This study aimed to examine the personal response approach in the context of poetry analysis and sought to identify the phases the responses of the students fall and the possible influencing factors in their responses. Thirty-five (35) grade 10 students of Mary Help of Christians College took part in this study. The qualitative research design was used for this study. The data were gathered by conducting three synchronous sessions of poetry lessons applying the personal response approach. The sessions were recorded, and the students' responses to poetry analysis, both verbal and written, were transcribed as primary data. The researcher applied the personal response approach in discussing the following poems: ?I remember, I remember? by Thomas Hood; ?The Road Not Taken by Robert Frost?, and ?Sonnet 116? by William Shakespeare, and obtained the responses of the students to the analysis questions during the poetry lessons. The responses were qualitatively analyzed using the phases of the developmental model by Thomson (1987) presented in Spirovska (2019). The responses were categorized in the phases reached: literal, empathy, analogy, reflection, evaluation, and recognition. One hundred forty-six responses were gathered from the analysis of three poetries used. The data revealed that students were able to provide responses the analysis question of the text until the sixth phase of the developmental model of the personal response approach. using PRA creates an opportunity for the student to further understand the text by connecting their experiences, emotions, reflections, realization, and role in the reading process. With this, students improve their literary skills and reading comprehension for they understand better the given poetry. PRA in this regard, improves the pedagogy of poetry teaching by letting the students have a more personal connection to the text to understand the essence of literature, as well as to improve understanding of others. In addition, influencing factors were identified namely linguistic knowledge, emotion and subject matter, experience, reflective ability, values and beliefs, and role awareness. These factors can be considered in order to assist students to have deeper understanding of the text. The study recommends that the conclusions generative be investigated. To improve poetry analysis using the approach teachers are encouraged to use prompt responses that would guide students to a clearer understanding of the text. They may also consider the influencing factors identified in the current study in selecting appropriate literature for the students. For future researchers that would dwell in a similar study, it is recommended to gather both qualitative and quantitative data to compare and statistically validate the students' understanding of poetry analysis. As well as to conduct the study measuring the students' perception, attitudes, and metric scores in the implementation of the personal response approach to poetry analysis.

Personal Response Approach

Poetry Analysis