Suggestion for the Further Study on Rita Hayworth and Shawshank Suggestion for Teaching – Learning Activity using Rita Hayworth and

B. Suggestions

This part contains two sections. The first section is the suggestion for the further study on Rita Hayworth and Shawshank Redemption. The second section is the suggestion for the teaching learning activity using Rita Hayworth and Shawshank Redemption.

1. Suggestion for the Further Study on Rita Hayworth and Shawshank

Redemption This study applies psychological approach. This approach is applied in order to analyze how the main character is portrayed in the novel through the story. I think there are a lot of aspects which can be discussed by the further research. In addition, I have a suggestion for the further researchers to discuss Red’s role in Andy’s life. In this novella Red has big role in the story and also has very strong character to influence the main character.

2. Suggestion for Teaching – Learning Activity using Rita Hayworth and

Shawshank Redemption This part discusses the implementation of Rita Hayworth and Shawshank Redemption as the material in language teaching. I would like to apply the novella for two kinds of language teaching activities. The first is teaching Reading, and the second is teaching Speaking. Before we go further, let me present a brief explanation about the role of literature in the language teaching. Literary work is important to help the students to be creative and imaginative. A person who reads a story should create the situation happen in the story. He is able to imagine what kind of character, setting, conflicts, and more in the story. Most of people still assume that literary is merely for enjoyment. However, literature has an important role in the language study. Moreover, literary works can help people to improve their reading ability. Literary works can stimulate people to have reading habit. According to Povey in Mckay’s Literture in the ESL Classroom, literature could increase all language skills because literature extents linguists knowledge by giving evidence of extensive and subtle vocabulary usage, complex and exact syntax. 191 Since literature is a kind of reflection of author’s experience, it is able to help learners in their personal development. Rahmanto in his book Metode dan Pengajaran Sastra says that literature may be able to improve cultural knowledge, to develop thoughts and feeling, and to help the personality development. 16 – 25 In choosing the material the teachers should concern on the content of the novel. Mckay says that the selection of the text is the way to be successful in teaching learning process in class. Therefore, before using the literature as the teaching material, teacher must consider the appropriate selection of the text 193. Moreover, the teacher should concern on the students’ vocabulary and grammar level in choosing the material. Lado in Language Teaching: A Significant Approach suggests that teaching literature is useful when the students are in advanced level in which they are advanced enough in their control of the target language and their understanding of the culture in experience on some what like the native reader. 141 – 142 Nutall suggests three criteria for selecting literary text. The first is suitability. This means that the text should be able to stimulate personal involvement of the students. Second is exploitability. It means that the text should facilitate learning the language. The last criterion is readability. It means that the text suits with the level of difficulty for the students. 25 – 32 A novella can be used as a reading source. In Brumfit’s Language and Teaching from Practice to Principal it is say that literature has rich and widely appealing source of material for reading 105. According to Pulston and Bruder, in intensive reading the students’ attention is focused through instruction on the linguistic features which enable him or her to decode the message 162. Moreover, they also say that intensive reading deals with the study of language features, syntactical and lexical, which the readers draw on in order to decode the message 163. The intensive reading is concerned with related skills, such as developing strategies of expectation and guessing meaning from context as well as with using dictionaries. Intensive reading can be taught using the comprehension reading method. According to Rivers in her book Speaking in Many Tongues. Essays in Foregn Language Teaching, the emphasis is on teaching reading for the meanings of words, concepts, reasoning with the information gained by reading. 