The Integrated Teaching Reading and Writing

d. How do you know? e. What does it mean…? f. What’s the reason? g. What happened…?Etc. 2 Predicting Predicting involves thinking of the kinds of words, phrases, and information that you can expect to encounter during the task.” In addition, Chamot, et al. 1986: 27 states that “The purpose of using prediction is to motivate the student, increase comprehension, help students to share prior knowledge and give responsibility of comprehension to the students” 3 Activating Background Knowledge According to Bonnie and Jean 2002: 85, when you activate background knowledge, you help students recognize and use information they already posses. Your students probably posses some degree of knowledge about the text they are reading, but they may not think about what they know as they read. To activate background knowledge, you can ask students what they already know about the topic. You should be able whether their background knowledge is adequate, inadequate, or erroneous. 4 Checking Comprehension When conducting reading comprehension activity, the students should really understand the information on the text. According to Greenall Michael Swan 1986: 3 “Checking comprehension means the students need to study the passage very closely to find the answer to a question. The information you require is in the passage all you have to do is find it”. 5 Discussion According to Bonnie and Jean 2002: 87, the purpose of discussion for students is to exchange ideas freely in order to gain new understandings or perspectives. Research has shown that small-group discussion about texts can enhance comprehension and recall as personal connection to the text. 6 Listening In many of the studies on listening, the task was to listen to the passage then answer the comprehension questions. According to Chamot, et al., 1986: 169, in listening, the students in the intervention group were taught to use selective attention, take notes, and cooperate with a classmate to review their notes after listening. 7 Writing According to Bonnie and Jean 2002: 87, writing is a powerful way to help students connect what they already know with new information in the text because writing requires the active manipulation of ideas. Ambruster, et al., 2002 8 Independent Reading Independent reading involves encouraging students to engage with texts individually. Students may listen to taped texts as they follow the print and reread texts to increase fluency and to experience success in reading. Students need opportunities to read books which are matched to their reading ability. When most of the words are known or can be worked out students consolidate their understanding and develop confidence in themselves as readers. Students can read unknown words more easily if the text is structured in such a way that some of its patterns are recognizable English K-6. 9 Guided Reading Guiding students as they read aloud provides for interaction between the teacher and the student who is learning to read. During guided reading, teachers can show students how to bring to their reading knowledge of content and language patterns of the text. Guided reading generally involves: a. Helping the students read the text b. Talking about the text with the students c. Prompting the students when necessary d. Matching the text with the student’s ability and interest e. Orientating the student to the text before reading by drawing attention to the important ideas and language used English K-6. 10 Retelling According to Bonnie and Jean 2002: 71, retelling is a strategy identified by the National Reading Panel. In retelling, the students orally reconstruct stories that they have heard or read. Some research has shown that retelling is promising as a strategy for improving comprehension for students who read a story. This strategy can facilitate comprehension. 11 Understanding Text Organization According to Bonnie and Jean 2002, readers may sometimes have trouble in seeing how a passage is organized. The readers should recognize how sentences are joined together to make paragraphs, how paragraphs form the passage, and how this organization is signaled. Students who are trained to recognize the text structures do better in comprehension. Moreover, they will be able to distinguish between main ideas and supporting details, identify main ideas, write summaries, understand how parts of the text are related and recognize cohesive devices that writers use and the act use this knowledge to write more clearly. 12 Games According to Malay 1999, games are fun and children like to play them. That in itself is a strong argument for incorporating them in the EFL classroom. Playing games is a vital and natural part of growing up and learning. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. In addition Wright, et al., 2006: 1 states that “Game means an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others.” 13 Getting the Main Idea According to Bonnie and Jean 2002, Effective comprehension depends on the ability to separate important from unimportant information. Skilled readers are able to determine the relative importance of information in a text. 14 Summarizing According to Bonnie and Jean 2002, summarizing is closely related to getting the main idea, or determining importance, this strategy is the ability to synthesize information across larger units of text to create summaries. Students must be able to integrate main ideas into a coherent summary that will presumably help them remember both important and supporting information about what they read. Creating a summary requires deleting irrelevant or redundant material, condensing information, locating topic sentences for paragraphs, and developing topic sentences for paragraphs that do not have them. Summarizing is thus a complex task that, even with instruction, develops gradually over time. 15 Evaluating According to Bonnie and Jean 2002, after completing part or all of a task, good learners reflect on how well it went. This process allows them to see if they carried out their plans and to check how well strategies helped. Strategic students assess whether they met their goals for the task and if they did not, why they didn’t meet those goals and what they can do differently next time. They evaluate the appropriateness of their predictions and guesses. If those were not correct, good learners think of how they can learn to make better ones next time. Regardless of whether the self-evaluation is positive or negative, it is important for students to learn from it so that they can make improvements on the next task. 16 Student self-evaluation According to Bonnie and Jean 2002, ask the students to do self- evaluation by answering some questions about what points that they get from the lesson, the difficulties and some new vocabulary that they have learn.

