The application of reader-response theory to teach symbolism in literature class for EFL students

Kinasih, Putri Rindu

doi:10.33474/j-reall.v1i2.6757

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Possible interactions include interaction between experience and the text, interaction between the author's culture and readers, and interaction between the reader and other readers [25]. To appreciate a text as the author intended, readers have to first understand the cultural context in which it was produced [26]. They also need to understand the key principles of the texts.…”

Section: Transactional Responsementioning

confidence: 99%

Students’ Responses to Literature within Multiliteracies Pedagogy

Mandarani¹,

Retnaningdyah²,

Mustofa³

2022

Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021

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This paper aims to analyze how situated practice in the multiliteracies pedagogy might help students respond to the literature utilizing a reader-response approach. The participants are the 2nd-semester students of the English Education Study Program in UMSIDA who had attended the course of Linguistic and Literature for one semester. In collecting the data, the researcher used Google Meet to invite the students into a forum discussion. Firstly, learning begins with exploring students' knowledge. Then, the teacher gave some statements to recall their life experiences, thoughts and opinions related to a particular topic. The topic addressed was about the students' beliefs and assumptions upon a particular sociocultural issue. Further, in that situated practice, they can give various responses to the theme of the New Boy film. From their responses, the interpretation helped them to connect to the social context, so they may comprehend the story's values. The outcomes showed that students' prior knowledge and reader-response approach work quite well altogether in enhancing students' interpretation of a particular literary work. Learning materials with closer relevancy to students' experiences may also be helpful for students in contextualizing the issues on a certain literature work upon their daily real-life circumstances, which in turn will be useful for students' language learning in advance.

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Section: Transactional Responsementioning

confidence: 99%

Students’ Responses to Literature within Multiliteracies Pedagogy

Mandarani¹,

Retnaningdyah²,

Mustofa³

2022

Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021

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show abstract

“…While using the Reader-Response Approach (RRA), which encouraged a variety of responses, allowed students to freely react to what they had read. Students have become free 598 SALEE: Study of Applied Linguistics and English Education to make connections between the literary works they read and their own experiences in the past and present (Fauziah, 2016;Kinasih, 2020). She also emphasized how important it is for teachers to encourage a favorable learning atmosphere because teachers' decisions determine how well a strategy will work (Fauziah, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Use of Infographics as a Systemic Functional Approach to Improve Students' Understanding of Shakespeare's Drama

Kinasih,

Rerung,

Halim

2023

SALEE

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Despite its importance, it should be noted that teaching literature, especially in an EFL setting, can be challenging. Numerous studies have been conducted to examine various literature on teaching methods for EFL students. The strategies used in the research, however, heavily rely on teachers' attempts to spoon-feed students' understanding. Thus, in this research, the writers aim to study students’ perceptions of using infographics in studying intrinsic elements in Shakespeare’s drama. This study adopts the mixed-method approach. The participants of this study are 71 students from the second semester consisting of 41 females, and 30 males majoring in English Language and Literature (BBI) at UBM University. The result of the questionnaire was analyzed by using SPSS. In addition to processing the questionnaire results, the writers also conduct a semi-structured interview to gather additional perspectives and in-depth insights about the usage of infographics to improve students' comprehension of Shakespeare's play. This study concludes that participants were eager to learn fundamental aspects of Shakespeare's drama through infographics. Students' short attention spans and Shakespeare's difficult language can both be overcome with the use of infographics.

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“…It also sought each approach's strengths and weaknesses according to the lecturers' experiences of teaching literature in the language classrooms. Previous research results showed that lecturers implemented different approaches when teaching literature to EFL students (Fauziah, 2016;Kinasih, 2020;Varita, 2017). Fauziah (2016) presented the implementation of integration of the models of literary approaches to teaching literature, namely the Language-based approach, the Reader-Response approach, and the Information-based Approach.…”

Section: Introductionmentioning

confidence: 99%

“…Fauziah (2016) presented the implementation of integration of the models of literary approaches to teaching literature, namely the Language-based approach, the Reader-Response approach, and the Information-based Approach. Then, Kinasih (2020) explained the Reader-Response approach. Meanwhile, Varita (2017) researched the implementation of the Literature Circle approach to teaching literature.…”

Section: Introductionmentioning

confidence: 99%

Lecturers’ perception on the implementation of approaches to teaching literature in EFL classrooms

Febriani

Rukmini

Mujiyanto

et al. 2022

SiELE

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The selection of appropriate approach(es) to teaching literature in EFL classrooms becomes a necessity that they can result in good performance of the students, both in their critical thinking aspect and their language proficiency. The problem appears when the lecturer does not implement a suitable approach to literary analysis when teaching literature to the EFL students. These problems led to the student’s inability to perform as expected. The present study examines how lecturers perceive the implementation of approaches to teaching literature in EFL classrooms and their relations to improving the students’ reflective writing skills as the manifestation of the student’ responses to the literary works. Among the approaches studied were the Language-based approach, the Reader-Response approach, and the Philosophical approach. The study was carried out on six lecturers teaching the Literary Criticism course in the EFL classrooms at the university level. A questionnaire was distributed to the lecturers teaching this course at a university in Semarang, Indonesia, containing eight-question items regarding how they perceive the literary approaches and how effective they used them in improving the students’ reflective writing skills, in encouraging the students to think critically about the events in literary works and in relating the readings to some aspects of their own lives. The study revealed that each literary analysis approach in teaching literature has its benefits and characteristics. The study results also showed that each approach has its strengths and weaknesses that differ from one another.

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The application of reader-response theory to teach symbolism in literature class for EFL students

Cited by 3 publications

References 9 publications

Students’ Responses to Literature within Multiliteracies Pedagogy

Students’ Responses to Literature within Multiliteracies Pedagogy

The Use of Infographics as a Systemic Functional Approach to Improve Students' Understanding of Shakespeare's Drama

Lecturers’ perception on the implementation of approaches to teaching literature in EFL classrooms

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