5 She also says that comprehensive reading in intended for students in order to stand the content of the reading text in translating, interpreting and extrapolating. 6 The Rita Hayworth and Shawshank Redemption can be used as the comprehensive reading material. Teacher selects a passage from the novella and provides comprehensive question for the students for this reading activity. For teaching Speaking, the teacher should prepare a text which is taken from the novella. The text could be the summary of a chapter or some chapters. The teacher distributes the text material and asks the students to read it for some minutes. After that, the students are asked to make a group of three and then discuss the content of the text. The teacher decides the pro and the contra groups. The other groups which do not belong to those groups become the supporters or the judgers. The pro and the contra groups should prepare their opinion and reasons. The teacher gives time for students to discuss the topic. After the time is up, the teacher asks the pro group to give their opinion first. The second chance is given to the contra group. Next, both groups have to defend each of their opinions in front of the class. 59 BIBLIOGRAPHY Abrams, M. H. 1993. A Glossary of Literary Terms sixth edition. Florida: Harcourt Brace College Publishers. Baron, R. A. and D. Byrne. 1994. Social Psychology: Understanding Human Interaction. Boston: Allyn and Bacon, 7 th edition. Barnet, Sylvan, Morton Bernar, and William Borto. 1988. Literature for Composition. London: Scott, Foresman and Co. Bootzin, Richard R., Elisabeth F. Loftus, Robert B. Zanjonc. 1983. Psychology Today, An Introduction. New York: Random House. Brumfit, Christopher. 1985. Language and Literature Teaching from Practice to Principle. Oxford: Pergamon Institute of English. Collins, M. 1986. The Many Facets of Stephen King. Mercer Island, WA: Starmont House. Forster, E. M. 1974. Aspect of the Novel. London: Edward Arnold Ltd. Freud, S. 1961. The Ego and Id. In J. Strachey Ed and Trans. The Standard Edition of the Complete Psychological Works of Sigmund Freud Vol. 19, p. 3 – 66. London: Hogarth Press. Handoko, Martin. 1992. Motivasi Daya Penggerak Tingkah Laku. Yogyakarta: Kanisius Hjelle, A. Lary and Daniel J. Ziegler. 1981. Personalities Theories. Tokyo: McGraw Hill Koyakusha, Ltd. Holman, Hugh and William Harmon. 1986. A Handbook to Literature. London: George G. Harrap and Co. Ltd. Jung, John. 1978. Understanding Human Motivation: A Cognitive Approach. New York: Macmillan Publishing Co., Inc. Kennedy, X. J. and Dana Gioia. 1999. An Introduction to Fiction, Poetry, and Drama. New York: Longman, Inc. Koesnosoebroto, Sunaryo Basuki. 1988. The Anatomy of Prose Fiction. Jakarta: Departemen Pendidikan dan Kebudayaan Dikjen Dikti P2 LPTK. Lado, Robert. 1974. Language Teaching: A Scientific Approach. New Delhi: Tata Mc Graw Hill, Inc. Little, Graham. 1981. Approach to Literature: An Introduction to Critical Study of Contents and Method in Writing. Sydney: Science Press. Mckay, Sandra. 1986. Literature in the ESL Classroom. New York: Oxford University Press. Nutall, C. 1982. Teaching Reading Skill in a Foreign Language. London: Heinemann Educational Books. Petri, L. Herbert. 1981. Motivation: Theory and Research. Belmont: Wadswork Publishing Company, Inc. Pulston, Christina Bradt and Mary Newton Bruder. 1976. Teaching English as Second Language. Cambridge: Winthrop Publiser. Rohrgberger, Mary and Samule H. Woods, Jr. 1971. Reading and Writing About Literature. New York: Random House. Rivers, Wilga. 1983. Speaking in Many Tongues. Essays in Foreign Language Teaching. Cambridge: Cambridge University Press. Webster, Meriam. 