Writing sub skills include using appropriate rhetorical structure, adjusting writing for a given audience, editing one’s writing.
RichardRodgers 2001: 64 also state that integrated materials are a set of instructional materials that contain all four language skills reading, listening,
speaking, and writing are integrative. In learning a language, discrete skills are not suggested as there would be,
for instance, no speaking without listening or no writing without reading. The integration of at least two skills obtains effective language learning. The four
skills are interrelated and interdependent. They have to be integrated since each skill supports and extends learning other skills.
2.1.2 Topic-Based Language Instruction
According to Brinton 1989: 216, topic-based language instruction refers
to a language course in which the syllabus is organized around themes or topics such as “pollution” or “women’s rights.” It is subordinated to more general
themes for it might provide organizing topics for two weeks of integrated classroom work. A topic might be introduced through reading a text. Vocabulary
is increased through guided discussion. Audio or video material on the same topic is used for listening comprehension, followed by written or spoken assignments
integrating information about the topic discussed from many sources. Most of the materials used will typically be teacher-generated and the topic introduced will
cross all skills listening, speaking, reading, and writing. Kathleen Graves 1989 : 45 says that topics are what language is used to
speak or to write about. They may be personal, such as family, food, and hobbies, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
they be professional and relate to a profession job, they may also be socio cultural and relate to education, political systems, or cultural customs.
According to Evans 1986, topics are broken into four sequential stages:
2.1.2.1 Stage 1: Visual Presentation
In the first stage, central concepts are presented through pictures, maps, models, etc. Appropriate structures and vocabulary are introduced, and students
are given the opportunity of describing what they have seen orally and in writing.
2.1.2.2 Stage 2 : Building a Reading Passage
Students answer truefalse questions about the visuals and use these as the basis for building a written passage.
2.1.2.3 Stage 3 : Analyzing and Extending the Reading Passage
At this stage, students focus on some of the linguistic elements in the passage.
2.1.2.4 Stage 4 : Creating a Passage
In the final stage, students produce their own written passage based on the language and content they have acquired in Stages 1-3. The point of departure
may be another visual which might be described or compared with the original visual.
2.1.3 Instructional Design
