Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom
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| Title: | Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom |
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| Language: | English |
| Authors: | Maria Johana Ari Widayanti (ORCID |
| 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 |
| 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. |
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| ISSN: | 2147-0901 2564-8020 |