1972. Webster’s Collegiate Dictionary. Massachusetts: Portland House. From internet: www.wikipedia.com www.stephenking.com www.bookreview.com www.answers.com APPENDIX 1 BIBLIOGRAPHY OF STEPHEN KING Stephen Edwin King was born in Portland, Maine in 1947, the second son of Donald and Nellie Ruth Pillsbury King. After his parents separated – when Stephen was a toddler – he and his older brother, David, were raised by his mother. Parts of his childhood were spent in Fort Wayne, Indiana, where his fathers family was at the time, and in Stratford, Connecticut. When Stephen was eleven, his mother brought her children back to Durham, Maine, for good. Her parents, Guy and Nellie Pillsbury, had become incapacitated with old age, and Ruth King was persuaded by her sisters to take over the physical care of the elderly couple. Other family members provided a small house in Durham and financial support. After Stephens grandparents passed away, Mrs. King found work in the kitchens of Pineland, a nearby residential facility for the mentally challenged. Stephen attended the grammar school in Durham and then Lisbon Falls High School, graduating in 1966. From his sophomore year at the University of Maine at Orono, he wrote a weekly column for the school newspaper, THE MAINE CAMPUS. He was also active in student politics, serving as a member of the Student Senate. He came to support the anti-war movement on the Orono campus, arriving at his stance from a conservative view that the war in Vietnam was unconstitutional. He graduated from the University of Maine at Orono in 1970, with a B.A. in English and qualified to teach on the high school level. A draft board examination immediately found him 4-F on grounds of high blood pressure, limited vision, flat feet, and punctured eardrums. He and Tabitha Spruce married in January of 1971. He met Tabitha in the stacks of the Fogler Library at the University of Maine at Orono, where they both worked as students. As Stephen was unable to find placement as a teacher immediately, the Kings lived on his earnings as a laborer at an industrial laundry, and her student loan and savings, with an occasional boost from a short story sale to mens magazines. Stephen made his first professional short story sale The Glass Floor to Startling Mystery Stories in 1967. Throughout the early years of his marriage, he continued to sell stories to mens magazines. Many of these were later gathered into the Night Shift collection or appeared in other anthologies. In the fall of 1971, Stephen began teaching high school English classes at Hampden Academy, the public high school in Hampden, Maine. Writing in the evenings and on the weekends, he continued to produce short stories and to work on novels. In the spring of 1973, Doubleday Co. accepted the novel Carrie for publication. On Mothers Day of that year, Stephen learned from his new editor at Doubleday, Bill Thompson, that a major paperback sale would provide him with the means to leave teaching and write full-time. At the end of the summer of 1973, the Kings moved their growing family to southern Maine because of Stephens mothers failing health. Renting a summer home on Sebago Lake in North Windham for the winter, Stephen wrote his next-published novel, originally titled Second Coming and then Jerusalems Lot, before it became Salems Lot, in a small room in the garage. During this period, Stephens mother died of cancer, at the age of 59. Carrie was published in the spring of 1974. That same fall, the Kings left Maine for Boulder, Colorado. They lived there for a little less than a year, during which Stephen wrote The Shining, set in Colorado. Returning to Maine in the summer of 1975, the Kings purchased a home in the Lakes Region of western Maine. At that house, Stephen finished writing The Stand, much of which also is set in Boulder. The Dead Zone was also written in Bridgton. In 1977, the Kings spent three months of a projected year- long stay in England, cut the sojourn short and returned home in mid-December, purchasing a new home in Center Lovell, Maine. After living there one summer, the Kings moved north to Orrington, near Bangor, so that Stephen could teach creative writing at the University of Maine at Orono. The Kings returned to Center Lovell in the