71 Assef also has a malignant narcissism. He always does what he likes and
believes it as true. He never considers other people. He strongly assumes that his ideas are right. It is clear that Assef has what Fromm refers as incestuous
symbiosis. Assef has strong belief that Afghanistan is the land of Pasthuns, so other races, especially Hazara, have to be swept out from Afghanistan. Besides, he
is very proud of his German gene. It is vivid that there is a relationship between Assef’s personalities and
Hitler. Therefore, the writer expects that the further researchers will conduct researchers on this hypothesis. It will be interesting and challenging to conduct
researches which concern more on how Assef’s view of Hitler, including his awareness of having Germany origin, influences his personalities development.
2. Suggestion for Teaching Intensive Reading Using Literary Work
Reading is a precious skill. The ideal of teaching reading should not only concern on how to make the students are able to read, but also on how to make the
students love to read. In order to achieve that goal, the students must not be afraid of the reading texts. It is about making the students have high motivation to read.
Therefore, a good impression of pleasurable texts is needed. Fortunately, literature comes as the savior. Literature can take the role. Using literature, learning reading
will be joyful. Literature enables the students to read for pleasure. Moreover, literature is also worthwhile to be used as a teaching learning
material, because the students can learn many things from literature, such as vocabulary, sentence constructions, and expressions. Literature is surely important
72 to develop students’ ability in understanding English language. By reading
literature, the students will learn vocabulary and terms in contextual usage. Besides, the students may also learn about moral values existed in the literature.
By reading literature, the students do not only learn about the language skills, but also the history, social issue, culture and human behavior.
Briefly, as it has been stated previously, by using literature to teach English, the teacher can boost students’ motivation in learning the language. It is
because of the nature of literature that is enjoyable. Preston states that literature connects people to something larger than
themselves. Reading literature connects people to other points of view—let people see life through others’ eyes—so that everyone may know and appreciate more of
it xvii. Furthermore, Preston also writes that literature let people “walk inside others’ shoes” and discover how that feels xvii. Therefore, it is vivid that
literature is vital in teaching learning—especially language teaching learning. Literature has ability to broaden the students’ horizons.
It is also expected that by reading literature, the students will be inspired to write their own poems, stories, essays, or plays. Finally, the students might even
get ideas for their own book. With regard to reading, there is what so called as Intensive Reading and
Extensive Reading. Paulston and Bruder explain that those two kinds of reading activities are differentiated based on their main objectives. Intensive Reading has
a focus on the linguistic features in order to be able to decode the message.
73 Meanwhile, Extensive Reading has a focus on obtaining the meaning of the whole
texts 158. Therefore, the writer suggests Hosseini’s The Kite Runner to be used as a
material in Intensive Reading class. As Intensive Reading deals with short passage, the students will use a part of the novel. Then, the students will analyze
and explore the words and contents in it. It is Intensive Reading II class for the second semester students in English Language Education Study Program of
Sanata Dharma University. The example of the lesson plan and reading material are attached in the appendices.
74
REFERENCES
Ahmed, A. S. 1992. Pasthun. In Paul Hockings Volume Ed. and David Levinson Ed.. Encyclopedia of World Cultures, Volume III, South Asia. New York:
G. K. Co. Atkinson, R. L., Atkinson, R. C., and Hilgard, E. R. 1975. Introduction to
Psychology Sixth Edition. New York: Harcourt Brace Javanovich, Inc. Broom, L. and Selznick, P. 1977. Sociology: A Text with Adapted
Readings. New York: Harper Row. Davison, G. C. and Neale, J. M. 1980. Abnormal Psychology: An
Experimental Clinical Approach. New York: John Willey Sons. Encyclopedia of The Modern Middle East, Volume I. 1996. Afghanistan. Reva
Simon, Philip Mattar, and Richard Bulliet Eds.. New York: Simon Schuster Macmillan.
Encyclopedia of World Cultures, Volume IX, Africa and The Middle East. 1995. Hazara. John Middleton, Amal Rassam Volume Eds., and David
Levinson Ed.. New York: G. K. Co. Feist, J. and Feist, G. J. 2006. Theories of Personality Sixth Edition. New York:
McGraw-Hill. Feist, J. and Feist, G. J. 2009. Theories of Personality Seventh Edition. New
York: McGraw-Hill. Hapsari, W. R. 2008. The Discriminations toward Hazara People as seen in
Khaled Hosseini’s The Kite Runner An Undergraduate Thesis. Yogyakarta: Sanata Dharma University.
