THE USE OF SHORT STORIES AS SUPPLEMENTARY MATERIALS FOR TEACHING READING OF NARRATIVE TEXTS TO THE STUDENTS OF SMA NEGERI

1 BOJONEGORO
THESIS

By :

Dwiani Ratna Nafirita NIM : 06123111

English Department Faculty of Language and Art Education Institute of Teacher Training and Education

IKIP PGRI BOJONEGORO 2009

CHAPTER I INTRODUCTION
1.1 Background of the study Language becomes one of special aspects of human being which cannot be separated from our lives. It can be used to express our idea, feeling, and also our desire. In other words, we can say that language is a mean of communication. English is a tool of communication both in oral and written. Communication means the understanding and giving information, opinion, feeling and developing science, technology and culture. The communication ability is discourse ability, in this case, the ability of understanding and producing spoken and written text, which are used in four language skills, those are listening, speaking, reading, and writing. These four skills are used to respond and create spoken and written text in society life. Therefore, English subject is pursued to develop those skills in order that students are able to communicate in English in certain level of literacy. In Indonesia, English is the main subject as a foreign language and it is taught as a compulsory subject at the secondary school up to the university level. The objective of teaching English as stated in 2006 English curriculum is that the students are expected to develop their communication competence in spoken and written English. English has four language skills that should be mastered by the students properly. They are speaking, listening, reading, and writing. Among the four language skills

taught in Senior High School, reading comprehension always receive the greatest emphasis.. The term narration suggests a communication process in which the narrative as a message is transmitted by the addresser to addressee and the verbal nature of the medium used to transmit the message. It is this that distinguishes narrative fiction from narrative in other media, such as film, dance, or pantomime ( Rimmon-Kenan, 1989:2 ). In this study, reading skill is chosen because this skill is needed for the Senior High School students who will continue their study to university. Most of the textbooks, journals, and literature in university are written in English, so Senior High School students must have reading ability to get success by reading English texts a lot, anything, anywhere, and anytime. Reading is an important skill. Reading in Indonesia is still not a part of our culture and life. People prefer watching the television all day long to reading books even though we know the advantages of reading, for example; get a lot of information, knowledge, vocabulary, and pleasure. It happens all the time that the teachers ways of teaching reading are usually monotonous. The teacher is not able to give the materials that make the students interested in reading. The teacher usually uses textbooks without trying to look for some supplementary reading materials in the classroom. Teacher has an important role to enlarge the ability of his students reading English text by using selected reading materials. There are several ways in teaching language

that teacher can use in the class, for example teaching using songs, games, pictures, story, picture story, and many more. This study specified on the use short stories as supplementary reading materials in the classroom for teaching reading narrative texts for the eleventh grade of Senior High School students majoring in science. Short story is different from other forms of literary works such as novel, drama, or poetry. Edgar Allan Poe in Graham Little said that the characteristics of short story are simpler and easier to be understood because it only create a single impression and capable of being read at one sitting ( 1966:8 ). No matter how simple and how easy the short story is, however, reading short story is not an easy work. Sometimes readers are confused by what the authors try to say through their works. Therefore, the readers must read it several times in order to get the substances of the story. This refer to Barnets statement that being short does not mean being slight. A short story should be long in depth and give us an experience of meaning ( 1993:8 ). Short story is a brief fictional prose narrative that is shorter than a novel and usually deals with only a few characters. The short story is usually concerned with a single effect conveyed in only one or a few significant episodes or scenes. Those stories that the readers will ever read, write and tell to the readers are told using the form and structure of what is called narrative. Narrative is not a natural thing; instead it is a literary device used by a writer to help construct an entertaining,

