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. BIBLIOGRAPHY Abrams, Meyer H. 1981. A Glossary of Literature Terms. New York: Holt Reinhart and Winston,Inc. Aiken, Lewis R. Jr. 1969. General Psychology. California: Chandler Publishing Company. Carrol, Herbert A. Ph. D. 1953. Mental Hygiene, The Dynamics of Adjustment 2 nd Ed. New York: Prentice-Hall. Inc. Drever, James. 1958. A Dictionary of Psychology. Victoria: Penguin Books. Hall, Calvin S. and Lindzey, Gardner. 1957. Theories of Personality. New York: John Wiley Sons, Inc. Harvey, John H. 2002. Perspectives on Loss and Trauma, Assaults on the Self. London: Sage Publications. Inc. Harvey, Walter J. 1968. Character and the Novel. New York: Cornell University Press. Hauck, Paul. 1983. How to Love and Be Loved. London: Sheldon Press. Huffman, Karen. Vernoy, Mark and Vernoy, Judith. 1997. Psychology in Action. Canada: John Wiley Sons, Inc. Hurlock, Elizabeth. 1974. Personality Development. New York: Mc. Graw-Hill, Inc. Kalish, Richard A. 1973. The Psychology of Human Behavior. California: Wadsworth Publishing Company, Inc. Kasschau, Richard A. Ph. D. 1995. Understanding Psychology. New York: The Glencoe Division of Macmillan McGraw-Hill Publishing Company. Loftus, F. Elizabeth. 1983. Psychology Today: An Introduction. New York: Random House. Morris, Charles G. 1990. Psychology: An Introduction 7 th Ed. New Jersey: Prentice Hall, Englewood Clifts. Murphy, Murtagh J. 1972. Understanding Unseens: An Introduction on to English Poetry and the English Novel for Overseas Students. London: George Allen and Unwin, Ltd. Paulston, Christina Bratt and Bruder, Mary Newton. 1976. Teaching English as a Second Language: Techniques and Procedure. Cambridge: Winthrop Publisher, Inc. Pervin, Lawrence A. and John, Oliver P. 1997. Personality, Theory and Research. New York: John Wiley and Sons. Inc. PettiJohn, Terry F. 1987. Psychology: A Concise Introduction. Connecticut, Ohio: The Dushkin Publishing Group, Inc. Pickering, James H. 1993. Fiction 50, An Introduction to the Short Story. New York: Macmillan Publishing Company. Rohrberger, Mary and Woods, Samuel H. 1971. Reading and Writing about Literature. New York: Random House Inc. Schwartz, Barry. 1978. Psychology of Learning and Behavior. Toronto: George J. Mc. Leod Limited. Wellek, Rene and Warren, Austin. 1956. Theory of Literature. New York: Hartcourt, Brace and World Inc. Wijaya, Leo Among. 1999. The Influence of the Absence of Love toward Human Attitude in Mary Shelleys’s Frankenstein. Yogyakarta: Sanata Dharma University. Sources from internet: Brennan, Jennifer. Love: Studies show physiological effects of emotional support. Accessed on: September 27, 2006 at 11.32 a.m. http:www.uwire.comcontenttopnews-021401002.html __________. Biography of Anton Pavlovich Chekhov. Accessed on: February 12, 2008 at 4.51 p.m. http:www.bookrags.combiographyanton-pavlovich-chekhov.html __________. Biography of William Faulkner. Accessed on: February 12, 2008 at 4.41 p.m. http:en.wikipedia.orgwikiWilliam_Faulkner.html. ___________. Biography of David Herbert Lawrence. Accessed on: February 12, 2008 at 4.54 p.m. http:www.gradesaver.comclassicnotesauthorsabout_d_lawrence .html 77 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’

I. General Instructional Objectives

At the end of the course, the students are able to read the short story with good understanding, and develop English vocabulary.

II. Specific Instructional Objectives

At the end of the course, the students are able to: 1. Answer inferential questions about the short story. 2. Retell the short story using students’ own words 3. Match certain words in the short story with their definitions.

III. Material and Media

Material : The short story A Rose for Emily by William Faulkner Media : Handout and Dictionary

IV. Teaching Learning Activities

1. Pre-Reading Activities

1. 1. The teacher asks some questions related to the topic of the study 1. 2. The teacher distributes the reading passage and lets the students read it

2. While-Reading Activities

2. 1. The students read the reading passage 2. 2. The students find the meaning of the unfamiliar words in the passage using dictionary. 2. 3. The students read the reading passage once again to understand the content of the reading passage. 2. 4. The students answer the questions below given by the teacher as guidance in a group of four: 1. What is the short story about? 2. Describe the character of Emily use your own words 3. How is the background of Emily’s family? write the fact from the passage as evidences 4. How is the relationship between Emily and her neighbors? 5. What are the proofs that the absence of love caused by the death of Emily’s father influences Emily’s behavior? 2. 5. The students retell the story by using their own words

3. Post-Reading Activities

The teacher and the students discuss the answers together. The teacher asks the students’ opinion about the short story A Rose for Emily related to the absence of love. The teacher also asks the difficulties that the students face when reading the passage.

V. Source

Pickering, James H. 1993. Fiction 50, An Introduction to the Short Story. New York: Macmillan Publishing Company.