Conclusion CONCLUSION AND SUGGESTION

60 language and improving the four language skills. Some of the development of the student’s language skills is through the literary text. The novel Artemis Fowl by Eoin Colfer provides some interesting materials as the topic to teach English. There are interesting topics to teach reading. The topics are about respect. In this study, the writer would like to use the novel to teach reading. The writer chose this novel to teach intensive reading rather than extensive reading because the writer only used some parts of the novel that show about respect. The purpose of intensive reading itself is giving the reader a deep and detailed understanding of the text and it is used to develop specific reading skills. The students may enrich their knowledge about respect, and also about the effects of respect. In teaching reading, there are three major activities. The first is pre- reading activity; in this stage the teacher gives the students some information about respect. This stage is to help the students in adding their knowledge about respect, and also to stimulate the students’ interest in reading the passage. The second stage is while-reading activity. In this stage, the students read and comprehend the text. And the last activity is post-reading activity. The students answer the questions which are given by the teacher to know their comprehension about the information underlying the passage. The procedures to teach reading are listed below: 1. The teacher gives some pre-reading questions. 2. The teacher gives the text to the students. 61 3. The teacher asks the students to read it briefly. 4. The teacher asks the students about some important points based on the text they have read. 5. The teacher asks the students to read aloud the text one by one of each sentence. 6. The teacher gives the students some time to discuss in group about the text they have read and to answer the questions given by the teacher. 7. The teacher discusses the answers together with the students. 8. The teacher asks the students about the value they get after reading the text. 62 REFERENCES Literature Sources: Abrams, M.H. 1981. A Glossary of Literary Terms. New York: Holt, Rineheart Winston, Inc. Colfer, E. 2001. Artemis Fowl. London: Tuttle-Mori Agency Co., Ltd. Cowie, A. P. 1994. Oxford Advanced Learner’s Dictionary 4 th Edition. Oxford: Oxford University Press. Eastman, R. M. 1965. A Guide to the Novel. California: Chandler Publishing Company. Freud, S. 1949. An Outline of Psychoanalysis. New York: W.W. Norton Company, Inc. Kenney, W. 1968. How to Analyze Fiction. London: Monarch Press. Little, G. 1981. Approach to Literature: An Introduction to Critical Study of Content and Method in Writing. Marricaville: Science Press. Murphy, M.J. 1972. Understanding Unseens. London: George Allen and Unwin, Ltd. Perrine, L. 1974. Literature: Structure, Sound and Sense. New York: Harcourt Brace Jovanovich, Inc. Pervin, L. A. and John, O. P. 1997. Personality: Theory and Research. New York: John Wiley Sons, Inc. Petri, H. L. 1981. Motivation: Theory and Research. Belmont, California: Wadsworth, Inc. Rahmanto, B. 1988. Metode Pengajaran Sastra. Yogya: Penerbit Kanisius. Rohrberger, M. and Samuel H. W. 1971. Reading and Writing about Literature. New York: Random House, Inc. Van de Laar and Schonderwoerd N. 1963. An Approach to English Literature. Rotterdam: L.G.C. Malmberg.