compelling and realistic seeming story one that is also able to act very persuasively to promote the storytellers views on some aspects of society or life. One of the famous short story writers in literary world is Ernest Hemingway. His famous reputation and his influence in fiction were so great that it is almost impossible to imagine modern fiction without them. According to Callow and Reilly, Hemingways work are considered as good and valuable works of literature because of his philosophy and his techniques ( 1977:132 ). That is why this study chose the eleventh grade Senior High School students majoring in science because Hemingway short stories, such us; Old Man at the Bridge, Cat in the Rain, and The Killers because they were easy to understand. Selected literary reading materials for Senior High School students in English as a second language have three interrelated and overlapping reasons. Those reasons are pleasure, information of kind not available in an encyclopedia, and share our cultural heritage ( Hook and Evans, 1982:126 ). Then there is the pleasure of intellectual stimulation. The stimulation that comes from new ideas and insights, thinking about insights, and forming ones own conclusions. The pleasure of intellectual stimulation is related to the second reason for reading literature: it gives information of a kind not available in encyclopedias. If we want facts, we go to references books. If we want insights different from those afforded by facts, we go to literature. All of the imaginative literature whether poetry, prose, or drama is primarily concerned with human feelings and attitudes. Literature is one of the humanities and

nearly all great literature tries to recreate human experiences that involve the reader emotionally and intellectually ( Hooper and Pickering, 1990:15 ). Short stories can be as a media to show our feelings, the social conditions surrounding us, our hopes and our dreams. Based on the reason above, the writer is interested in making a research about short stories as supplementary materials for teaching reading. She observes the using of short stories as supplementary materials for teaching reading in the eleventh grade of SMA Negeri 1 Bojonegoro. She tries to describes the improvement of the teachers and students activities, the learning management, the teachers and students response towards the technique in each cycles. The reason why she chooses this school is because this school has already applied this technique in his reading class.

1.2 Statement of the Problems Based in the background of the study, the following problems are formulated as follows: 1. How is the implementation of short stories as supplementary materials for teaching reading of narrative texts ? 2. Could short stories used in teaching reading of narrative texts influence the students understanding of narrative texts ? 3. How are the students responses toward the use of short stories as supplementary materials for teaching reading of narrative texts ?

1.3 Objectives of the Study Based on the problems state above, the objectives of this study are : 1. To describe how the implementation of short stories can be used as supplementary materials for teaching reading of narrative texts. 2. To describe how could short stories in teaching reading of narrative influence the students understand of narrative texts. 3. To describe the students responses toward the use of short stories as supplementary materials for teaching reading of narrative texts.

1.4 Significance of the Study The result of this study will be useful in teaching of English as second language both for teachers and students. The teachers will be able to enrich their techniques of teaching reading. Meanwhile the students will get pleasure and knowledge about short stories. Finally, the finding of this study hopefully can give contribution to improve teaching learning process in order to gain the objective of the teaching English.

1.5 Scope and Limitation of the Study Scope of this study is teaching English as a foreign language in teaching reading narrative text using short stories. The limitation of the study is the students of the eleventh grade Senior High School SMA Negeri 1 Bojonegoro majoring in science.

1.6 Definition of Key Terms

1. The use : The way the short stories are implemented in reading activity. 2. Short stories : Brief fictional prose narrative that is shorter than a novel and that usually deals with only a few characters. The short story is usually concerned with a single effect conveyed in only one or a few significant episodes or scenes. 3. Supplementary material : Material which is needed to widen experience, enrich vocabularies, clarify concepts, satisfy individual interest, and demands for information. 4. Narrative texts : a piece of text which tells a story and, in doing so, entertains or informs the readers or listeners.

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Reading Until now, reading was considered by many to be the basic tool of language learning. Reading is one of the most important skills in the learning of language beside listening, speaking, and writing. So, it is important to improve the students reading skill. Hence, a teacher should be selective in choosing appropriate materials of reading to be taught to the students since they often encounter difficulties when they are reading their compulsory texts.

2.2 The Nature of Reading Reading is a language process which should be supported by the comprehension of written language ( Heilman, et:1981 ). Looking at the explanation from Heilman, it is apparently stated that studying reading will not only learn to read better but also more than that. We have to know the content of the reading material itself. Therefore, those are two essential things are interacting one into another. According to Abbot ( 1973 :7-8 ), reading is a silent and individual activity, while the reader and comprehending the text. It means that the students can improve the reading skill by reading a lot, even though the teacher does not guide them during the process of reading activity.

