23 Conclusion is the last aspect in a critical review. This part is an optional
part. It is optional in which if the review presented is already specific, the conclusion is not an important part. However, if the review presented is general to
the topic discussed, the conclusion is needed.
2.1.3 The implementation of integrated-skills approach
Theoretical description on integrated-skills approach focuses on the discussion on how to integrate two or more different skills in teaching. This
theoretical description also emphasizes the connection between the skills. Therefore, the integration of skills is meant to achieve a bigger scope of learning.
2.1.3.1 Integrating skills
Harmer 2007 believes that the acquiring language for the purpose of communication is using skills without isolation. This shows that Harmer is an
expert who supports the idea of integrated-skills learning. Learning skills without isolation mean applying no separation of skills in learning a language. One can
learn two or more skills in a time. This is important as he emphasizes that in order to perform a real life task meaningfully by using a language people need more
than one skill to comprehend to perform better. There are several ways to integrate skills in learning a language. Harmer 2007 proposes some ways that
can be used to combine skills in integrated-skills course. The first combination is speaking as preparation and stimulus. Speaking
session allows students to investigate their thoughts and feelings about a topic.
24 Teacher often asks students to discuss a topic as a way of activating their
schemata or engaging them in a topic that they are going to read or hear about. The second combination is texts as models. Students are greatly helped by
being exposed to examples of writing or speaking which shows certain conventions for them to draw upon. One of the best ways to encourage the
students to write certain kinds of report, for example, is by showing them some actual reports. The teacher can help them to analyze the structure and style. Then,
when getting the students to give spoken directions, they will get the benefit from hearing other people doing it first.
The third combination is texts as preparation and stimulus. Teacher often uses written or spoken texts to stimulate students into some other kinds of works.
A controversial reading passage may be the springboard for discussion or for a written form. Listening to a recording in which a speaker tells a dramatic story
may provide a necessary stimulus for students to tell their own stories, or may be the basis for their written narrative.
The fourth combination is integrated tasks. Almost any speaking activity is bound to involve listening, but sometimes when students are involved in some
kinds of cooperative writing, there will be speaking, listening, writing and reading almost simultaneously. Teacher frequently asks students to listen to something
and take a message or note. Teacher also might ask them to prepare a spoken summary of something they have read, or read information on the internet as
preparation for a role-play or some other longer pieces of works.
25
2.1.3.2 Critical Reading and Writing
