Abstract
The review explores the philosophical basis of the application of Rosenblatt’s Reader Response Theory (RRT) to teach reading-to write of literary works in practical senses in EFL contexts across borders. Grounded in the integration of paradigm shift from text- to reader-oriented, critical pedagogy and literacy, and socio-constructivism, reader response-based teaching pedagogy places learners among the active meaning makers as members of a democratic classroom community while getting immersed in critical reading-writing (literacy) events. Moreover, this critical review highlights the possible classroom practices as framed by RRT principles that offer freedom and enjoyment in reading literary works to face the sophistication of varied modern 21st century educational web-based platforms that lead to the use of e-response journal and e-literature circles by means of e-peer-reviewing. Drawing on the current technology-enriched teaching media, RRT application is expected to benefit most EFL learners in gauging literature-based literacy development to sensitize their intercultural communication across global contexts. Moreover, recommended practical trends of RRT principles are presented in this review.
Highlights
The role of teacher in designing meaningful classroom dynamics is central to the realm of literature teaching pedagogy
Philosophically speaking, the interplay of critical literacy and critical pedagogy strongly boosts the pedagogy of literature teaching that promotes reading-writing activities
The teacher should let students decide how much of the text to read and which role each of them will fill during the meeting, make sure that they have a copy of the correct role sheet, and read their text and prepare for literature circle meetings; 4
Summary
Januarius Mujiyanto2 & Rudi Hartono Doctorate Student of Postgraduate School of Universitas Negeri Semarang (UNNES), Semarang, Indonesia, an Academic Staff Member of Universitas Galuh, Ciamis, Indonesia 2 Professor of Applied Linguistics and Chair of Language Education Department, Postgraduate School of Universitas Negeri Semarang (UNNES), Semarang, Indonesia 3 Professor of Applied Linguistics, teaches at English Department of Undergraduate and Postgraduate School of Universitas Negeri Semarang (UNNES), Semarang, Indonesia Correspondence: Iskhak, English Department of Teacher Training College, Universitas Galuh, Jalan R.E Martadinata No 150, Ciamis, West Java, Indonesia
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