Suggestions for Teaching Implementation
students can learn more on grammar, vocabularies, and also different style of English. Paulston and Bruder emphasize that “reading is the most important skill
of all for most students of English throughout the world” 157. Paulston and Bruder divide the reading into two groups, namely intensive
and extensive reading. Both kinds of reading have different main objectives. In intensive reading, the students are expected to focus their attention on the
linguistic features so that they are able to decode the message 158. The main objective of intensive reading is developing the ability to draw syntactic and
lexical clues, and to recognize farther the production of language features 163. In extensive reading, the students are expected to obtain the meaning of the whole
text 158. According to Paulston and Bruder, extensive reading refers to the reading which is done individually by the students without teacher’s help. The
objective of extensive reading is exactly to learn reading by reading 199 The writer chooses Intensive Reading II for the university students in the
second semester of English Department. The objectives in using short stories to be applied in Intensive Reading II are to improve reading abilities such as
comprehension and speed, and also develop English vocabulary. The students are expected will be able to write simple responses to the ideas or issues presented in
the text, mention someone characters, and match certain words with their definition.
The writer suggests Faulkner’s short story, A Rose for Emily for teaching Intensive Reading II based on several considerations. First, because the language
in the short story A Rose for Emily is understandable for the second semester of
English Department. The second is A Rose for Emily has a plot of the story which makes the students is easier to understand the story.
There are three phases of reading activity. The first is pre-reading activity. The purpose of this activity is to arouse students’ interest to the passage given.
The second phase is while-reading activity which is used to know whether they understand the passage or not. The last phase is post-reading activity to know how
much the students know and understand the material they read. The procedures of teaching reading using short story are as follows:
1. The teacher asks pre-reading questions.
2. The teacher gives the text materials to the students.
3. The teacher asks the students to read the short story.
4. The teacher gives several questions related to reading material.
5. The teacher divides the students into several groups.
6. The teacher asks the students to answer the questions.
7. The teacher and the students discuss the answer of the comprehensive
questions.
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APPENDIX 1 LESSON PLAN FOR TEACHING INTENSIVE READING II
Subject : Intensive Reading II
Meeting : 1 meeting
Topic : Reading literary text material is taken from the short
story A Rose for Emily Semester : II of English Education Study Program
Time Allocation : 2 x 50’