31 clearly, students learn to write in partcarefully observing what is already
written. That is, they learn by observing, or reading, the written word. By reading and studying a variety of relevant types of text, students can gain
important insights both about how they should write and about subject matter that may become the topic of their writing p. 347.
The steps of writing which are explained before are integrated with reading steps to produce the writing products. In sum, Brown 2001 states that:
The upshot of the compositional nature of writing has produced writing pedagogy that focuses students to generate ideas, how to generate them
coherently, how to use discourse market and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning,
how to edit text for appropriate grammar, and how to produce a final product p. 335.
8. Integrated Reading and Writing Skills
Integrated skills direct one skill to reinforce other skill Brown, 2001. The integration skills correlate language with dially life. Mostly, the real performances
of using English regard the integration of two or more skills. Skill to read and to write empowers one another producing a discourse. For instances, learners learn
to write by identifying what they have read. According to Brown 2001 there are five models of integrated-skills focus one of which is task-based teaching. This
approach uses communicative taks target tasks and pedagogical stasks that learnes should perform in outside classroom. Brown 2001 state that
“Pedagogical tasks include any of a series techniques designed ultimately to teach the students to perform the target tasks” p. 242. Then Brown 2001 describes
techniques as the specific activities that are manifested in the classroom. There are two general techniques in reading which are skimming and
scanning. Also, there are three types of writing one of which is controlled
32 sentence construction McDonough Shaw, 2003. McDonough and Shaw
2003 purpose the activities of controlled sentence construction as follows: Providing a model sentence and asking students to construct a parallel
sentence with different lexical items, inserting a missing grammatical form, composing sentences from tabular information with a model
provided, joining sentences to make a short paragraph, inserting supplied
conjuctions but, and, however, because, although… p. 156. To integrated the reading and writing skills, the designer purposes a whole target
tasks from reading and writing for example „to produce an annoucement‟. Then the pedagogical tasks will be to skim for general information, scan for specific
information, fill the blanks for constructing sentences and grammatical form, rearranging the sentences and compose text with a model provided.
9. KTSP 2006 for Identifying Goal, Topics, and General Purposes
Recently, the schools in Indonesia apply two curriculums. Kurikulum Tingkat Satuan Pendidikan 2006 KTSP 2006 is in a transforming process to
Kurrikulm 2013 K-13. Many schools still apply KTSP 2006 and the others run with K-13. SMA Katolik Villanova Manokwari uses KTSP 2006. Consequently,
this process of design takes KTSP 2006 as a frame for materials design. According to Candlin in Massoud 2010 defines curriculum as general tendency to frame
language learning, learning purpose, experience, evaluation, the role and the relationship between teacher and learners. KTSP 2006 gives many chances for
students to develop their competencies in English. The students are active in learning to use their own learning strategies and to study from the real-world.
KTSP 2006 is stated as operational curriculum which is arranged, developed and implemented by schools. Every school can develop the curriculum
33 following the national standards and the condition of that school. In KTSP 2006,
there are eight national standards, one of which is content standard or Standar isi. Accordingly, the content standard contains competence standard Standar
Kompetensi and basic competence Kompetensi dasar Badan Standar Nasional Pendidikan, 2006. Competence standard is the national minimum competence for
all students in which it elaborates in basic competences. Then basic competences are base standards to be achieved and applied nationally. Competence standard
and basic competences are bases for the schools to design their curriculums. In addition, the teaching devices of KTSP 2006 are syllabus and lesson plan.
English as a compulsory subject in KTSP 2006 is taught in all schools, especially in SMA, in Indonesia. The purposes to learn English are to learn how to
get knowledge using English, to realize the importance of using English in daily life and to understand the correlation between language and cultures Badan
Standar Nasional Pendidikan, 2006. English for senior high school students is taught to get informational competence which is to get knowledge using English,
since the students are prepared to continue their studies in a college. Accordingly, this subject has competence standards and basic
competences. The scope of learning English derived from how to produce the disources using reading and writing skill to attain informational competence, the
ablity to understand and produce short functional text and simple essay such as annoucement, letter, descriptive, recount, narrative, and news item and to
comprehend linguistic components Badan Standar Nasional Pendidikan, 2006. The competence standard and basic competences of English for X grade in the
