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The Effectiveness of Reader Response Approach
The Effectiveness of Reader Response Approach
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:
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:
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.
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.