Gillet ( 1981: 7 ) has an opinion about reading. He says, reading is a constant process of guessing and what one fines it. It means reading is a continuous process of guessing. Before doing that the readers have something in their mind that is usually called background of knowledge. By using this background of knowledge, the readers compare with the content of the text. Nunan ( 1989:33 ) supports this opinion that good readers are able to relate the text and their own background of knowledge efficiently. Here, the background of knowledge is important, because it makes the readers easy to guess the content of the text.

2.3 The Importance of Reading No one denies the importance of reading, since reading is very important in someones life. he will be able to get the information about the world through reading. Harris and Sipay ( 1980:10 ) note that reading ability increase in importance as the society becomes more complex and industrialized. As technology advance, more occupations require high level of education or specialized training which good reading ability is vital. Reading can also give him pleasure and joy. Reading has become the realization of knowledge and education, and cue of intellects. Robinson ( 1977 :10 ) points out that reading also remains the most accessible skill for satisfaction of the variety need; many people through reading want advertisement, enjoying novel, choosing food items, studying specifies subject or learning how to do something.

2.4 Reading Comprehension

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Reading comprehension is a term used to identify those skills (decoding ability, knowledge of the vocabulary presented, familiarity with the concepts, and cognitive development) needed to understand and apply information contained within written materials ( Olson and Diller, 1982: 40 ). Here, the students will comprehend the reading if they have skills in decoding ability of the materials given, knowledge of the vocabulary presented, familiarity with the concepts, and cognitive development needed to understand and apply information from the written material. According to Harris ( 1972 ) some skis which connected to the reading comprehension are : a. Acquisition of rich, extensive, and accurate vocabulary. b. Ability to grasp the meaning of units of increasing size, phase, sentence, paragraph, whole section. c. Ability to find answer to specific questions. d. Ability to select and understand main ideas. e. Ability to understand a sequence of events. f. Ability to note and recall details. g. Ability to grasp the organization of the authors plan. h. Ability to follow the direction accurately. i. Ability to evaluate what one reads. j. Ability to remember what one has read.

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Anderson and Urquhart ( 1984 ) say that most accounts of the reading comprehension process emphasize on three components namely the text being read, the background knowledge possessed by the reader, and contextual aspects ( surrounding text and environment ) relevant to the interpretation of the text. To support that definition, Eckstut ( 1992 ) attempts to make relationship between reading comprehension and sort of thing which correspond to the skills that are required for understanding the reading material. Those skills are : 1. Guessing meaning from the context 2. Understanding explicitly stated information. 3. Understanding implicitly stated information. 4. Understanding the fact from opinion. 5. Understanding main idea 6. Understanding the relations of pats of a text.

2.5 Teaching Activity Related to Reading Comprehension Reading activity does not only involve interprete the alphabets symbols on the page but also connect the reader to the concepts being communicated. Reading is not only related with the words on the passage but also connect the reader to make communication. The familiarity with a subject, culture, life experiences, personal interpretation of words and phases affect student understanding. The goal in teaching reading is that the students have competence in comprehension. Comprehension is the ability to see relationships as comparison,

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contrasts, and time sequences, to read between the lines and to see the authors tone word or intonation in writing the material and to evaluate agreement or disagreement intelligently with the writer. Just giving the students large quantities of reading materials does not guarantee that they will improve their reading skills. To improve their reading abilities, students must develop their comprehension skills.

2.6 Narrative Genre Narrative genre is one of the text types that exist in English culture. Generally. The purpose of narrative genre is to amuse, entertain, and deal with factual or sensational experience in different ways ( Eltis, 1990: 30 ). This form of genre can both imaginary and factual ( Derewianka, 1990 :40). There are many different types of narratives including : Humor, Romance, Crime, Real-life fiction, Historical fiction, Mystery, Fantasy, Science fiction, Diary-novels,

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Hemingway short stories for example: Old Man at the Bridge, Cat in the Rain, and The Killers are narrative texts form because each of short story can be identified as the types of narrative texts and also combine the two types of narrative text more, The Killers is crime short story, on the other hand Cat in the Rainis romance short story. The most important of this text is that it always focuses on the sequence of actions or events ( Derewianka, 1990:40 ). The events are usually problematic and lead into crisis or decisive moment of some kind. This makes narrative tend to be more amusing and interesting to be read.

