Improving Rumi Reading Proficiency thorugh Literature Circle Model at Phitakvitayak Kumung School Southern Thailand
DOI:
https://doi.org/10.25217/ji.v10i1.5942Keywords:
Reading Proficiency, Literature Circle, Circle Model, Critical ThinkingAbstract
This study investigates the impact of the Literature Circle model on enhancing Malay Rumi reading proficiency and critical thinking skills among Mattayom 1 students at Phitakvitayak Kumung School in Southern Thailand. Adopting a quantitative experimental design, the research utilized pre-test and post-test assessments to evaluate changes in students’ reading performance, analyzed using SPSS. The results indicate a statistically significant improvement in reading proficiency following the intervention. For example, one student’s score increased from 60 to 80, reflecting a 20-point gain; similar improvements were recorded across the cohort. A paired sample t-test confirmed the significance of these gains, yielding a t-value of 58.169 and a p-value of 0.0001 (p < 0.05). Additionally, participation in Literature Circle discussions fostered the development of critical thinking abilities, including text analysis, questioning techniques, and comparative reasoning. This study contributes to the expanding field of collaborative literacy instruction by providing empirical evidence for the effectiveness of the Literature Circle model in multilingual, cross-cultural, and minority language contexts. Specifically, it advances the understanding of Rumi Malay pedagogy an area that remains under-explored by highlighting the model's potential to enhance both reading proficiency and higher-order thinking skills among learners in Southern Thailand.
References
Abdullah, F., Ab Rahman, A. H., Ali, A. M., Abdul Kadir, F. K., & Adam, F. (2020). Historical background and development. International Journal of Management, 11(7), 68–78. https://doi.org/10.34218/IJM.11.7.2020.008
Ahmad, C. W. S. B., Omar, K., Nasruddin, M. F., & Murah, M. Z. (2021). Pencantas Perkataan Jawi Lama (Old Jawi Stemmer) dalam Bahasa Melayu berasaskan Petua. Malaysian Journal of Information and Communication Technology (MyJICT), 6(1), 34–43. https://doi.org/10.53840/myjict6-1-48
Al Hassan, F., & Al Mutairi, T. S. (2022). Social presence and comprehension outcomes in collaborative reading circles: A mixed methods exploration. Asia Pacific Education Review, 23(4), 765–781. https://doi.org/10.1007/s12564 022 09735 7
Allred, J. B., & Cena, M. E. (2020). Reading motivation in high school: Instructional shifts in student choice and class time. Journal of Adolescent and Adult Literacy, 64(1), 27–35. https://doi.org/10.1002/jaal.1058
Allred, J. B., & Cena, M. E. (2020). Reading motivation in high school: Instructional shifts in student choice and class time. Journal of Adolescent & Adult Literacy, 64(1), 27–35. https://doi.org/10.1002/jaal.1058
Amalia, D. (2025). Enhancing reading interest and comprehension through literature circles. Journal of English Language and Pedagogy, 4, 1–12. https://doi.org/10.58518/xsebp370
Anggraeni, D. M. (2023). Systematic review of problem-based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334
Bunga Noah, J. (2018). Cultivating responses from students through literature circle. International Journal of Research in English Education, 3(1), 1–10. https://doi.org/10.29252/ijree.3.1.1
Boonmoh, A., & Tuaynak, A. (2023). An exploration of explicit teaching of reading with Thai students of low EFL proficiency: Factors affecting reading comprehension. Kasetsart Journal of Social Sciences, 44(4), 1061–1070. https://doi.org/10.1016/j.kjss.2023.04.008
Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.
Castro, M. N. T. (2021). Literature circle: A strategy in improving critical thinking skills. International Journal of English Language Studies, 3(2), 65–85. https://doi.org/10.32996/ijels.2021.3.2.9
Chen, C., & Lim, T. K. (2023). Collaborative reading circles and the cultivation of EFL learners’ critical thinking dispositions. Language Teaching Research, 27(6), 1045–1065. https://doi.org/10.1177/13621688221101234
Chu, A., Wang, P., & Lim, C. (2025). Enhancing Reading Interest and Comprehension through Literature Circles: A Quantitative Study in Bilingual Southeast Asian Schools. Journal of English Language and Pedagogy, 4(1), 1–12. https://doi.org/10.58518/xsebp370
Coluzzi, P. (2020). Jawi, an endangered orthography in the Malaysian linguistic landscape. International Journal of Multilingualism, 0(0), 1–17. https://doi.org/10.1080/14790718.2020.1784178
Copeland, M. (2023). Socratic circles: Fostering critical and creative thinking in middle and high school. Routledge.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups (2nd ed.). https://doi.org/10.4324/9781032681504
Education Project Group. (2024). Teachers’ insights into the efficacy of the “Reading Circle” project using English language teaching graded readers. Education, 15(1), 91–108. https://doi.org/10.3390/education15010091
Farhan, R. N. (2024). Effects of literature circles on EFL students’ performance and attitudes in English short story. Journal of Language Pedagogy, 16(2), 55–73.