Hofstede, G. and Hofstede, G. J. 2005. Cultures and Organizations: Softtware of the Mind. New York: McGraw-Hill.
Hofstede, G. 2002. I, We, and They. In Judith Martin, Thomas Nakayama, and Lisa Flores Eds.. Readings in Intercultural Communication: Experiences
and Contexts Second Edition. New York: The Mc Graw-Hill Companies, Inc.
Hosseini, K. 2004. The Kite Runner. London: Bloomsbury Publishing. Hosseini, K. 2007. Thousand Splendid Suns. London: Bloomsbury Publishing.
75 Jacobs, T. 2001. Provokasi Teologi. BASIS No. 05-06, Mei - Juni. Yogyakarta:
Kanisius. King, A. 2007. Introduction: Spaces of Culture, Spaces of Knowledge. In
Anthony King Ed.. Culture, Globalization and the World-System: Contemporary Conditions for the Representation of Identity. Minneapolis:
The University of Minnesota Press. Kolesnikov-Jessop, S. 2010. Chinese Literature Sold in Translation. NEWSWEEK,
January 11. New York: Newsweek, Inc. Longman Dictionary of English Language and Culture. 1992. Sheila Dignen
Ed.. Essex: Longman Group UK Limited. Lonner, W. and Malpass, R. 1994. When Psychology and Culture Meet: An
Introduction to Cross-Cultural Psychology. In Walter Lonner and Roy Malpass Eds.. Psychology and Culture. Massachusetts: Allyn and Bacon,
Martin, J., Nakayama, T., and Flores, L. 2002. A Dialectical Approach to Intercultural Communication. In Judith Martin, Thomas
Nakayama, and Lisa Flores Eds.. Readings in Intercultural Communication: Experiences and Contexts Second Edition. New York:
The Mc Graw-Hill Companies, Inc.
Nakayama, T. and Martin, J. 2002. Worldview, Religion, and Intercultural Communication. In Judith Martin, Thomas Nakayama, and Lisa Flores
Eds.. Readings in Intercultural Communication: Experiences and Contexts Second Edition. New York: The Mc Graw-Hill Companies, Inc.
Papalia, D. E., Olds, S. W., and Feldman, R. D. 2004. Human Development Ninth Edition. New York: McGraw-Hill.
Paulston, C. and Bruder, M. 1976. Teaching English as a Second Language. Boston: Brown and Co.
Pikunas, J. 1976. Human Development: An Emergent Science. Tokyo: McGraw- Hill, Inc.
Poerwandari, K. 2010. Berdamai dengan Masa Lalu. KOMPAS, Minggu, 4 Juli. Jakarta: Penerbit Kompas.
Prentice, D. A. and Miller, D. T. 1999. Cultural Divides: Understanding and Overcoming Group Conflict. New York: Russel Sage Foundation.
Rohrberger, M. and Woods, S. 1971. Reading and Writing about Literature. New York: Random House, Inc.
76
The Oxford Encyclopedia of The Modern Islamic World, Volume 4. 1995. Shi’i Islam. John Esposito Ed.. New York: Oxford University Press, Inc.
The Oxford Encyclopedia of The Modern Islamic World, Volume 4. 1995. Sunni Islam. John Esposito Ed.. New York: Oxford University Press, Inc.
Undergraduate Thesis and Final Paper Guidelines. 2009. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Wellek, R. and Warren, A. 1956. Theory of Literature Third Edition. New York: A Harvest Book Harcourt, Brace World, Inc.
Wong, K. 2002. Migration Across Generations: Whose Identity is Authentic?. In Judith Martin, Thomas Nakayama, and Lisa Flores Eds.. Readings in
Intercultural Communication: Experiences and Contexts Second Edition. New York: The Mc Graw-Hill Companies, Inc.
