R. Bunga Febriani, 0201614012 (2022) The Effectiveness of Language-Based Approach, Reader-Response Approach, and the Combination of Both Approaches in Developing the Students’ Reflective Writing Skill in Literary Criticism Among Students of Different Academic Self-Concept Levels and the Lecturers’ Perceptions of the Implementation of the Approaches. Masters thesis, UNNES.

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Abstract

The teaching of Literature to English as Foreign Language students plays an important role in the language learning context. There are several benefits of using literature in language classrooms, such as that literature is an authentic material, provides personal involvement, language enrichment, and cultural enrichment. The selection of appropriate approach(es) becomes a necessity that the proper approaches can result in good performance of the students, both in their critical thinking aspect and their language proficiency. The Problem appears when the lecturer does not implement a suitable approach to literary analysis when teaching literature to the EFL students. These problems led to the student's inability to perform as expected. Another problem is rooted in the students’ academic self- concept. There are differences in the performance between the students having a high level of academic self-concept and those having a low level of academic self- concept. The student's academic self-concept influences the students’ achievement in making reflections of literary works. This research is aimed at examining the effectiveness of three approaches to literary analysis in developing the students’ reflective writing skill based on the students’ academic Self-Concept of the students of the English Education Program of Universitas Galuh, Ciamis. The identification is done by investigating the students’ portfolio of reflections which implemented three approaches to literary analysis and an interview conducted with three lecturers of a literary subject. This research employed mixed-methods to explain the effectiveness of the three approaches to the students’ reflective writing in Literary Criticism classrooms based on the students’ academic self-concept. The sources of data were 90 students enrolling in the Literary Criticism subject and three lecturers teaching Literary Criticism. The results of the study revealed some findings as follow: 1) Reader-Response approach to literary analysis is more effective than the language-based approach and the combination of both approaches in developing the students’ reflective writing skill , 2) the students having a high level of academic self-concept have better reflective writing skill than those having low academic self-concept, 3) there is an interaction between the approaches to literary analysis and the student's level of academic self-concept in terms of reflective writing skill , 4)the lecturers had a positive perception on the implementation of Reader- response approach, 5) the strengths of Reader-response approach was that it empowered the students’ active involvement, and 6) the weakness of reader-response lied in its features of time and energy consuming nature compared to other approaches discussed in the research.

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