Ferdiansyah, S., Ridho, M. A., Sembilan, F. D., & Zahro, S. F. (2020). Online literature circles during the COVID-19 pandemic: Engaging undergraduate students in Indonesia. TESOL Journal, 11(3). https://doi.org/10.1002/tesj.544
Fernandez, M., & Lee, J. H. (2022). Critical thinking development through small-group text discussions: A comparative study of collaborative learning strategies. Learning and Instruction, 82, 101512. https://doi.org/10.1016/j.learninstruc.2022.101512
García, A., & Pineda, L. M. (2022). Peer scaffolding and comprehension gains in literature discussion groups: A mixed methods study. International Journal of Educational Research, 114, 101995. https://doi.org/10.1016/j.ijer.2022.101995
George, P. (2022). Implementing virtual literature circles to support English language development. Modern Journal of Studies in English Language Teaching and Literature, 4(2), 1–18. https://doi.org/10.56498/422022428
Gonzales, R., Smith, J. K., & Lee, Y. (2023). Dialogic reading circles and metacognitive awareness among multilingual secondary students. Reading and Writing Quarterly, 39(2), 123–142. https://doi.org/10.1080/10573569.2022.2083457
Gosset, W. S. (1908). William Sealy Gosset. Biographical Encyclopedia of Mathematicians, 1, 239.
Han, L. (2022). A study on developing learner autonomy through the reading circle method. English Language Teaching, 15(7), 149–157. https://doi.org/10.5539/elt.v15n7p149
Han, L. (2022). Developing learner autonomy through the reading circle method. English Language Teaching, 15(7), 149–157. https://doi.org/10.5539/elt.v15n7p149
Harianto, E. (2020). Keterampilan membaca dalam pembelajaran bahasa. Jurnal Didaktika, 9(1), 2. https://doi.org/10.58230/27454312.2
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical thinking: Skill development framework. Australian Council for Educational Research.
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2025). Critical thinking: Skill development framework (2nd ed.). Australian Council for Educational Research. https://doi.org/10.37517/978 1 74286 752 6
Jiang, R., & Wei, L. (2022). Dialogic reading circles and the development of flexible reasoning in EFL contexts. Thinking Skills and Creativity, 46, 101131. https://doi.org/10.1016/j.tsc.2022.101131
Juneli, J. A., Hartati, T., Sopandi, W., & Sujana, A. (2022). Applying the Preview, Question, Read, Summarize, and Test method to enhance effective reading speed of elementary students. Mimbar Sekolah Dasar, 9(2), 230–245.
Kang, A., Lim, Y., & Murdoch, Y. D. (2023). The value of reading circles in EMI class: Engagement, usefulness, and outcomes. SAGE Open, 13(3), 1–15. https://doi.org/10.1177/21582440231179681
Kapoor, R., Singh, P., & Verma, S. (2024). Literature Circles as a Scaffold for Critical Thinking: A Mixed-Methods Study in Rural Secondary Classrooms. Teaching and Teacher Education, 122, 103725. https://doi.org/10.1016/j.tate.2023.103725
Karatay, H. (2017). The effect of literature circles on text analysis and reading desire. International Journal of Higher Education, 6(5), 65. https://doi.org/10.5430/ijhe.v6n5p65
Khoo, C. S., & Teo, P. (2022). Impact of peer discussion circles on script comprehension and vocabulary retention in Malaysian secondary schools. Journal of Linguistics and Education, 21(4), 307–322. https://doi.org/10.1016/j.jedc.2022.100263
Kim, S. Y., & Lee, D. H. (2023). Reducing communication anxiety through collaborative text analysis: Evidence from EFL literature circles. System, 116, 102905. https://doi.org/10.1016/j.system.2023.102905
Kim, Y., Park, S., & Choi, E. (2023). Group dialogue and global comprehension gains in middle-school readers: Evidence from think-aloud protocols. Reading Research Quarterly, 58(2), 179–200. https://doi.org/10.1002/rrq.382
Lakens, D. (2021). Sample size justification. Collabra: Psychology, 7(1), 33267. https://doi.org/10.1525/collabra.33267
Lestari, F. P., Ahmadi, F., & Rochmad, R. (2021). The implementation of mathematics comic through contextual teaching and learning to improve critical thinking ability and character. European Journal of Educational Research, 10(1), 497–508. https://doi.org/10.12973/eu-jer.10.1.497
Lintangsari, A. P., Emaliana, I., & Kusumawardani, I. N. (2022). Improving learners’ critical thinking and learning engagement through Socratic questioning in Nominal Group Technique. Studies in English Language and Education, 9(2), 345–364. https://doi.org/10.10037/siele.22352
Minh, D. D. (2024). The impact of literature circles on critical thinking development: An empirical study. International Journal of Research in Education, 9(6), 745–752.