2.7 The Components of Narrative Genre As the narrative genre deals with the reconstruction of events and experiences, people have to consider the significant components which build a narrative genre. Those are the schematic and language feature.

2.7.1 The Schematic Structure Here, a narrative text has five significance schematic structures. Those are : Orientation, tells the audience about who in the story is, when the story is taking place and where the action is happening. Complication that sets off chain of events that influences what will happen in the story.

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Sequence of events, deals with how the characters in the story react to the complication.

Resolution, the characters in the short story finally sort out the complication.

Coda, that provides a comment or moral based on what has been learned from the story (an optional step) ( Anderson, 1997:8).

2.7.2 Language Features According to Agustien (1990:42), a language feature is the consequence of the communicative purpose of a text, which involves several llinguistics components. The language features usually found in a narrative are : Specific characters. Time words that connect to tell when they occur. Verbs to show the actions that occur in the story. Descriptive words to portray the characters and settings.

In this case, Derewianka (1990:42) describes narrative language features into six components. Those are : a. Focus on the specific of individual participants. b. Mainly actions verb ( ran, lived, slept ) and mental processes ( said, felt, or thought ).

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c. Use temporal conjunction and temporal circumstances, such as: the next morning, then, meanwhile, etc. d. Normally use past tense e. Choose the descriptive language to enhance and develop the story by creating images in the readers mind ( uses relational and mental processes ). f. The participants can be written in the first person ( I, we ) or third person ( he, she and they ). In summary, it is imperative to consider both schematic structure and language features in constructing a narrative. Those components will help to achieve the purpose of genre in communication events

( Derewianka,1990:18 ).

2.8 Short Story Stories all those that the readers will ever read, write and tell to the other readers are told by using the for and structure of what is called narrative. Narrative is not a natural thing; it is instead a literary device used by a writer to help construct an entertaining, compelling and realistic seeming story one that is also able to act very persuasively to promote the storytellers views on some aspects of society or life. The form of a short story is more realistic than tale and of modern origin. The writer usually presents the main events in the greater fullness. A short story is more than just a sequence of happenings. A finely written short story has the riches story may seem;

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the writer has written it so artfully that there is meaning in even seemingly casual speeches and apparently trivial details. If we skim it hastily and skip the descriptive passages, we miss the significant parts. Some literary short stories are, unlike commercial fiction in which the main interest is in physical action or conflict. Short stories tell of an epiphany: some moment of insight, discovery, or revelation by which a characters life, is greatly altered. Other short stories tell of a character initiated into experience or maturity: one such story of initiation is William FaulknersBan Burning ( Kennedy, X.J, 2002:12 ). In the longer forms of fiction, stories tend to contain certain core elements of dramatic structure: exposition, complication, rising action, crisis, climax, resolution, and moral. Exposition is the introduction of setting, situation and main characters. Complication is the events of the story that introduces the conflict. Rising action which lead to crisis is the decisive moment for the protagonist and their commitment to a course of action. Climax is the point of highest interest in terms of the conflict and the point of the story with the most action. Resolution is the point of the story when th conflict is resolved. Moral is the value taken from the story. Because of their short length, short stories may or may not follow this pattern. For example, modern short stories only occasionally have an exposition. More typical, though, is an abrupt beginning, with the story starting in the middle of the action. As with longer stories, plots of short stories also have a climax, crisis, or turning-point. However, the endings of many short stories are abrupt and open and may o may not have a moral or

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practical lesson. Of course, as with any art form, the exact characteristics of s short story will vary by author. The modern short stories differs from earlier narrative forms in emphasizing lifes as most people know it. The short story that originated in the 19 th century as a brief fictional prose narrative was designed to be read in a single setting. In short story all the literary elements of plot, character, setting, and the authors distinctive use of language work together to create a single effect. Short stories usually describe the experiences of one or two characters over the course of a series of related events ( Hirschberg, Stuart, 2004:20 ).

