To enhance understanding and perception of literature, there are some recommendations on how the instructional framework in a literature classroom should be. Samway et al. (1991) found that students emphasize on four things: the importance of reading complete books, talking about books, being given some choice over which books they would read and having plenty of time to read. Besides that, Au (1993) recommends the concept of community of learners with varying group arrangements for multicultural classrooms. Meanwhile, Brown and Stephen include ways to involve students in whole-class, small group, and paired and individual activities. The approaches include classroom learning community (CLC) student sharing and study groups, learning partners and individual learning.
In the CLC, everyone including the teacher is a learner. It is also a vehicle that can enables teachers and students to share with each other what they are reading. This approach also gives opportunity to students to take leadership role in establishing sharing community. When students and teachers share their experience with the literature, they are actually clarify and articulate their reactions, ideas and beliefs about what they have read. On the other hand, in study group, students will have the opportunity to encourage and support the effort of each other. They also explore ideas, concepts and experiences of their reading.
In learning partners that involve students to work in pair is a significant example of the social interaction that provide supportive learning environment for students. By doing this activity, students may respond to each other in their dialogue journals, share their writings, discuss what they have read and recommend books to each other. All these approaches may be helpful in order to enhance the understanding and perception towards literature.
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