View in EDS

Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom

Saved in:
Bibliographic Details
Title: Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom
Language: English
Authors: Maria Johana Ari Widayanti (ORCID 0009-0005-5689-1134), Januarius Mujiyanto (ORCID 0000-0002-2627-9789), Dwi Rukmini (ORCID 0000-0002-3816-9472), Hendi Pratama (ORCID 0000-0002-7399-5921)
Source: Educational Process: International Journal. Article e2025183 2025 15.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Reader Response, Teaching Methods, Reading Strategies, English (Second Language), Second Language Learning, Second Language Instruction, English Literature, Critical Reading, Foreign Countries, Universities, Reading Comprehension, Reading Processes, Critical Thinking, College Students, Scaffolding (Teaching Technique)
Geographic Terms: Indonesia
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study aims to examine the implementation of structured reading strategies through the Reader Response Approach (RRA) in an online EFL reading class to enhance students' reading comprehension and critical engagement with literary texts. Responding to a text allows readers to deepen their understanding, articulate personal interpretations, and connect literary works to real-life experiences. Materials/methods: This qualitative case study was conducted in a Critical Reading course involving 24 students from the English Literature program at the Indonesia University of Education (UPI) who was taught by a lecturer from Semarang State University (UNNES). The study focused on how students internalized and responded to The Famous Five literary texts using structured reading phases--previewing, questioning, annotating, outlining, summarizing, reviewing, and reflecting--which were previously unavailable in the class. Data were collected through multiple methods, including interviews adapted from Rosenblatt's (1993) Reader Response Theory, Mikulecky et al.'s (2007) strategies in More Reading Power, and Harmer's (2007) reading principles in How to Teach English. Results: The results indicated that students engaged critically with the novels by effectively utilizing the instructional steps of Reader Response Approach (RRA). The use of these structured reading process has been found to improve students' comprehension, allowing them to establish effective reading methods and foster independent learning. Conclusion: This study highlights the significance of structured reading strategies in promoting critical thinking and comprehension. The findings also provide actionable strategies for educators, making the research not only theoretical but also applicable in a real classroom setting.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475892
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475892
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1475892
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Maria+Johana+Ari+Widayanti%22">Maria Johana Ari Widayanti</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0005-5689-1134">0009-0005-5689-1134</externalLink>)<br /><searchLink fieldCode="AR" term="%22Januarius+Mujiyanto%22">Januarius Mujiyanto</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2627-9789">0000-0002-2627-9789</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dwi+Rukmini%22">Dwi Rukmini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3816-9472">0000-0002-3816-9472</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hendi+Pratama%22">Hendi Pratama</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7399-5921">0000-0002-7399-5921</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025183 2025 15.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reader+Response%22">Reader Response</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+Literature%22">English Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Reading%22">Critical Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study aims to examine the implementation of structured reading strategies through the Reader Response Approach (RRA) in an online EFL reading class to enhance students' reading comprehension and critical engagement with literary texts. Responding to a text allows readers to deepen their understanding, articulate personal interpretations, and connect literary works to real-life experiences. Materials/methods: This qualitative case study was conducted in a Critical Reading course involving 24 students from the English Literature program at the Indonesia University of Education (UPI) who was taught by a lecturer from Semarang State University (UNNES). The study focused on how students internalized and responded to The Famous Five literary texts using structured reading phases--previewing, questioning, annotating, outlining, summarizing, reviewing, and reflecting--which were previously unavailable in the class. Data were collected through multiple methods, including interviews adapted from Rosenblatt's (1993) Reader Response Theory, Mikulecky et al.'s (2007) strategies in More Reading Power, and Harmer's (2007) reading principles in How to Teach English. Results: The results indicated that students engaged critically with the novels by effectively utilizing the instructional steps of Reader Response Approach (RRA). The use of these structured reading process has been found to improve students' comprehension, allowing them to establish effective reading methods and foster independent learning. Conclusion: This study highlights the significance of structured reading strategies in promoting critical thinking and comprehension. The findings also provide actionable strategies for educators, making the research not only theoretical but also applicable in a real classroom setting.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475892
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475892
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Reader Response
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English Literature
        Type: general
      – SubjectFull: Critical Reading
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Maria Johana Ari Widayanti
      – PersonEntity:
          Name:
            NameFull: Januarius Mujiyanto
      – PersonEntity:
          Name:
            NameFull: Dwi Rukmini
      – PersonEntity:
          Name:
            NameFull: Hendi Pratama
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2147-0901
            – Type: issn-electronic
              Value: 2564-8020
          Numbering:
            – Type: volume
              Value: 15
          Titles:
            – TitleFull: Educational Process: International Journal
              Type: main
ResultId 1