This article reports the findings of ethnographicclassroom research on the deployment of literature circlesin English reading classes in the vocational secondaryeducation sector in Indonesia. Grounded in micro-interac-tional, thematic, and discourse analyses, empirical findingsshowed that the students engaged actively in text selection,role assignment, and text meaning making through sharing-and-discussion sessions. Empirical data also revealed thatthey could learn a wide array of lexico-grammar throughdiscussing chosen texts with others. This group discussionactivity also paves the way for sharing and discussing bothcontent knowledge (vocational subjects) and genre andlexico-grammatical features. This suggests that literaturecircles could promote students’ content knowledge andlanguage learning enrichment. Through role scaffolding byteachers and peer support, students could not only explorevaried features of the language—e.g., how lexico-grammarwas used in context through texts but also enrich theircontent knowledge. This empirical evidence supports theuse of the literature circles in intensive reading programs inorder to engage students in collaborative learning and tobuild a learning community in which teachers play a piv-otal role as a guide throughout the literature circle process

EB00000002143K			Available
EB00000002144K			Available

• Engaging Students in Literature Circles: Vocational EnglishReading Programs