29 predicting, previewing, anticipation, skimming, and scanning. Similary, Brown
2001 provides several strategies for reading comprehension, some of them are using silent reading techniques, skimming the text for main ideas, scanning the
text for spesific information, using semantic mapping or clustering, etc. Brown 2001 spesifically devides classroom reading performances into oral reading,
silent reading, intentsive reading and extensive reading. According to McDonough 2003, the instructional reading materials are
best to improve reading skills rather than to teach about vocabularies and grammar. Hence, the linguistic aspects grammar and vocabularies are important
in improving literacy skill especially for writing because of demanding perfection grammatical form in writing Brown, 2001, yet
“if we force too much grammar focus on begining level learners, we run the risk of blocking their acquisition of
fluency” Brown, 2001, p. 364. Brown 2001 also promotes appropriate grammar-focusing techniques which are embedded in the meaningful and
communicative context. It contributes positively to the communicative goal and promotes accuracy within fluency. Using grammar-focusing techniques, it
motivates the students and does not overhelm the students with linguistic terminology.
7. The Nature of Writing Materials for Improving Writing Skills
Writing is a productive skill that means to involve producing language rather than receiving it Spratt, Pulverness, Williams, 2005. Writing is divided
into two types by White in McDonough and Shaw 2003. They are instructional and personal writings. The instructional writings are business correspondence,
30 textbooks, regulations, and reports. Personal writings are creative writing on
personal life. Furthermore, Brown 2001 considers several types of classroom writing
performance which are imitative or writing down, intensive or controlled controlled writing; students alter a given structure through out, guided writing;
students tell the story of display video and dicto-comp; student rewrite paragraph following display paragraph, self-writing journal or dialogue journals; students
record feelings, thoughts and reactions, display writing, real writing academic, vocationaltechnical and personal.
Writing skills covers of several sub skills which are writing accurately, involving spelling correctly, forming letters correctly, writing legibly, punctuating
correctly, using correct layout, choosing the right vocabularies, using grammar correctly, joining sentences correctly and using paragraphs correctly Spratt,
Pulverness, Williams, 2005. Accordingly, they also write the stages of writing which are brainstorming, making notes, planning organizing the ideas, writing a
draft, editing correcting and improving the draft, producing another draft, proof- reading checking for mistakes in accuracy and revise for the final version
Spratt, Pulverness, Williams, 2005. The nature of writing is designed to show the steps in producing writing
products. Directly, the materials of reading promote the development of reading and writing skills literacy skills and strategies. This integration of the materials
creates such interdependency between reading and writing activities or techniques. Brown 2001 connects reading and writing as:
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