spring of 1979. In 1980, the Kings purchased a second home in Bangor, retaining the Center Lovell house as a summer home. Because their children have become adults, Stephen and Tabitha now spend winters in Florida and the remainder of the year at their Bangor and Center Lovell homes. The Kings have three children: Naomi Rachel, Joe Hill and Owen Phillip, and three grandchildren. Stephen is of Scots-Irish ancestry, stands 64 and weighs about 200 pounds. He is blue-eyed, fair-skinned, and has thick, black hair, with a frost of white most noticeable in his beard, which he sometimes wears between the end of the World Series and the opening of baseball spring training in Florida. Occasionally he wears a moustache in other seasons. He has worn glasses since he was a child. He has put some of his college dramatic society experience to use doing cameos in several of the film adaptations of his works as well as a bit part in a George Romero picture, Knightriders. Joe Hill King also appeared in Creepshow, which was released in 1982. Stephen made his directorial debut, as well as writing the screenplay, for the movie Maximum Overdrive an adaptation of his short story Trucks in 1985. Stephen and Tabitha provide scholarships for local high school students and contribute to many other local and national charities. Stephen is the 2003 recipient of “The National Book Foundation Medal for Distinguished Contribution to American Letters.” Originally written by Tabitha King, updated by Marsha DeFilippo. APPENDIX 2 Written Works Alphabetically Title Type Year 1408 Short Story 2002 All That You Love Will Be Carried Away Short Story 2002 Apt Pupil Short Story 1982 Autopsy Room Four Short Story 2002 Bag of Bones Novel 1998 The Ballad of the Flexible Bullet Short Story 1985 Battleground Short Story 1978 Beachworld Short Story 1985 Big Wheels: A Tale of the Laundry Game Milkman 2 Short Story 1985 Black House Novel 2001 The Body Short Story 1982 The Boogeyman Short Story 1978 The Breathing Method Short Story 1982 Brooklyn August Short Story 1993 Cain Rose Up Short Story 1985 Carrie Novel 1974 Cell Novel 2006 Chattery Teeth Short Story 1993 Children of the Corn Short Story 1978 Christine Novel 1983 The Colorado Kid Novel 2005 Creepshow I Comic Book 1982 Crouch End Short Story 1993 Cujo Novel 1981 Cycle of the Werewolf Illustrated Novel 1984 Danse Macabre Non-Fiction 1980 The Dark Half Novel 1989 The Dark Tower I: The Gunslinger Novel 1982 The Dark Tower II: The Drawing of the Three Novel 1987 The Dark Tower III: The Waste Lands Novel 1991 The Dark Tower IV: Wizard Glass Novel 1997 The Dark Tower V: Wolves of The Calla Novel 2003 The Dark Tower VI: Song of Susannah Novel 2004 The Dark Tower VII: The Dark Tower Novel 2004 The Dead Zone Novel 1979 The Death of Jack Hamilton Short Story 2002 Dedication Short Story 1993 Desperation Novel 1996 Different Seasons Story Collection 1982 The Doctors Case Short Story 1993 Dolans Cadillac Short Story 1989 Dolans Cadillac Short Story 1993 Dolores Claiborne Novel 1992 Dreamcatcher Novel 2001 The End of the Whole Mess Short Story 1993 Everythings Eventual Short Story 2002 Everythings Eventual Story Collection 2002 The Eyes of the Dragon Novel 1987 The Fifth Quarter Short Story 1993 Firestarter Novel 1980 For Owen Short Story 1985 Four Past Midnight Story Collection 1990 From a Buick 8 Novel 2002 Geralds Game Novel 1992 The Girl Who Loved Tom Gordon Childrens Book TBD The Girl Who Loved Tom Gordon Novel 1999 Gramma Short Story 1985 Graveyard Shift Short Story 1978 Gray Matter Short Story 1978 The Green Mile 1: The Two Dead Girls Serial Novel 1996 The Green Mile 2: The Mouse on the Mile Serial Novel 1996 The Green Mile 3: Coffeys Hands Serial Novel 1996 The Green Mile 4: The Bad Death of Eduard Delacroix Serial Novel 1996 The Green Mile 5: Night Journey Serial Novel 1996 The Green Mile 6: Coffey on the Mile Serial Novel 1996 The Green Mile Novel 2000 Head Down Non-Fiction Story 1993 Hearts in Atlantis Story Collection 1999 Here There Be Tygers Short Story 1985 Home Delivery Short Story 1993 The House on Maple Street Short Story 1993 I Am the Doorway Short Story 1978 I Know What You Need Short Story 1978 In The Deathroom