Online literature circles during the COVID‐19 pandemic: Engaging undergraduate students in Indonesia

Ferdiansyah, Sandi; Ridho, Muhammad Affan; Sembilan, Fiki Dwi; Sembilan, Fika Dwi; Zahro, Siti Fatimatus

doi:10.1002/tesj.544

Cited by 24 publications

(36 citation statements)

References 6 publications

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“…Based on research question one, this study demonstrated that the participants had positive perceptions of the online literature circles as majority perceived it as interesting, engaging and they loved it. This finding concurs with studies by Ferdiansyah et al (2020), Fortune et al (2021), andNovitasari et al (2021). The online literature circles successfully provided encouraging and enjoyable learning experiences for learners which develop motivation and positive attitudes towards literature (Dogan et al, 2020).…”

Section: Discussionsupporting

confidence: 93%

“…The role was also successful in promoting different skills and knowledge through the picture and the use of technology (Combes, 2021). This was also consistent with the findings of the study by Ferdiansyah et al (2020). The role of the Imaginative Illustrator may have challenged the participants to explore the aesthetic stance.…”

Section: Discussionsupporting

confidence: 81%

“…Although much research has documented the benefits of implementing literature circles, the adoption of online literature circles among pre-service teachers has yet to receive much attention (Ferdiansyah, Ridho, Sembilan, & Zahro, 2020) and needs further investigation. Research into it Arab World English Journal www.awej.org ISSN: 2229-9327 42 would build confidence and increase chances for the use of literature circles in future classroom practice (Fortune, Horst, Kessler, Tackett & Pennington, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Online Literature Circles in Learning Hamlet among Pre-service Teachers

Abdullah¹,

Choo²,

Samat³

2021

AWEJ

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Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 81%

Section: Literature Reviewmentioning

confidence: 99%

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Online Literature Circles in Learning Hamlet among Pre-service Teachers

Abdullah¹,

Choo²,

Samat³

2021

AWEJ

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“…Interestingly, only a handful of studies explored the teaching and learning of specific skills during the pandemic, such as reading, writing, speaking and listening. Ferdiansyah et al (2020) described how a group of teachers adapted literature circles to the online environment. In documenting the instructional procedures the teachers used, they provided a useful template for others.…”

Section: The Thematic Reviewmentioning

confidence: 99%

Responses of the English-Language-Teaching Community to the COVID-19 Pandemic

Moorhouse

Kohnke

2021

RELC Journal

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The global pandemic caused by the COVID-19 virus has had a disruptive and profound impact on English-language teaching. To reduce the spread of the virus, teachers and learners had to suspend in-person teaching and learning. This led to the widespread adoption of synchronous and asynchronous online teaching. Obviously, this period has led to immense challenges for teachers and students alike, but it has also provided a unique opportunity to understand the potential affordances of online teaching in English-language teaching. This study, a systematic thematic review of empirical studies pertaining to English-language teaching and the COVID-19 pandemic, identifies and analyses the key knowledge generated by the English-language-teaching community during the pandemic. It ends with a discussion of the lessons learned from the pandemic and suggests potential areas for further research.

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“…A study analyzed agriculture students' writing errors in an online environment (Prasetianto & Maharddhika, 2020). In addition, teaching techniques in online learning have been proposed, such as online literature circle, cooperative learning, CAFÉ instructional design (Ferdiansyah et al, 2020;Ivone et al, 2020;Wang, 2020).…”

Section: Introductionmentioning

confidence: 99%

Online Learning at Early Pandemic Situation: Grassroots Voices

Prasetianto

Maharddhika

Ruminar

et al. 2021

j. pendidik. indonesia.

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The advent of the COVID-19 pandemic reconfigured several aspects of life, one of which is education. A study on grassroots voices on online learning is a dearth of. Therefore, a present study was addressed to uncover teachers’ and students’ voices in online learning. Questionnaires and interviews were employed to garner data. 233 students and 30 teachers’ responses from questionnaires were obtained. The interviews were conducted to obtain in-depth data. The data were interpreted descriptively. The results showcased that students’ voices on the ease of GC and GC performance were positive, yet institution support was not maximally implemented. Simultaneously, the teachers’ voices on the ease of GC, the performance of GC, and the supports of institution were positive. In a nutshell, teachers and students have a positive impression of online learning. Their positive impression comes from the ease of the online platform operation, the online platform’s good performance, but student views that the institutional support is not maximally implemented. The ease of using online platforms should be considered in choosing one of the various online platforms available. The online platform features are not complicated for students and teachers to easily operationalize the online platform and support teaching and learning activities such as delivering materials, assigning tasks, submitting a task, and assessing tasks.

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Online literature circles during the COVID‐19 pandemic: Engaging undergraduate students in Indonesia

Cited by 24 publications

References 6 publications

Online Literature Circles in Learning Hamlet among Pre-service Teachers

Online Literature Circles in Learning Hamlet among Pre-service Teachers

Responses of the English-Language-Teaching Community to the COVID-19 Pandemic

Online Learning at Early Pandemic Situation: Grassroots Voices

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