Investigating the Effects of Reader Response Journals on the Quality of Teacher Trainees’ Responses to Literary Works

Iskhak, Iskhak; Saleh, Mursid; Sofwan, Ahmad; Hartono, Rudi

doi:10.17507/tpls.0710.02

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…In line with the study above, Iskhak, Saleh, Sofwan, Hartono (2017) also investigated the effects of reader-response journals on the quality of teacher trainees' responses to literary works. The study followed Rosenblatt's reader response theory, literacy principles, and sociocultural views, which resulted in three findings.…”

Section: Introductionmentioning

confidence: 93%

“…Scholars believed one effective approach that can be used in teaching literature is reader-response approach; hence study about reader-response and literature has been done extensively (Febriani, 2019;Iskhak, Saleh, Sofwan, Hartono, 2017;Trisnawati, 2009). Firstly, in her study, Febriani (2019) stated that by applying reader-response approach in a literature class, the students are able to express not merely their personal feelings (like, dislike, sad, unhappy feelings, and so on), but they had also showed that they had a good start to think critically upon literary works.…”

Section: Introductionmentioning

confidence: 99%

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

Kinasih

2020

J-REaLL

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For years, scholars believed one effective approach that can be used in teaching literature in EFL context is reader-response approach yet very limited study can be found about the application of reader-response theory in teaching symbolism. Whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight. The problem is, deciding exactly what is represented by a symbol is not an easy thing to do, though the general meaning is clear because a symbol most commonly represents something unnamed. This research aimed to find out the application of reader-response theory in teaching symbolism. This research observed 16 participants majoring in English Literature program. Within four weeks, the participants were asked to read selected poems and short stories and asked to write a reflective writing as a response. Then, the writings were assessed by using critical thinking rubric. From this research, it can be drawn that the participants’ score of symbolism interpretation were increasing by the end of the research. In other word, reader-response theory is beneficial to the improvement of students’ inadequacies in studying symbolism and offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. By the end of the research, the participants are more accustomed to express various ideas and more motivated to explore more supporting sentences to strengthen their ideas.

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Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

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

Kinasih

2020

J-REaLL

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“…She added that discussion questions in the RRA gave the students the idea of how to express their ideas and thought on a piece of paper. Related to this view, Iskhak et al (2017) agreed that the Reader-Response theory offered reading-writing activities.…”

Section: Kinds Of Approaches Used To Teach Literature In the Efl Clas...mentioning

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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“…It shows a relationship between the text and the reader's self, which helps create meaning exploration. Exploring meaning also requires inter textualization and the association of readers with their own life experiences to interpret the text (Iskhak et al, 2017).…”

Section: N P R E S S 79mentioning

confidence: 99%

Effect of Pornography Discourse on the Reception of Novel Stensilan by Enny Arrow

2021

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This study aims to analyze the pornography discourse in the reception of Enny Arrow's stencil novels among millennial men. The study is qualitative. The research sample focused on two millennial men in Surakarta who read the novel Enny Arrow stencil intensively. The data collected by interviews and observations over six months. In this study, researchers asked two newly recognized millennial men to read and interpret Enny Arrow's stenciled novel. After that, the researcher looks at the effect on the social relationships of the participants. The theory used to analyze the data in this study was Normand Holland's psychoanalytic literary reception. After the data analysis process, it was revealed that pornography can be both a consumption and a taboo subject. Although it is considered a sensational topic of conversation, the participants considered pornography should not be used as a general topic of conversation. Keywords: pornography, discourse, sex, stencil novel, Enny Arrow

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Investigating the Effects of Reader Response Journals on the Quality of Teacher Trainees’ Responses to Literary Works

Cited by 4 publications

References 7 publications

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

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

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

Effect of Pornography Discourse on the Reception of Novel Stensilan by Enny Arrow

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