4. The students’ problems in reading gave bad impacts on the students writing
skills. 5.
Till now, the English teacher does not apply specific teaching strategies when she teaches the English lesson. To gain the students’ attention, the teacher
uses real life materials. The teacher usually chooses the text which interests the students so that they like reading and writing activities.
6. The teacher asks the students to acquaint themselves with the topic before
giving the main materials. She also gives motivation to the students so that they can realize that English is very important for them.
7. The teacher asks the students to apply the knowledge that they have got in
their daily lives by asking the students to write something paragraph, invitation card, etc.. She also does oral and written evaluation to their
students
From the interview, the teacher admitted that she did not use specific teaching strategy in teaching English especially for reading and writing. The
teaching reading and writing was still problematic since students still had poor writing and reading proficiencies. That reasons became the lack on which the
designed of teaching strategies was developed. Therefore, the teacher needed the design teaching strategies which were
completed with the material to help her in conducting the teaching integrated reading and writing. This design also would help the students in learning reading
and writing skills.
Moreover, this study presents the teaching strategies for integrated reading and writing which would be developed in such a way in order to help the teachers
conducting English class for reading and writing skills. The teaching strategies which would be developed are not different from some steps which have been
used by the teacher. Actually, the teacher has followed some steps of teaching strategies based on Reflective Pedagogy. The designed teaching strategies in this
study would be completed with the materials to see the work of the teaching strategies. The materials in this designed were real life materials which were
based on the result of interview. All conclusions above were used as the basis to design the teaching strategies.
B. The Elements of the Design
Goals, topic and general purposes were determined through the second step of RD that was planning. There were three parts in planning step. The first
part was stating goals, topics, and general purposes. The second part was stating learning objectives. The last part was designing teaching learning activities and
materials. Each step would be discussed further.
1. The Goals, Topic and General Purposes
The goals of developing the teaching strategies were formulated after
conducting the needs survey and gathering the data. Hence, the goal of developing the teaching strategies is to help both the students and the teacher
in doing teaching learning process of English class especially for reading and writing skills. It will help the students to ease their reading problems and improve
their writing skills. It also will help the teacher to find the easier way to teach English class especially for reading and writing skills using teaching strategies
based on Reflective Pedagogy. To see the work of the design teaching strategies, there will be materials
based on the topic for each teaching strategies that are developed. The materials that are chosen are real life materials based on the result of the interview so that
the students are motivated to learn English. The topics that would be presented in each unit are taken from the English syllabus of SMA Negeri 11 Yogyakarta.
Therefore, the materials had the same topics as were in the syllabus. In addition to this, the materials were also designed based on the current curriculum, School
Based Curriculum, which has specific competence standard and basic competence.
Table 4.1: The Themes and Topics in the Designed
Unit Themes
Learning Topics
1 Food Things around Us
Procedure 2
Moments You’ll Never Forget Announcement
3 Your Truly
Diary Recount
4 Selling Products Services
Advertisement 5 Nice
Holiday Narrative
6 Your Great
Event Invitation
7 How to Make It…?
Procedure 8
Legend Myth around the world Narrative
Furthermore, the general purposes which should be achieved by the students were also formulated in this step. The general purposes of the whole units
were stated as the basic competencies in the 2006 Edition of school Based Curriculum and the English syllabus of SMA Negeri 11 Yogyakarta. The
following table presents the basic competencies of the whole units.
Table 4.2: The Basic Competencies Unit Theme
Competency Standards
Basic Competencies
1 Food Things
around Us To understand meaning
in short functional written text and simple
essay in the form of recount
, narrative and procedure
in the daily life contexts and to
access knowledge 1.
Reading To respond meaning and
rhetorical steps in simple essay accurately, fluently, and
acceptably in daily life contexts and to access knowledge in the
form of procedure text.
2. Writing
To express meaning and rhetorical steps in simple essay accurately,
fluently, and acceptably in daily life context and to access
knowledge in the form of procedure text.
2 Moments You’ll
Never Forget To understand the
meaning of short functional written texts
in daily life context and to access knowledge
1. Reading
To respond meaning in formal and informal short functional
announcement written text,
accurately and acceptably in daily life context and to access
knowledge 2.
Writing To express meaning in formal and
informal short functional announcement
written text, accurately and acceptably in daily
life context to access knowledge. 3 Your Truly
Diary To understand meaning
in short functional written text and simple
essay in the form of 1.
Reading To respond meaning and
rhetorical steps in simple essay accurately, fluently, and
