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.