Abstract
For years, scholars believed one effective approach that can be used in teaching literature in EFL context is reader-response approach yet very limited study can be found about the application of reader-response theory in teaching symbolism. Whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight. The problem is, deciding exactly what is represented by a symbol is not an easy thing to do, though the general meaning is clear because a symbol most commonly represents something unnamed. This research aimed to find out the application of reader-response theory in teaching symbolism. This research observed 16 participants majoring in English Literature program. Within four weeks, the participants were asked to read selected poems and short stories and asked to write a reflective writing as a response. Then, the writings were assessed by using critical thinking rubric. From this research, it can be drawn that the participants’ score of symbolism interpretation were increasing by the end of the research. In other word, reader-response theory is beneficial to the improvement of students’ inadequacies in studying symbolism and offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. By the end of the research, the participants are more accustomed to express various ideas and more motivated to explore more supporting sentences to strengthen their ideas.
Highlights
Without doubt, literature plays important roles in life
It can be seen that in general the participants were still not accustomed to state a clear thesis statements regarding with extended meaning of rose and worm in the poem
It can be seen that the highest progress is the participants’ ability to write a clear thesis statement
Summary
Literature plays important roles in life. Mays (2017) believed that instead of just talking about things, literary works bring life to the reader by representing experiences directly; in which they engage the readers’ emotions, imaginations and senses and intellects (p. 3). As Haraway (as cited in Bruns, 2011) stated that literature portrays the human’s approaches to knowledge discovery with the advantage or being nowhere while claiming to see comprehensively. This stage of recognizing something in ourselves in a literary work is important for self-knowledge, comfort and consolation The more people read literature, the more they see how the authors use language in diverse ways in order to describe numerous self-expressions such as joy, pain, laughter, or rage Despite its importance, teaching literature, especially in EFL context still becomes a challenging thing to do
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