Short Story 2002 Insomnia Novel 1994 It Novel 1986 It Grows on You Short Story 1993 The Jaunt Short Story 1985 Jerusalems Lot Short Story 1978 L.T.s Theory of Pets Short Story 2002 The Langoliers Short Story 1990 The Last Rung on the Ladder Short Story 1978 The Lawnmower Man Short Story 1978 The Ledge Short Story 1978 The Library Policeman Short Story 1990 Liseys Story Novel 2006 Little Sisters of Eluria Short Story 2002 The Long Walk Novel 1979 Luckey Quarter Short Story 2002 Lunch at the Gotham Cafe Short Story 2002 The Man in the Black Suit Short Story 2002 The Man Who Loved Flowers Short Story 1978 The Man Who Would Not Shake Hands Short Story 1985 The Mangler Short Story 1978 Memory Short Story 2006 Misery Novel 1987 The Mist Short Story 1985 The Monkey Short Story 1985 Morning Deliveries Milkman 1 Short Story 1985 The Moving Finger Short Story 1993 Mrs. Todds Shortcut Short Story 1985 My Pretty Pony Short Story 1993 My Pretty Pony limited edition Short Story 1989 My Pretty Pony Short Story 1989 Needful Things Novel 1991 The Night Flier Short Story 1993 Night Shift Story Collection 1978 Night Surf Short Story 1978 Nightmares Dreamscapes Story Collection 1993 Nona Short Story 1985 On Writing Non-Fiction 2000 One for the Road Short Story 1978 Paranoid: A Chant Short Story 1985 Pet Sematary Novel 1983 The Plant Serial Novel 2000 Popsy Short Story 1993 Quitters, Inc. Short Story 1978 The Raft Short Story 1985 Rage Novel 1977 Rainy Season Short Story 1993 The Reach Short Story 1985 The Reapers Image Short Story 1985 The Regulators Novel 1996 Riding the Bullet Short Story 1999 Riding the Bullet Short Story 2002 Rita Hayworth and the Shawshank Redemption Novel 1982 Road Virus Heads North, The Short Story 2002 Roadwork Novel 1981 Rose Madder Novel 1995 The Running Man Novel 1982 Salems Lot Novel 1975 Secret Window, Secret Garden Short Story 1990 Secret Windows Non-Fiction 2000 The Shining Novel 1977 Six Stories Story Collection 1997 Skeleton Crew Story Collection 1985 Sneakers Short Story 1993 Sometimes They Come Back Short Story 1978 Sorry, Right Number Short Story 1993 The Stand Novel 1978 The Stand, The Complete and Uncut Edition Novel 1990 Storm of the Century Screenplay 1999 Strawberry Spring Short Story 1978 Suffer the Little Children Short Story 1993 The Sun Dog Short Story 1990 Survivor Type Short Story 1985 The Talisman Novel 1984 The Ten OClock People Short Story 1993 That Feeling, You Can Only Say What It Is in French Short Story 2002 Thinner Novel 1984 Tommyknockers Novel 1987 Trucks Short Story 1978 Umneys Last Case Short Story 1993 Uncle Ottos Truck Short Story 1985 The Wedding Gig Short Story 1985 The Woman in the Room Short Story 1978 Word Processor of the Gods Short Story 1985 You Know Theyve Got a Hell of a Band Short Story 1993 APPENDIX 3 PICTURES OF STEPHEN KING APPENDIX 4 Summary of Rita Hayworth and Shawshank Redemption The events in the story are told in voice-over by Ellis Red Redding Morgan Freeman , and span from 1947 to 1966. Having been wrongly convicted of murdering both his wife and her lover, Andy Dufresne -- a straight-laced and successful but emotionally reserved banker -- is given two life sentences, and sent to the notoriously harsh Shawshank Prison. During his first night, the barbaric treatment by prison guards, most notably the chief guard Byron Hadley, leads to the death of a fellow new inmate. About a month later, Dufresne becomes acquainted with Ellis Redding, also known as Red, and his friends. A friendship begins after Red, the man who knows how to get things, procures a rock hammer for Dufresne, an object he wishes to own in order to pursue a hobby in rock collecting Over the first few years of his imprisonment, Dufresne works in the prison laundry service, and is dogged by threats and harassment, and instances of rape by a group of sadists known as the Sisters. Andys former life as a banker and his knowledge of accounting and income taxes come to the attention of Hadley during an outdoor work detail, and after assisting the chief guard with an inheritance sum, Andy is moved to work with Brooks Hatlen in the library, where he shortly sets up a make-shift office to deal with finance related