Reader Response Criticism free essay sample

Readers immerse themselves into the text, imagine what happened and feel what is perceived by the characters. Purves, et al. (1990) adds the definition above that when reading works of literary readers include not only feelings but to include the mind and imagination as well as those quoted from the statement Literature and the arts exist in the curriculum as a means for students to learn to express Their emotions,  Their thought, and Their imaginations. †   According Kimtafsirah (2003:6) readers who are engaged with the text, merged with the text in terms of applying Rosenblatt is an aesthetic reading. In aesthetic reading, as if the reader into the text and live there in order to understand the behavior of the characters. Thus, readers can respond emotionally with ease so that the understanding reached. | Feeling, imagination, thought| 1. Can you feel what is felt by the character? What does he/she feel? 2. Would you do the same thing if you were the character? Explain it. We will write a custom essay sample on Reader Response Criticism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3. Can you imagine what happens? Explain it. | 2| Describing(Detailing)| Readers can describe the text by refilling the elements of the text, or by refilling the characteristics of the characters. Readers back detailing or describing information contained in the text. Readers detailing the characters, characterizations, background story, and story lines. That is, the reader retells the story he had read and detailing the events that are considered important to understand. When reading a literary text, will be found different things in the same text. Students tell the parts that interest them, at least in three sentences. Previously, they can specify all the elements of the building are structurally literary works such as: character, background, and the storyline. Application of this response can facilitate learners in achieving honesty, compassion, and caring. For example Malin Kundang story. After reading Malin Kundang, the first question put to them. Malin Kundang as a rebellious figure in the storys sharp criticism of the appreciation. Learners are not going to like the characters actions and behavior. They learn honesty, compassion, and care after appreciating and exploring the story. | Character, characterization, setting, theme, style. | 1. What do you think of the character of the story? Is he/she good or bad? Do you like or dislike him/her? 2. Where does the story happen? Do you like the setting? Why? 3. Does the story tell about good things? 4. Is the story reasonable? Is the style of the story communicative of figurative? Explain it. 5. What event in the story do you think is very important? Why? | 3| Conceiving(Understanding)| Understanding in this step the reader can understand the text by skimming, scanning, asks questions about the characters, etc. The reader understands the characters, background stories, and the language used in a story and the meanings. In this activity, students understand the characters by applying their knowledge of social behavior in society and cultural backgrounds. Understanding of the characters is also supported by the opinion Kimtafsirah (2003:7) that knowledge of the text cannot be separated with the understanding of social behavior and cultural background is reflected from the text. For example, when students read the story with the customs of different cultures and backgrounds with them then they can understand the behavior of the characters is not from their culture. | Reason| 1. Why is the character forbidden to do something? | 4| Explaining| The reader explains the characteristic of each character, vocabulary, expression used, etc. | Character’s action, agreement| 1. A character is extremely hated by someone but he/she keeps patient and obeys. What do you think of the character’s action? 2. Do you agree or disagree of the bad action done by anyone to the character? Why? | 5| Interpreting| When readers interpret a text, they might employ the reaction, connection, and conception they have mode to articulate the theme of the text. Or the readers can interpret the expressions used in the story. Readers use the reaction, conception, and the connections they form to articulate the theme. Activities involving the determination of interpreting symbolic meanings, themes, or specific events from a text. In making interpretations, usually under discussion is what the text express. Interpretation involves a generalization, not a statement made that statement in the text but implicit in the text. In your point of view, what does the story talk about? | 6| Connecting| Comparing the reader can compare the text to something else, for example to his experience. The readers connect their experiences with what happens to the characters. Other activities in this strategy are to connect the story with another story or never read or watch movies. Kimtafsirah (2003:8) illustrates as the following example: after reading the works of Charles Dickens Oliver Twist, students can compare it with the film Hanggara Ari.