2.8.1 Teaching Short Story Narrative and stories in education have been the focus of increasing attention in recent years. The idea of teaching reading using narrative is fertile ground for adult educators, who know intuitively the value of stories in teaching and learning. Narrative is deeply appealing and richly satisfying to human soul, with an allure that transcends cultures, centuries, ideologies, and academic disciplines. In connection with adult education, narrative can be understood as an orientation that carries with it implications for both method and content.

The Narrative Perspective The beginning point for discussing of narrative and story in adult education is an understanding of narrative as a broad orientation grounded in the premise that narrative is

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fundamental

structure

of

human

meaning

making

Bruner

1986,

2002;Polkinghorne1988,1996 ). The events and actions of ones life are understandable and experienced as fitting into narrative episodes or stories. Accordingly, identify formation and development can be understood in terms of narrative structure and process. In this view, the self is given content, is delineated and embodied, primarily in narrative constructions or stories ( Kerby 1991 :1 ). The narrative metaphor as applied to adult development ( Cohler 1982; Herman 1997;Rossiter 1999 ) sees developmental change as experienced through the ongoing construction and reconstruction of the life narrative. As Kenyon and Randall (1997:1) comment, To be a person is to have a story. More than that, it is to be a story. Given the centrality of narrative in the human experience, we can begin to appreciate the power of stories in teaching and learning. We can also see that the application of a narrative perspective to education involves much more than storytelling in the classroom. Such an application necessarily leads to an experience-based, constructivist pedagogy ( Hopkins 1994 :10). Therefore, the most effective way to teach learners with educational messages is in through these narrative constructions. Learners connect new knowledge with life experience and weave it into existing narratives of meaning. The narrative orientation brings to the form the interpretive dimension of teaching and learning. Gudmundsdottir (1995) notes that pedagogical content can be thought of as narrative text, and teaching as essentially the exercise of textual interpretation. Educators not only tell stories about the subject. The story is the subject knowledge itself. In doing

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so, they aim to maintain some interpretive space in which the learner can interact with the subject. To tell too much, to provide the answer to all questions spoken and anticipated, is to render the active engagement of the learner unnecessary. To tell too little is to leave the learner with insufficient guidance or support in constructing her or his own meaning and relationship with the content ( Leitch,1986 ).

Stories and Learning The use of stories is pervasive in adult education practice. Case studies, critical incidents, role playing, and simulations are among the story-based techniques mentioned frequently in the literature ( Taylor, Marienau, and Fiddler 2000 ). Storytelling is perhaps particularly prominent in literacy, English as a second language, and transformative education ( Cranton 1997; Mezirow 1990). Weisners (2001) recent inquiry into the use of narrative activities among emancipator adult educators underscores the prevalence and complexity of such activities. Teaching stories are increasingly used in teacher formation and continuing education curricula (McEwan and Egan 1995). Stories are widely employed as a powerful medium of teaching and learning. Stories are effective as educational tools because they are believable, rememberable, and entertaining ( Neuhauser 1993 ). The believability stems from the fact that stories deal with human or human-like experience that we tend to perceive asa n authentic and credible source of knowledge. Stories make information more rememberable because they involve us in the actions and intentions of the characters. In doing so, stories invite-indeed demand-active meaning making. Burner (1986) explains

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that the story develops the landscape of action and the landscape of consciousnessthe element of human intention. As audience, we are engaged with the story on both levels, and it is through this dual involvement that we enter into the minds of the characters and into the deeper meaning of the story. We must fill in, from our own store of knowing, which is unspoken. In doing so, we create as well as discover meaning, and we pose the questions we ourselves need to answer. The learner involvement factor is also related to the power of stories to stimulate emphatic response. It is the particularity of the story-the specific situation, the small details, the vivid images of human experience-that evokes a fuller response than does a simple statement of fact. This detail provides the raw material for both cognitive appreciation and affective response to the experience of another person. Educational programs that aim to foster tolerance, appreciation of diversity, and a capacity for perspective taking ( Rossiter 1992 ) draw upon this dynamic of story. Stories educate as instruments of transformation, as well as information (Jackson 1995). Stories lead from the familiar to the unfamiliar, they provide an entryway into personal growth and change. As Clark (2001) notes, it is when one can identify with a character who has changed that one can envision and embrace the possibility of change of oneself. Stories of achievement and transformation can function as motivators, pathfinders, and sources of encouragement for struggling adult learners. In short, stories enable us to engage with new knowledge, broader perspectives, and expanded possibilities because we encounter them in the familiar territory of human experience.

