The Development of Learning Activity by Using Reader Response Theory and Rasa Theory to Enhance Literature Appreciation Ability for Grade 8 Students

Abstract

This research is a developmental study (R&D) with three objectives: (1) To develop and evaluate the efficiency of learning activity by using Reader Response Theory and Rasa Theory to enhance the literature appreciation ability of Grade 8 students, according to the 75/75 criterion.  (2) To implement the learning activity by using Reader Response Theory and Rasa Theory, including: (2.1) To compare the literature appreciation ability of Grade 8 students after participating in the learning activity with the 75 percent criterion. (2.2) To examine the literature appreciation ability of Grade 8 students. (3) To evaluate the opinions of Grade 8 students toward learning through the activity by using Reader Response Theory and Rasa Theory. The sample group consisted of 35 Grade 8/4 students at Sai-ngam Pittayakom School. The participants were selected using simple random sampling. The research instruments included: (1) learning activity by using Reader Response Theory and Rasa Theory, (2) a test to assess literature appreciation ability, and (3) a student opinion questionnaire. The data were analyzed using percentage, mean, standard deviation, and one-sample t-test. The research findings (1) The learning activity by using Reader Response Theory and Rasa Theory to enhance the literature appreciation ability of Grade 8 students, comprised five stages: construct reading comprehension, link student’s prior experiences to literature, create interactive learning, give and get feedback, revise and report in form of journal writing. The activity demonstrated an efficiency of 76.74/77.08, which met the specified criterion. (2) The Grade 8 students who participated in the learning activity by using Reader Response Theory and Rasa Theory demonstrated the following literature appreciation abilities: (2.1) Their literature appreciation ability after learning was significantly higher than the 75 percent criterion at the .01 level of statistical significance. (2.2) The students demonstrated literary understanding and literary appreciation. (3) The students’ opinions toward learning through the activity by using Reader Response Theory and Rasa Theory were at the highest level (x̄ = 4.71, S.D. = 0.46).