READER ORIENTED-APPROACH

This Paper Is Submitted To Fulfille The Assigment Introduction to Literature

Supporting Lecturer:
Afif Suadi, S.S., [Link]

Completed by nine group :

- Asyifa Ramadhan (181230183)

- Iin Fatimah (181230184)

- Sarmidawati (181230193)

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTIES

SULTAN MAULANA HASANUDIN BANTEN ISLAMIC UNIVERSITY

2020

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 PREFACE

First of all, thanks to our god Allah SWT. Because of Allah we can finished this paper
entitled “Reader Oriented-Approach”. The purpose in writing this paper is to fulfill the
assignment that given by Mr Afif Suadi, S.S., [Link] as lecturer in subject Introduction to
Literature. We are fully aware that the many flaws in the writing of this paaper,
interms of material, technical and presentation material. Therefore we
except crictism and constructive suggestions to further refine the writing of
this paper. Finally, we hope that the writing of this paper can be useful for
readers.

Serang, April 18, 2020

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 The Author

TABLE OF CONTENT

PREFACE........................................................................................................i

TABLE OF CONTENT......................................................................................ii

CHAPTER I

INTRODUCTION 4

A. Background…………………………………………………………………………..4
B. Problem
Formulation………………………………………………………………….4
C. Writing Purpose……………………………………………………………………….4

CHAPTER II

DISCUSSION

A. Definition of Reader…………………………………………………………………5
B. The History of
Reader……………………………………………………………….6
C. The Type of
Reader………………………………………………………………….7
D. The Advantages of Reader
Oriented…………………………………………………7

CHAPTER III

1. Conclusion…………………………………………………………………………..8

REFERENCE

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 CHAPTER I

INTRODUCTION

A. Background
Reader-Oriented theory is based on the assumption that a literary work takes place in the
mutual relationship between the reader and the text. According to this theory, the meaning is
constructed through a transaction between the reader and the text within a particular context.
Readers assume multiple roles when responding to a variety of forms of literature. The
process of developing responses facilitates active and meaningful reading and increases
emotional and intellectual participation in the text, which ultimately provides learners with
better comprehension and awareness of the text. The potential value of classroom discussions
helps learners to express their emotional reactions, to elicit their responses, to nourish their
perspectives for furthering depth of their interpretation, to corroborate their opinions and
share their responses for building a social relationship. It is crucial that learners are directed
to perform more adequately in response to texts and actively engage in dialogues to pose
literal and inferential questions, to explore a range of possible meanings and to foster
cognitive development and comprehension.

B. Problem Formulation
1. What is Reader Oriented ?
2. What is History of Reader Oriented ?
3. What is The Type of Reader ?
4. What is Advantages of Reader-Oriented?

C. Writing Purpose
1. To know what The Reader Orinted is
2. To know what The Histrory of Reader Oriented is
3. To know what The Type of Reader is
4. To know what The Advantages of Reader-Oriented is

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 CHAPTER II

DISCUSSION

A. Definition of Reader
As a reaction to the dominant position of text-oriented new criticism, a reader-
oriented approach developed in the 1960s called reception theory, reader-response theory,
or aesthetics of reception. All three terms are used almost synonymously to summarize
those approaches which focus on the reader’s point of view. Some of these approaches do
not postulate a single objective text, but rather assume that there are as many texts as
readers. This attitude implies that a new individual “text” evolves with every individual
reading process.
With the focus on the effect of a text on the recipient or reader, reception theory is
obviously opposed to new criticism’s dogma of affective fallacy, which demands an
interpretation free of subjective contributions by the reader. Reader-centered approaches
examine the readership of a text and investigate why, where, and when it is read. They
also examine certain reading practices of social, ethnic, or national groups. Many of these
investigations also deal with and try to explain the physiological aspect of the actual
reading process. They aim at revealing certain mechanisms which are employed in the
transformation of the visual signs on paper into a coherent, meaningful text in the mind of
the reader.
These approaches assume that a text creates certain expectations in the reader in
every phase of reading. These expectations are then either fulfilled or left unfulfilled.
Wolfgang Iser’s (1926–) term of the blank refers to this phenomenon of expectation
stimulated by the text and “filled” by the reader. This principle of the blank can be
applied to the elementary level of the sentence as well as to more complex units of
meaning.
While reading even the first words of a sentence, the reader continually imagines
how it might continue. In every phase, the reader attempts to complement what is missing