7. The 2006 Edition of School-Based Curriculum

Recently, all schools in Indonesia have applied the 2006 Edition of School-Based curriculum. One of them is SMA Negeri 11 Yogyakarta. Muslich 2007: 17 states that School-Based Curriculum is a little bit different from the previous curriculum used in Indonesia, which was Competency-Based Curriculum. School-Based Curriculum is a curriculum which was proposed as the improvement of Competency-Based Curriculum. Badan Standar Nasional Pendidikan , an association which designs the guideline for the 2006 Edition of School-Based Curriculum, as quoted in Muslich 2007: 17, states that the 2006 Edition of School Based Curriculum is the operational curriculum which is managed and done in each school. The schools are expected to develop their own curriculum and make the materials. This curriculum is required to help the students to reach the standard of the students’ competencies. Therefore, the materials that will be used must be adjusted with the school level, regional characteristics, society cultural, and students’ characteris

B. Theoretical Framework

The method of this study is Research and Development RD. To design the teaching strategies for integrated reading and writing, I use the combination of Kemp and Yalden Instructional Design theories. The teaching strategies which are applied by the teacher in teaching reading and writing give important roles for the students in mastering both reading and writing skills. To develop the teaching strategies I use the adaptation of Reflective pedagogy theory. Reflective pedagogy is a theory derived from Saint Ignatius Loyola which can be helpful in every form of educational service. It is a paradigm with inherent potential for going beyond mere theory to become a practical tool and effective instrument for making a difference in the way the teacher teaches and in the way our students learn. In developing the teaching strategies based on Reflective pedagogy for integrated reading and writing, I need to adapt and combine two insctructional design models namely Kemp’s model and Yalden’s model. These two models complete each other. I combine the three similar or the same stages, namely description of purposes, evaluation and revision. Then, I adapt three steps of Kemp’s model. They are determining goals, topics and purposes, stating learning objectives and selecting teaching learning activities and materials and evaluating. I also take two important stages of Yalden’s model which could not be found in Kemp’s model, namely 1 needs survey and 2 Designing the Teaching Strategies. In brief, I sets seven stages resulting from the adapation and combination of two instructional design models namely 1 Conducting Need Survey, 2 Determining Goals, Topics, General Purposes, 3 Stating Learning Objectives, 4 Selecting Teaching Learning Activities and Materials, 5 Designing the Teaching Strategies, 6 Evaluating, 7 Revising.

1. Conducting Need Survey Yalden’s Model

I use the first step of Yalden’s model as an initial step in developing teaching strategies which suits the students and the teacher’s need. At this step, I collect the information about the students’ need, the teacher’s need, the lack of the students’ and the English teacher by conducting an interview with the English teacher of grade X students of SMA 11 Yogyakarta.

2. Determining Goals, Topics, General Purposes Kemp’s Model

The next step is taken from the first step of Kemp’s model, “Considering goals, list topics, and stating the general purpose” and also the second step of Yalden’s model, “Description of Purposes”. I determine the goals as the basis for developing teaching strategies based on Reflective pedagogy for integrated reading and writing for grade X students of SMA Negeri 11 Yogyakarta. Then, the topics are selected. After all, I determine the general purposes of each topic.

3. Stating Learning Objectives Kemp’s Model

This step is adopted from Kemp’s model. After determining the purposes, I specify the purpose to formulate objectives of what students should achieve after each meeting.