Mulyana, R. P. (2024). EFL teacher trainees’ engagement and perspectives in reading activities through literature circle: A narrative study.
Mulyani, S., & Ariff, M. (2024). Developing critical reading through literature circles among multilingual learners. Reading Psychology, 45(2), 113–135. https://doi.org/10.1080/02702711.2023.2223345
Nasyahirah, N., & Febriyana, M. (2024). Portrait of Indonesian vocabulary in writing skills: Case study of Darul Maaref School Foundation, Thailand. Journal of Languages and Language Teaching, 12(1), 268. https://doi.org/10.33394/jollt.v12i1.9865
Nguyen, H. T., & Tran, M. L. (2024). Developing empathy and interpretive depth through peer dialogue: Evidence from Vietnamese EFL literature circles. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3612
Nor, H. M., & Sihes, A. J. (2021). Critical thinking skills in education: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 11(11), 161–171. https://doi.org/10.6007/ijarbss/v11-i11/11529
O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom: A systematic literature review. Thinking Skills and Creativity, 46, 101110. https://doi.org/10.1016/j.tsc.2022.101110
Park, H., & Kim, J. (2022). Impact of collaborative reading circles on secondary students’ critical literacy: An experimental study. Journal of Adolescent & Adult Literacy, 66(1), 23–34. https://doi.org/10.1002/jaal.1257
Phan, T. T., & Dang, N. T. (2022). Interactive reading groups and metacognitive regulation in Vietnamese EFL contexts. Asia Pacific Education Researcher, 31(5), 667–680. https://doi.org/10.1007/s40299 022 00647 2
Promluan, Y. (2021a). Enhancing Thai primary school students’ reading strategies, comprehension, and vocabulary knowledge through reading. Pharmacognosy Magazine, 17(75), 399–405. http://202.28.34.124/dspace/handle123456789/1257
Promluan, Y. (2021b). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Rahman, A. (2022). The effect of literature circle on varied reading comprehension. Journal of Teaching and Education for Scholars, 1(1), 7–14. https://www.ojs.ycit.or.id/index.php/JOTES/article/view/24
Rahman, A., & Nurhayati, I. (2023). Enhancing syntactic awareness and semantic engagement via dialogic reading in urban Indonesian classrooms. International Journal of Educational Research, 121, 102060. https://doi.org/10.1016/j.ijer.2023.102060
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review. Sustainability, 14(13), 8051. https://doi.org/10.3390/su14138051
Rani, A. D. (2024). The influence of using Literature Circles strategy towards students’ reading comprehension at the tenth grade of SMAN 10 Bandar Lampung [Undergraduate thesis]. UIN Raden Intan.
Riswanto, R., Serasi, R., Senvita, E., & Kasmaini. (2023). The effectiveness of using extensive reading combined with the literature circle strategy toward students’ reading ability. Journal of English Education and Teaching, 7(3), 573–594. https://doi.org/10.33369/jeet.7.3.573-594
Samoh, U. (2018). Languages and scripts reflecting Patani Malay multiple identities in Thailand’s deep south. Journal of the Southeast Asian Linguistics Society (JSEALS), 11, 1836–6821. http://hdl.handle.net/10524/52439
Samoh, U., & Premsrirat, S. (2021). The complexity of languages and scripts used in Thailand’s deep south. Journal of Language and Culture, 40(1), 167–190.
