Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers

David Imamyartha (University of Jember)
Eka Wahjuningsih (University of Jember)
Areta Puspa (Jember University)
Mitasari Mitasari
Siti Masrifatul Fitriyah
Rizki Febri Andika Hudori (University of Jember)
Rika Andayani (State University of Jakarta)
Zakiyah Tasnim (University of Jember)
Aan Erlyana Fardhani (University of Jember)
Siti Sundari (University of Jember)
Bambang Arya Wijaputra (University of Jember)

IRJE (Indonesian Research Journal in Education)
Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles.