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The Effectiveness of Reader Response Approach

The document discusses the effectiveness of the reader response approach in literature classes. It provides several benefits of this approach, including that it helps students make connections between the text and their own experiences, it encourages participation from all students including low proficiency students, and it creates meaning through the interaction between reader and text. The document also outlines several ways that teachers can use reader responses in the classroom, such as sparking class discussions, creating written dialogues between students, facilitating teacher-student dialogues, developing discussion questions, and encouraging students to use their responses for writing assignments. Overall, the reader response approach enhances student engagement and interest in reading, writing, and learning literature.

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1K views4 pages

The Effectiveness of Reader Response Approach

The document discusses the effectiveness of the reader response approach in literature classes. It provides several benefits of this approach, including that it helps students make connections between the text and their own experiences, it encourages participation from all students including low proficiency students, and it creates meaning through the interaction between reader and text. The document also outlines several ways that teachers can use reader responses in the classroom, such as sparking class discussions, creating written dialogues between students, facilitating teacher-student dialogues, developing discussion questions, and encouraging students to use their responses for writing assignments. Overall, the reader response approach enhances student engagement and interest in reading, writing, and learning literature.

Uploaded by

Cikika
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The Effectiveness of Reader Response Approach.

Reader response approach is effective to implement it in daily learning especially in


literature because it is easy to adapt in the lesson. Students will not feel reluctant to participate
and to raise their hands up during class discussion. Through the literary text, students can make
a connection with their experience and answer the questions asked by the teacher. The approach
also helps the low proficiency students voluntarily participate in the class. Literature is an
aesthetic reading, so it should be read within pleasure and comfortable zone and not by force and
restricted for the sake of exam oriented. According to Rosenblatt (1938) the interaction and
relationship between reader and text create meanings. The reading becomes a transaction that
the text provides words and ideas; the reader provides the personal responses to the words and
ideas.

Based on the book called ‘Teaching English in Middle and Secondary Schools’ by Rhode
J.Maxwell and Mary Jordan Meiser, under the chapter of ‘Teaching Literature’, they wrote about
the implementation of the response theory in the classroom. They also claimed that background
of information which is experience and prior knowledge is useful to teach literature. Students
will remember the information better when they discover the issue themselves or by actively
wonder about it. The eagerness to learn will nurture in them. In addition, no matter how
wonderful the teacher taught in the class, but if the students are not interested to learn, it will be a
wasted effort. This is one way to generate interest and convince students that what they know
and feel counts in the English Language art classroom.

One way to prove the effectiveness of this approach is technically by writing. Students
using a reader response approach in writing as they read the text. When they are able to write
anything they could, it is show that they are interested with the text. They can write on what the
story makes them think about, about the particular word or phrase or about feeling evoked by the
piece. In short, they can write just about anything that the texts make them think of, although
they may facing some trouble in understanding what is it they are supposed to write in the
beginning.

However, the students can become less motivate and less confident when they are asked to
present their responses, especially if the student is weak and lack of vocabulary in English. So,
the teacher can encourage them by asking questions that draw them out. As for the beginning,
those questions might provide the structure for them to get started. The questions are as below:

i. What characters remind you of someone you know? In what ways do they make you
think of the person or people you know?
ii. What experiences in the text make you think of ones you have had?
iii. What objects make you think of things you have had or places you know about?
iv. What objects make you think of things you have had or places you know about?
v. Perhaps movies or television shows come to mind as you read. Describe the connections.
(The connection might be the action or character or setting.)
vi. If you were one of the characters, in what ways would you reacted similarly or
differently?
vii. Describe how you feel at the end of the story (or chapter). In what ways does the story
seem plausible? If you were the author, what might you want to write differently?

On the other hand, asking them to write whatever comes to their mind can be problematic
to them. So, by listing the question would help them to trigger some ideas. They need some
guidance, especially when the responding is new to them. As they become comfortable with
the approach, they will write more. In addition, it is important to avoid yes and no question.
It is because it will be easy for the students to answer and they might not bother to explain
more on their answer.
The Use of Reader Response in the Classroom.

There are many use of reader response that can successfully help the students to cope in the
class. It is also to enhance their interest in reading, writing and of course learning literature. Still,
referring to Rhode J.Maxwell and Mary Jordan Meiser, in their book called ‘Teaching English in
Middle and Secondary Schools’, they had highlighted five use of reader response:

1. Use responses to improve / spark discussion.


This is based on the class situation, where the teacher asked the students to read book
known as ‘Neighbour Rosicky’ by Willa Cather. Soon after they had finished reading, they were
asked to write about the main character in 10 minutes. At the beginning, the students seem
unsure what to write. Guidance by the teacher is important. Teacher can narrowing the
instruction by asked the students to describe the kind of person Rosicky was and whom he
reminded them of. The question would at least help the students to write. During class
discussion, the students start it slowly and just a small number of students that participate. After
a while, they had a lively discussion going. They talk to each other and give view on each other
opinions or thoughts. By writing their responses, it allowed students to think through their
responses before tell it to the public. This is not exactly a reader response approach, but
somehow by giving the students some guidance, will help them to make connection with the
text.

2. Use responses as a written dialogue among students.


Students share their responses with each other. This will lead to a class discussion. Students
write their responses and read it to the class. The teacher tells the students that they can add to
their responses after hearing what the others have to say. Students will start ask why someone
responded in a particular ways. When students explain their responses, they have to start with
the place in the text that made them think of the event or feeling they recounted. They do not
defend their responses but explain what part of reading encouraged it. This way of sharing
accomplishes three things 1) Students must read with attention; 2) they learn how others think
and read; 3) they find out what others in the class are writing.

Having students write and share their responses is an excellent way to keep the students on
task for reading. It gives students confidence in their own work. Those who are skeptical of
themselves will discover that their piece of work is as interesting and as others.

3. Use responses to create s dialogue between individual students and the teacher.
When the written responses are handed in, teacher writes the comments for the responses.
The comments are not evaluation but teacher’s thoughts and word of wisdom, which encourage
students more in the future. This support tells the students that their writing is attractive and
important. Avoid negative comment as it will make students less motivates and damaging the
relationship between teacher and students. The response also provides the teacher with a sense
of how well the students understand and enjoy the literature selection.
During class, the dialogue between teacher and students can give a chance to the students to
respond more fully to the text. Questions can help students expand on what they wrote. For
example:

i. “I would like to hear more about when you….”


ii. “Your comment about this made me think of how I felt when…..”
iii. “What happened after (whatever is appropriate)?”
iv. “I can really understand how you felt. Have your feeling changed at all now?”

The positive comment that supportive and encourage is appropriate. Both teacher and
students get to know each other better as they are sharing thought and feeling about literature.

4. Use responses as a source of discussion questions for the whole class.


As teacher reads the students responses, they he or she note on the raising issues and
disagreements that students have on motivation of characters, the plot movement and such. The
teacher acts as a moderator and keeps the discussion focused on the text and teacher can
provoke them with questions if the students do not react and too willing to accept an idea.
Encouraging a variety of interpretation helps students think for themselves.

5. Encourage students to use responses when they write papers based on the literature.
The point of reader response is that students’ thoughts and feelings about what they read are
validated in their study of literature. As the students go through their responses, they can find
patterns or themes that suggest writing topics. The focus of their papers comes from their own
responses, their interest is high and they have a personal stake in writing a convincing paper.
The outcome will be much more interesting to read than the topic that not selected by the
students themselves.

In conclusion, the use of responses can be vary depends on the creativity of the students and
the teachers to guide them. It also can be used in any combination.

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