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2.9 The Comparison Between Narrative Texts and Short Stories Narrative Texts Generic Structure Orientation , tells the audience about who in the story is, when the story is taking place and where the action is happening Complicati on that sets off a chain of events that influences what will happen in the story Sequence of events, deals with how the character in the story react to the complication finally sort Resolution out the , the characters in the short complication Coda that provides a comment or moral based on what has been learned from the story (an optional step) Plot (conflict and how it is (Anderson, 1997 : 8). expressed in the title: What elements in the story are designed to enhance suspense or at least make Elements Characters : Who is the main character and what motivates his or her actions? Witch Which other characters do their desires bring them into conflict? meaning? Point of view (voice and tone) : Who is telling the story? How would you characterize the voice your hear as a participant or as an observer? How much does this person seem to know about the goes on in the mind (s) of one or more of the characters? What is their attitude toward the events they describe. Language (style) : Is the style in which the story is written accessible or artificial? Does the author use words that are mostly literal or highly metaphorical? What images and metaphors accentuate the meaning of the story and add significance? Setting : How does the locations in which the story is set amplify or underscore its Short Stories

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Narrative Texts

Short Stories the reader curious as to what will happen next? How is this crisis related to the idea expressed in the tile? Symbolism : Do any objects or elements in the story stand out from their literal contexts and suggest additional dimensions of meaning (political, cultural, : religious, How do and the psychological) Theme experiences undergone by the characters, and their reactions to them, illuminate the idea expressed in the title? (Hirschberg, 2004 : 22).

From the table above, it is clear that short stories have relation to narrative texts, for example element characters and setting in a short story have similarities in orientation with narrative texts. Complication in narrative texts has similarity in plot of a short story.

2.10Narrative Structure Narrative are told in such a way that they allow the plot to be slowly revealed. This technical device causes the reader to become enjoyable absorbed and involved in the plot as we enjoy guessing and predicting what happen next. Clearly the sequence of event that develop the plot is a important consideration when the readers are analyzing and discussing a particular story. Again, this is classed as a high level skill and so can attract many scores (www.wikipedia.com/adult_teaching_short_stories/)

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Stories usually opened with an introduction of the main character (protagonist), the place and the time, a suitable mood or atmosphere is set the main characters life, for the time being, seen to be balanced or in a state of equilibrium. Stories usually opened with an introduction of the main character (protagonist), the place and the time, a suitable mood or atmosphere is set the main characters life, for the time being, seen to be balanced or in a state of equilibrium. The protagonist meets a problem his or her life is disturbed in some way the action is built up to a climax the protagonist deals with the conflict. The readers will sympathize with the protagonist during the conflict. The conflict is resolved in a way that will be satisfying to the reader. The story ends the protagonist who is dealt with the conflict and grown up form a state of innocence to a state of experience.

2.11The Short Stories Use in this Study 2.11.1 Cat in the Rain The theme of this story is selfishness creates inharmonious. The story is about a relation between husband and wife that is inharmonious because each of them has different thoughts and interests. The writer in this story did not give the readers about what happens next in the relation between the husband and his wife after the pardon send a maid carrying a big tortoise shell cat to the wife.

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In fact, the wife wants her husband to give her a cat but her husband does not care about his wife. The conflict in this story may happen to any marriage in any place in the world because the husband pay less attentions to his wife even though he knows what his wife wants. Hemming way created this story in simple but interesting conflict that builds the plot. In Cat in the Rain, there is a central character (the wife), a major

character (the wife), a major character (the husband), and minor characters (the hotel keeper and the maid). The story takes place in a hotel in a particular country which is, from the language people use to communicate, surely not English-speaking countries. Her husband caused his wife feel lonely in a rainy day and being in a foreign country with her selfish husband who is busy with his books.

