<![CDATA[When students in Critical Reading class are able to follow a story quite well, they may still hesitate to explain what its meaning from their own perspectives. Herewith, the aim of Reader Response Approach was used to provide students with more opportunities to incorporate their experiences, questions, and personal reactions into literary reading were included some principles in course planning, classroom activities, and assessment, particularly when students explored social values presented in the stories. A qualitative case study was conducted using data from interviews, questionnaires, classroom observations, video recordings, lesson plans, and students’ written work. Students began by making predictions and asking questions. They then identified important passages, organized ideas, summarized the story, and reflected on what they had read. Their answers gradually moved beyond simply naming characters or identifying themes. They began to explain the reasons behind the characters’ decisions, connect events in the story with familiar situations, and use textual details to support their views. Social values such as friendship, cooperation, and solidarity also became easier to discuss when students connected these ideas to experiences with everyday life. Personal reactions were not treated as simple opinions; instead, students were encouraged to return to the text and reconsider the reason behind their particular view. The classroom experience suggests that reader-response learning can make literary reading more personal while still encouraging students to engage closely and critically with the text.]]>
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