Setiawan, R., & Suryadi, D. (2022). Passive reading practices and their impact on students' discourse comprehension: A comparative classroom study. Language Education in Asia, 13(1), 87–104. https://doi.org/10.5746/LEiA/22/V13/I1/A08/Setiawan_Suryadi
Sevigny, P. (2022). Revising role-based literature circles for EFL classrooms. In Springer International Publishing (pp. 315–342). https://doi.org/10.1007/978-3-030-83609-2_13
Tadesse, B. (2022). The effect of literature circles approach on students’ reading comprehension and narrative text analysis. International Journal of Early Childhood Special Education, 14(2), 6213–6226. https://doi.org/10.9756/INT-JECSE/V14I2.713
Torres, C., & Sampson, R. (2024). Developing critical questioning through literature discussion circles in Philippine junior high schools. System, 120, 103139. https://doi.org/10.1016/j.system.2024.103139
Tosun, D. K., & Birsen, D. (2020). The effects of literature circles on reading fluency, reading comprehension and reader responses: A mixed method study. Egitim ve Bilim, 203. https://doi.org/10.15390/EB.2020.8716
Valentine, J. C., & Lau, T. H. (2022). Statistical considerations in within subject educational experiments: A tutorial review. Review of Educational Research, 92(3), 407–445. https://doi.org/10.3102/00346543211068050
Varita, D. (2021). Improving reading comprehension through Literature Circles. English Education Journal, 8(2), 234–244.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wafiroh, L. H., Pratiwi, R., & Ahmad, M. (2024). EFL students’ critical reading and collaborative learning skills via virtual literature circle (VLC) within a critical reading class. Applied Research on English Language, 13, 65–90. https://doi.org/10.22108/are.2024.141405.2286
Wafiroh, L. H., Retnaningdyah, P., & Munir, A. (2024). EFL students’ critical reading and collaborative learning skills via virtual literature circles within a critical reading class. Applied Research on English Language, 13(3), 65–90. https://doi.org/10.22108/are.2024.141405.2286
Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, H., & Afandi, M. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460. https://doi.org/10.29333/iji.2021.14225a
Wong, M. S., & Li, C. H. (2021). Enhancing inferential reading comprehension via literature circles in Hong Kong secondary classrooms. TESOL Quarterly, 55(4), 1250–1275. https://doi.org/10.1002/tesq.3081
Zamani, M., & Mohammadi, N. (2023). Peer facilitated text analysis and critical thinking growth in literature circles. Journal of Language and Literacy Education, 19(2), 83–101. https://doi.org/10.1016/j.lanelite.2023.100099
Zhang, L., & Abdel-Rahman, A. (2024). Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition technique to enhance EFL reading comprehension skills. Cogent Education, 11(1), 2401667. https://doi.org/10.1080/2331186X.2024.2401667
Sutrisno, D., Rukmini, D., Linggar Bharati, D. A., & Fitriati, S. W. (2020). Engaging Literature Circle to teaching critical reading in the EFL university student. Advances in Social Science, Education and Humanities Research, 480, 752–756. https://doi.org/10.2991/assehr.k.200620.154
Alshehri, A. S. (2024). The relationship between reading comprehension and critical thinking among EFL learners. Litera: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 23(3), 45–62. https://doi.org/10.21831/ltr.v23i3.74118
Paige, D., Rupley, W. H., & Ziglari, L. (2024). Critical thinking in reading comprehension: Fine tuning the simple view of reading. Education Sciences, 14(3), 225. https://doi.org/10.3390/educsci14030225
Singaperbangsa, T. C. S., Yanto, E. S., & Miftakh, F. (2022). Students’ responses in learning extensive reading through the literature circle. JIIP – Jurnal Ilmiah Ilmu Pendidikan, 5(9), 3602–3610. https://doi.org/10.54371/jiip.v5i9.899
Varita, D. (2022). Improving reading comprehension through Literature Circles. English Education Journal, 8(2), 234–244.
Wati, P. K., & Yanto, E. S. (2023). Engaging vocational students’ self-efficacy in reading comprehension through Literature Circle. Jurnal Educatio FKIP UNMA, 8(3), 101–113. https://doi.org/10.31949/educatio.v8i3.3033
Kang, A., Lim, Y., & Murdoch, Y. D. (2023). The value of reading circles in EMI class: Engagement, usefulness, and outcomes. SAGE Open, 13(3), 1–15. https://doi.org/10.1177/21582440231179681
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, 16(2), 144–163. https://doi.org/10.1080/17501229.2021.1885412
Khonamri, F., Azizi, N., Akimjak, A., & Kurilenko, V. (2024). The prospects of reading circles for fostering EFL learners' motivation to read and engagement. Journal of Education, Culture and Society, 15(1), 403–418. https://doi.org/10.15503/jecs2024.1.403.418
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Inda Sari, Nikmah Sari Hasibuan, Khatib Lubis, Sumaiyah Menjamin, Nor Mita Ika Saputri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