The summary of Cat in the Rain

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There were only two Americans stopping at the hotel. They did not know the people whom the passed in that hotel. Their room was on the second floor facing the sea, public garden and the war monument. It was raining. The American wife stood at the window looking out. The saw a cat was crouched under green table. The American wife said that she was going down get the cat. Her husband did not give any attention. He only read his book. The wife went downstairs to get the cat. It was raining harder. The maid who send by the hotel owner opened an umbrella for her. The maid accompanies her to look for the cat. The cat was gone, when they walked near the green table. She wanted the cat so much. The she comes back to her room. She said to George that the cat had gone. George did not pay any attention. He was reading again. She sat in front of the mirror. She said to her husband what she wants especially the cat. George asked her to keep silent and get something to read. Then someone knocked the door. In the doorway stood the maid brought a big tortoise-shell car from the pardon to Signora (wife).

The Generic Structure of Cat in the Rain

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1. Orientation : There were two American stopping at the hotel. They did not know the people there. Their room was on the second floor. It was raining. 2. Complication : The American wife saw a cat was crouched less than one of the dripping green table. She wanted to get it and survive it from the rain. 3. Resolution : The maid brought a big Tortoise-shell cat from the Pardon for the signora (wife). 4. Coda : The husband should pay attention to his wife and try to realize the wifes hope.

2.11.2 The Killers The story is about two men who want to kill Ole Anderson when he comes in to eat at 6 P.M at Henrys Lunchroom. The reason why they want to kill him because of a friend. Just to oblige a friend. Even though Nick tells to Ole Anderson the plan of the killers to shoot him. Hemingway did not give what will be happened in the end of the story. They will kill him or not, so this story is an open ending story. It is quite long story than Cat in the Rain and Old Man at the Bridge.

The generic structure of The Killers 1. Orientation : The door of Henrys lunchroom opened and two men came in.

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2. Complication : Max said we are going to kill Ole Anderson 3. Resolution : Nick tells to Ole Anderson that they will kill him when he comes to eat

2.11.3 Old Man at the Bridge The story is about an old man in busy situation, men and women crossing the bridge but he did not move anywhere. He looks tired after a long walk. He always stated I was taking care of animals. He did not tell his family to the soldier(the narrator of this story). There are only two characters in the story, the old man and the

soldier (the narrator of the story) The story takes place in a African looking country of the Ebro Delta at a pontoon bridge across the river in which carts, trucks, men, women, and children were crossing it.

The generic structure of Old Man at the Bridge 1. Orientation : An old man sat by the side of the road, 2. Complication : He was taking care of animals but his captain told him to go because of the artillery. 3. Resolution : He did not think about the others.

2.12Review of the Previous Study

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This study reviews the previous study that is in line with the supplementary materials in teaching reading. The study entitled Biographies as Supplementary Materials to Teach Reading of Narrative Texts to the Students of SMA Negeri 1 Trenggalek written by Ida Lestari (2006). Ida Lestari used an action research. She found that the kinds of biographies that can be used as supplementary materials for teaching reading in Senior High School students are : Thomas Alva Edison and Abraham Lincoln. In implementing biographies as supplementary materials to teach reading of narrative texts in the first cycle she found that most of the students had low motivation. In the second cycle, the students showed an improvement. Most of them were able to comprehend the text well. The most significant improvement could be seen in the third cycle, that the students gave good responses toward the teaching learning process of reading texts using biographies. They were also able to comprehend the texts well. Related to the previous study, we writer is going to conduct a study entitled The Use of Short Stories as Supplementary Materials for Teaching Reading of Narrative Texts to the Students of SMA Negeri 3 Tuban. Both of them used supplementary materials for teaching reading to the SMA students used and action research, and narrative texts. This study is different from the previous study . The previous study used biographies and this study use short stories. Also in the previous study, she was as the teacher and observer but in this study he only taught the class and a friend helped his to collect the data.

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