<![CDATA[This study explored the integration of Literature Circles within the Teaching and Learning Cycle framework to enhance reading comprehension of expository texts among vocational high school students. Employing a qualitative case study design, data were gathered through classroom observations, reflective journals, and semi-structured interviews with thirty-two students and analyzed using thematic analysis. The results revealed that each stage of the Teaching and Learning Cycle: Building Knowledge of the Field, Modeling of the Text, Joint Construction, and Independent Construction, played a distinctive role in supporting comprehension development, while Literature Circles provided collaborative opportunities for discussion, critical engagement, and shared meaning-making. The integration of both frameworks fostered cognitive, linguistic, and affective growth, transforming reading into a more engaging and student-centered process. Challenges such as limited technical vocabulary and initial communication anxiety were progressively mitigated through teacher scaffolding and peer collaboration. Overall, the findings highlight that this hybrid approach offers a powerful pedagogical model for vocational EFL contexts by combining structure with learner autonomy, enhancing comprehension, motivation, and communicative confidence. The study contributes to the growing body of genre-based and collaborative learning research, offering practical implications for teachers aiming to implement integrative literacy instruction in vocational education.]]>
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