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 through his own imagination and skill at combination. Similarly, we continually pick up
open questions which are then connected to various explanatory options. The filling of
the blanks, on the one hand, depends on subjective-individual traits and, on the other, on
more general features, such as education, age, gender, nationality, and the historical
period of the reader.
The reader’s expectation plays a role in every sort of text, but it is most obvious in
literary genres like detective fiction, which depend very much on the interaction between
text and recipient. Edgar Allan Poe’s “The Murders in the Rue Morgue” (1841), for
example, consists of several blanks of this sort which consistently guide the reader’s
imagination and expectation in different directions. A viciously mutilated body is found
in a Paris apartment. The reconstruction of the murder and the discovery of the culprit are
founded on a number of contradictory testimonies and circumstantial evidence; the reader
is continually forced to change assumptions in order to identify the murderer’s motive
and identity.
Playing with the reader’s expectations occupies the foreground in detective fiction
but is also present in any other literary genres, though in varying intensity and clarity.
Expectations are at the basis of text interpretation on every level of the reading process,
from the deciphering of a single word or sentence to the analysis of thematic structures of
texts. Reception theory, therefore, shifts the focus from the text to the interaction between
reader and text. It argues that the interpretation of texts cannot and must not be detached
from the reading individual.

B. The History of Reader

In reception history sales figures are examined together with reviews in
newspapers and magazines. These analyses can either look at the reception of texts in one
particular period (synchronic analysis) or trace changes and developments in the
reception of texts in literary history (diachronic analysis).
The reader-centered approaches of reception theory and reception history,
particularly influential in the 1970s as reactions to the dogmas of new criticism, were
pushed into the background in the 1980s by text-oriented semiotics and deconstruction as
well as by a variety of context-centered schools.
This theory appeared in the late 1960s and the 1970s but the role of the reader or
audience of a literary work of performance has been recognized since classical times
(Habib, 2005, p.708). however, people didn’t know how important rhe role of reader is.
They thought readers consumed passively what they read. For example Plato knew that
people’s mind could be directed to agood or bad behavior by poetry. While Aristotle
thought that : a tragedy must inspire the purgative emotion of fear and pity. In the past,
they thought that the readers only has one response, which is the author’s prediction what
would they response. This theory is a restoration of an old and more traditional
knowledge of an audience’s important role such literary or rhetorical situation.

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C. Reader in the reader's response/oriented.
In the approach of the reader's response, it's known to some readership terms. The
reader is as follows:
a) A common readership, a literal one. The ordinary reader is a person who reads a
work of literature rather than research.
b) An ideal readership, one who reads literature for research.
c) The implicit reader, which is the role of the reading in the text itself, the whole
textual instruction for the actual reader.
d) The explicit reader, that is, may be a reader who can also be called fictitious,
imaginary, or imprinted.
e) Informed reader (informed readers), that is, that reader has considerable literacy
skills.
D. The Advantages of Reader Oriented
1. Reader Response allows rea ders to interpret the text in various ways.
2. Reader Response allows readers to bring: personality traits, memories of the
past and present experiences to the text.
3. Reader Response forces the readers to look past the words of the text, and search
for deeper meanings.
4. Reader Response allows readers to see different perspectives of others while
reading.
5. Reader response criticism focuses on the importance of the reader and their
individual response to the text. (Edwards, Mclntyre, & Glabb

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 CHAPTER III

I. CONCLUSION

Reader-Oriented theory is based on the assumption that a literary work takes place in
the mutual relationship between the reader and the text. According to this theory, the
meaning is constructed through a transaction between the reader and the text within
a particular context. Readers assume multiple roles when responding to a variety of forms
of literature.

The reader-centered approaches of reception theory and reception history,

particularly influential in the 1970s as reactions to the dogmas of new criticism, were
pushed into the background in the 1980s by text-oriented semiotics and deconstruction as
well as by a variety of context-centered schools.

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 REFERENCE

Kalaler, Mario. 2004. “An Introduction to literary studies”. United Kingdom: Routledge.

Mclntosh, J.E. (2010). Reader Response Journals : Novice teachers reflect on their
Implementation Process. Nipissing University