THE TEACHING OF LITERATURE USING READER-RESPONSE APPROACH (A CASE STUDY OF THE THIRD GRADE STUDENTS OF ONE PRIVATE UNIVERSITY IN SUMEDANG)
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Institusion
Universitas Pendidikan Indonesia
Author
Maryanah, Imas
Subject
L Education (General)
Datestamp
2014-06-27 01:52:06
Abstract :
The study aims to investigate the teaching of literature using reader-response approach. In particular, the study focused on how the teaching of literature was conducted, the problems emerged and how the instructor solved the problems. Data was taken through document analysis of syllabus and students-tasks, observation of instruction activities (which involved one lecturer and 25 students of the third grade). Thus, semi-structured interview was conducted (involving a lecturer and three students in one private university in Sumedang, guided by a set of questions regarding to find out the consistency between what the lecturer and students did in observation and what they said. The data were analyzed by using reader-response approach principles, the role of the lecturer and students, and materials. The analysis shows that to some extents, the teaching and learning literature conducted by the lecturer and the students is relevant with the principles of reader response approach (which the lecturer did the first five principles including invite response, give time to crystallize ideas, finds points of contact among students, open up the discussion to the topic of self, text, and others, and let the discussion build). However, the lecturer still ignored the last two principles (which he needed ample time to implement the principles).Then the problems which emerged, to some extents are consistent to the findings from previous research of the teaching of literature using reader-response. Otherwise, other problems are also identified in the research site, which the teaching ?learning process tends to be more teaching-oriented than learning-oriented, and the students, in terms of lack of interests and needs in learning literature. Therefore, some solutions to the problems were attempted to do by both the lecturer and the students although they were still minimal undertaken.
The study aims to investigate the teaching of literature using reader-response approach. In particular, the study focused on how the teaching of literature was conducted, the problems emerged and how the instructor solved the problems. Data was taken through document analysis of syllabus and students-tasks, observation of instruction activities (which involved one lecturer and 25 students of the third grade). Thus, semi-structured interview was conducted (involving a lecturer and three students in one private university in Sumedang, guided by a set of questions regarding to find out the consistency between what the lecturer and students did in observation and what they said. The data were analyzed by using reader-response approach principles, the role of the lecturer and students, and materials. The analysis shows that to some extents, the teaching and learning literature conducted by the lecturer and the students is relevant with the principles of reader response approach (which the lecturer did the first five principles including invite response, give time to crystallize ideas, finds points of contact among students, open up the discussion to the topic of self, text, and others, and let the discussion build). However, the lecturer still ignored the last two principles (which he needed ample time to implement the principles).Then the problems which emerged, to some extents are consistent to the findings from previous research of the teaching of literature using reader-response. Otherwise, other problems are also identified in the research site, which the teaching ?learning process tends to be more teaching-oriented than learning-oriented, and the students, in terms of lack of interests and needs in learning literature. Therefore, some solutions to the problems were attempted to do by both the lecturer and the students although they were still minimal undertaken.
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