APPENDICES
77
Appendix 1 SYLLABUS OF INTENSIVE READING II
SANATA DHARMA UNIVERSITY
KPE 141 : Intensive Reading 2cr2ch
Study Program : English Education
Faculty : Teachers Training Education
Lecturers : Henny
Herawati Yohana Veniranda
Course Objectives: On completing the course, students are able to:
1. apply various reading strategies, previewing, skimming, scanning, identifying main ideas, summarizing
2. improve literal and inferential comprehension by reading various kind of texts
3. develop English vocabulary 4. write simple responses to the ideas or issues presented in the texts
Course Outline Meeting Material
Assignment
1 Syllabus and assignments; Review of
Reading Skills 2-5 Reading
articles short stories Class activities: group discussion
Reader’s response 6
Progress Test 1
Reader’s Journal 1 submission
7-10 Reading articlesshort stories
Class activities: group discussion Reader’s response
11
Progress Test 2
Reader’s Journal 2 submission
12-15 Reading short essays
Class activities: group discussion Reader’s response
Final test
Reader’s Journal 3 submission
Learning Strategies Class small group discussions, individual assignments
Evaluation Progress Test 1: 25
Final Test : 30
Progress Test 2: 25 Reader’s response journal: 20
78
Attendance and other Regulations Class participation is important. Students with more than four unexcused absences
will fail the course. Tolerable late arrival is 15 minutes. Cell phone should be deactivated or set to a silent mode. Receiving or reading messages, as well as
receiving or making phone calls in class are not allowed. References
Blanchard, Karen and Root, Christine. 1996. For Your Information. Book 3. High
Intermediate Reading Skills. New York: Addison-Wesley Longman Publishing Company, Inc.
Foley, Mark and Hall, Diane. 2000. Distinction. English for Advanced Learners. Essex: Pearson Education Limited.
Goshgarian, Gary. 1987. The Contemporary Reader From Little Brown. 2
nd
edition. Boston: Little Brown and Company. Kay, Judith and Gelshenen, Rosemary. 2005. Discovering Fiction. A Reader of
American Short Stories. Book 1. New York: Cambridge University Press. Mikulecky, Beatrice S., and Jeffries, Linda. 2004. More Reading Power. Reading
for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster. 2
nd
Edition. New York: Pearson Education, Inc. Electronic source
Reading Box Last updated
: Henny Herawati January,2009
Intensive Reading II Task: Reader’s Journal
Find and read an article that is interesting to you. Practice the reading strategies when reading it. Write brief summary of the text and a list of new words you
find in the text with their meanings according to the context of the text. Then, state your personal opinion or view on the issues discussed. Please type the
journal and attach a copy of the article. Throughout the course you are to submit three reader’s journals
. Each should be submitted on the days of the tests Progress Test 1, Progress Test 2 and Final test. These journal entries are meant
to help you reflect on what you have just read and to relate the issues in the text with your experience and life.
79
Appendix 2 LESSON PLAN FOR TEACHING INTENSIVE READING II
University
: Sanata Dharma University
Faculty :
Faculty of Teachers Training and Education
Study Program :
English Language Education Study Program Academic Year
: 20112012
Subject :
Intensive Reading II
Semester :
II
Topic :
Racism Time Allocation
:
100 minutes
Standard Competence :
The students are able to develop various kinds of skills in order to enable them to read English
texts.
Basic Competence : The students are able to develop various kinds of
reading strategies, such as previewing, skimming, scanning, identifying main ideas, summarizing, in order
to enable them to read English texts accurately, as well as to respond the ideas or issues presented in the text.
Indicators:
1. The students are able to identify main ideas of the reading text, an excerpt taken from The Kite Runner, by answering comprehension
question based on the reading passage correctly and accurately. 2. The students are able to grasp literal and inferential information of the text
by answering the True-False questions related to the text. 3. Students are able to earn new vocabularies by defining their meanings.
4. Students are able to respond to the issues presented by giving opinions in form of essay related to the issue concisely but accurately.
80
Teaching-Learning Activities No. Activities
Time Allocation
I. Teacher’ Activities
Students’ Activities
1 3’
5’ 6’
Pre-Activities: 1. Opening Greeting—The teacher
greets the students. 2. The teacher asks the students
what they know about racism. 3. The teacher introduces some
terms related to the reading passage they will read.
4. The teacher explains the terms. Pre-Activities:
