“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Abstract

The study aims to explore the application of reader response journals to help EFL readers get out from the 'being stuck condition' in interpreting literary works. Underpinned by the interplay of Reader Response Theory, Socio-constructivism, and Critical Pedagogy, the study promotes EFL readers' aesthetic stances to have their own 'convenient rooms' to (re)create meaning in transacting with texts as illuminated by their schemata and life experiences, which is contrast to New Critics' views that promote text-based analysis only. An intact group of EFL teacher trainees of an Indonesian private teacher college taking literary criticism participated in this program evaluation-based case study to uncover the observed classroom dynamics representing the trainees' reading and enjoying literary works, and responding to assigned literary works by means of response journals. In applying the one-semester course program, the trainees were triggered to individually and collaboratively share ideas, feelings, wants, interests, and expectations, and peer-feedback their written responses as reflected in on-going revised journals. The peer-led discussions characterized the classroom interaction driven by the teacher's (tutor's) guiding steps, as the scaffolding techniques. The study showed the nonthreatening classroom interaction and the trainees' development of using varied critical and personal reader response strategies. The trainees' captured 'voices' as reflected in peer-led discussions and their journals represented their freedom in expressing ideas, and enjoyment in reading-writing (literacy) events. The study suggests further studies investigate e-journaling project that entails possibilities of enhancing trainees' multiliteracies.