature throughout her teaching career. It has been observed that students are struggling to derive in-depth analysis and interpretation of any given texts. Therefore, the researcher would explore the effectiveness of literature circles, as means to improve students’ critical thinking skills in reading. Theoretical Background This study is anchored in Lev Vygotsky’s Zone of Proximal Development, Johnson and Johnson’s Cooperative Learning and Deci and Ryan’s Self-determination Theory. Zone of Proximal Development (ZPD) by Lev Vygotsky asserts that learning should match the child’s level of development. Hence, to better comprehend the relationship between the two, it is necessary to distinguish the actual and potential levels of a child. The actual level refers to those achievements that a child can perform or demonstrate independently, whereas potential levels relate to tasks a child is capable with an adult’s succor and collaboration with peers (McLeod, 2018). The assistance that a child needs in
Within cooperative activities, there is a positive interdependence among students’ goal attainments if each member in the group has also reached the learning goal. The idea accounts that what helps one member helps all group members and what hurts one group member hurts all (Johnson & Johnson, 2008). Promotive interaction, on the other hand, is achieved if each member shares mutual understanding, either academically or personal. The support and assistance that each member has, bring openness and active interaction among individuals within the group (Johnson, Johnson & Holubec, 2013). The success rate of this method, however, does not only rely on the same goal that each member is eyeing but also need an individual’s participation and meaningful demonstration on each other’s knowledge and skills. Contributing a fair share of the work toward the group’s goal and providing each other with feedback or any sort of assistance simulate members to feel individually accountable with their fellow group members (McCafferty, Jacobs & Iddings, 2006). The groups formed, according to Ashman and Gillies (2003), worked on a variety of activities which continuously build effective communication as each member freely communicate their ideas or concerns on achieving their goals through group processing. As students do this, specific episodes of
caring, sharing, taking turns, trust-building, and other social skills were frequently observed among members as they surfaced towards interactions which deepen their interpersonal sensitivity and understanding (McConnell, 2014). With cooperative learning, students can have opportunities to assess, evaluate, and acknowledge each other’s understanding, which motivates them to learn. The more skills engaged when students interact, the higher their achievements will be (Johnson & Johnson, 2008). Hence, it is the interaction that drives students to acquire learning. Self-Determination Theory (SDT) involves intrinsic motivation which was developed by Ryan and Deci (2000). This represents a broader framework for the study of human motivation, personality, and functioning. Intrinsic motivation refers to one’s inner pleasure, which often leads to high levels of engagement and performance (Seifert & Sutton, 2012). According to Legault (2017), the theory proposes three basic psychological human needs for facilitating optimal functioning, constructive social growth, and personal well-being: autonomy, competence, and relatedness. In SDT theory, the basic human needs are linked to one’s motivation and are necessary conditions for the maintenance of intrinsic motivation (Niemiec & Ryan, 2009). The need for autonomy refers to the experience of
others (Deci & Ryan, 2004). In the classroom, relatedness is deeply associated when a student feels that the people around genuinely like, respect, and value him or her. Students who report such relatedness are more likely to exhibit excitement and integrated regulation for the difficult tasks involved in learning, whereas those who feel disconnected or rejected are more likely to move away (Mata et al., 2009). Grounded by these different theories and their highly remarkable principles, Harvey Daniels (as cited in Stabile, 2009) proposed a new strategy, the so-called literature circle. It is a small peer-led discussion where students gather to discuss a piece of literature in-depth and to guide each other throughout the text. This peer-led discussion, according to Sandmann and Gruhler (2007), ignites questions driven from the text in which students critically express and value each other’s perspectives to those questions, thus, creating a literate and interpretive community. It is also a great source of motivation, for it encourages thoughtful discussions and engagement of readers to love reading. It gives students opportunities to enhance their critical thinking skills and reflectivity as they read, discuss, and respond to a text (Ericson, 2001). In circles, according to Daniels (2002), participants have their roles (connector, questioner, illustrator, word wizard, etc.) rotating in every session and come to the group with notes needed to perform the job (as
cited in Straits & Nicholas, 2006). However, Peterson and Belizaire (2006) discussed that students do not need to rely on role sheets to help guide their discussions, for they often got too focused on completing the sheets and spent less time on broadening and putting thought to their group discussions. As described by Moses (2009) and Noe (2013), this strategy is flexible and applicable in many types of learners, ages, and classrooms. The implementation of it is different in every classroom, for it is not a specific program and has no fixed recipe. It is ‘teacher by design’ that will provide students with modeling and structure. Hence, educators adapted and redefined this strategy in different ways (Noe, 2013). The following are some of the fundamental features of literature circles: Students Choose Their Reading Material. Letting students pick their own choice of book is equally developing their sense of independence towards reading. Good teaching is when teachers intuitively provide students with choices in reading and discussing books. Hence, for reading to become a lifelong habit and deeply owned skill, it has to be voluntary, anchored in feelings of pleasure. Groups Meet on a Regular, Predictable Schedule. Literature circle is not introduced as a one-time-only strategy in the classroom setting. It needs proper internalization of procedures, norms, and independency letting
Teachers as Facilitator. The teachers’ work in literature circles is complex and essential. Aside from small briefing of introducing the strategy, most roles played are supportive, organizational and managerial. A teacher can also play a key role such as fellow reader where she joins a certain group and shares his/her honest ideas about the book (Daniels, 2002). Literature Circle is an excellent practice for analytical skills, which helps learners become critical thinkers. As they immerse themselves in the process, they scrutinized the text, look for connections to the real world, make cultural assumptions towards the characters and to the author, situate themselves of why characters behave as they do, and evaluate interpretations in a context-based manner (Brown, 2009). The notion is further supported by Yang (2002), describing the strategy that can enhance one’s self-evaluative stance, personal responses, and judgments from the readers. It heartens readers to draw logical inferences or conclusions from the text read, linking to their personal experience. Henceforth, the literature circle strategy does not only ignite students’ interest in reading but also sharpens their critical thinking skills. Critical thinking, according to Paul and Elder (2019), is a self-directed, self-monitored, and self-corrective thinking. It involves a series of complex self-thought processes to solve problems effectively and requires standards of
excellence (Fisher, 2011). A critical thinker suspends judgment, exclude jumping to conclusions, avoid impulsive thinking, and does not settle for a superficial level of interpretation (McPeck, 2016). With all the mentioned features, students need to apply critical thinking towards reading. Through this, readers do not recognize not only what a text says, but also how the text is portrayed. To read critically, one must analyze, interpret, and find evidence on the read text (Kurland, 2000). In light of these, different studies across the globe investigated the effectiveness of literature circle strategy in cultivating critical thinking skills and were put under meticulous observations. Most of it stresses the positive effect of literature circles both in qualitative and quantitative research. Irawati (2016) conducted quasi-experimental method to see the effect of literature circle in improving reading comprehension of students. The results showed that literature circle has positive effect on students’ literal and inferential reading comprehension covering identifying directly stated main ideas, finding explicit information, determining subject matter, and drawing inferences. Brown (2009) also revealed that the literature circle strategy helped in developing students’ critical thinking abilities. The study focused on the usage of various works of literature showcasing global issues context. The strategy
