Investigating Student Responses to Language Style of Classical Literary Texts: A Comparison of Beginner Readers and Smart Readers

Abstract

Purpose Classical literary texts have become less attractive, foreign bodies to readers, especially to the younger generation. Disinterest is triggered by a degree of difficulty in understanding language style. The study sheds light on the relationship between language styles and young readers' low interest in reading classical literary texts, what factors influence them, and solutions to minimize this phenomenon. Methodology: This research used descriptive-analytical methods. The sample comprised twenty students studying literature at one of the State Universities in Indonesia. Ten students were grouped as Beginner Readers and other ten as Smart Readers. Data was collected through online surveys and focus group discussions (FGD). Data analysis techniques used aesthetic reading responses and descriptive analysis. Findings: The results show that Beginner Readers had a high level of difficulty in understanding classical literary texts. However, the Smart Readers group did not experience such conditions. The results of the study concluded that the problem of understanding classical literary texts was caused by the limitations of literature teaching materials at the senior high school level. Implications of Research and Practice: This research will be useful in increasing the competence of literature teachers at the high school level. The millennial generation's alienation from classical literary texts must not occur continuously.