queries brought to him by various guards. His practice becomes so popular that even opposing guard teams in an inter-prison baseball match bring work to him. While working within the library, Dufresne begins to canvass support for improving the library at a relentless pace. When Andy is brutally beaten again, the prison guards commit vigilante punishment against the offender, and it becomes clear that they are now protecting Dufresne from the mistreatment. When the head man of his attackers is permanently hospitalized, Andys victimisation comes to a close. Warden Samuel Norton soon capitalises on Dufresnes ability and deduces a program to put prison inmates to work for local contracts in construction, road- building, and other labour intensive projects. The wardens motive, however, is to profit from corruption in the system. Dufresne is quietly employed to hide the embezzled funds for Norton, and Dufresne does this by creating an alternate fraudulent identity through which all the paperwork is completed. In the same year, the prison library is extended and Dufresne begins educating inmates to obtain their high school diplomas. A young prisoner named Tommy enters Shawshank in 1965 and corroborates Andys tale of innocence. Fearing the loss of the lucrative criminal funds that Andy administers as well as exposure of his own illegal involvement, Norton has Tommy killed and Andy sent to solitary confinement. Two months later, Andy returns to the main prison population a seemingly broken man, giving abstract instructions to Red. Andys friends are concerned that he may commit suicide. The following morning, he is missing from his cell and an investigation is launched. Following the events that led to his departure, it becomes clear that Andy escaped the prison having tunneled through the walls, using the rock hammer, over a period of years, toting his prison wall out into the exercise yard, a handful at a time . Once he has escaped, Andy assumes the fake identity he created earlier in order to conceal the wardens embezzlement. He collects the wardens funds from the banks in which he had deposited them over the years, and sends the bookkeeping evidence of the scams to a local newspaper, exposing the warden. Refusing to be arrested, Warden Norton commits suicide. When Red is finally released from prison on parole, he follows the instructions given to him by Andy to find a further note hidden beneath a tree, which eventually leads him to reunite with Andy, on the coast of Mexico Taken from: www.wikipedia.com APPENDIX 5 LESSON PLAN FOR TEACHING READING Subject : Reading II Level of Students : Fifth Semester of English Education Study Program Topic : Court Session Time Allotment : 50 minutes

A. General Instructional Objective:

At the end of the lesson the students are expected to be able to answer the questions based on the passage.

B. Specific Instructional Objectives:

At the end of the lesson, the students are able to: 1. Get the main idea of each paragraph 2. Get the detailed information implied in the passage.

C. Teaching – Learning Activities

No. Teacher Activities Students Activities Time Allocation 1 Greets the students Respond the teacher’s greetings 5’ 2 Gives a introduction about Listen to the teacher 7’ the topic 3 Gives guiding questions to the students and ask some students to answer orally Answer the teacher’s question 10’ 4 Gives the comprehension questions about the topic given Listen to the teacher and write down question 5’ 5 Asks the students to answer the questions Answer the questions individually 10’ 6 Discusses the answer with the students Discuss the answer together 10’ 7 Closes the meeting Students respond it 3’

D. The procedure of teaching Reading using Rita Hayworth and Shawshank

Redemption. 1 The teacher selects a text passage from the novella. 2 The teacher gives some questions as pre – reading activity. The aim of this activity is to generate the students’ interest the novella. 3 After discussing the questions and describing briefly the passage, teacher distributes the passage to the students. 4 The teacher asks the students to read the passage. Then, teacher asks ask some students to read the passage loud.