2. Reading According to Urquhart and Weir 1998: 37, reading is a cognitive activity.
It largely takes place in the mind. That statement finds agreement from Burden 1999: 68. He says that reading is a fluent process of readers combining
information from a text and their own background knowledge to build meaning in which the goal is comprehension. The process of course takes place in the mind.
In this study, reading is a process of building knowledge from information in the text and the students’ background knowledge.
3. Writing According to Zimmerman and Rodrigues 1992: 4, writing is a way of
thinking, a way of learning, a way of sharing ideas with others. Through writing, people can share their thinking and ideas with others in the written expressions.
Tiedt 1989: 1 agrees when he said “writing is a method of expressing ideas about any subject content…” In this study, writing is a skill of expressing the
ideas related to the reading text epecially about narrative. The students share their ideas and thinking into a written form. It is supported by Tiedt 1989: 4 who
believes that students learn to write by reading. 4. Cooperative Integrated Reading and Composition CIRC
CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades Slavin, 1995: 7. Although the theory states
that CIRC is for the upper elementary and middle grades, the writer considers that English native speakers are included. It is indeed different with the role of English
in Indonesia. In this study, where English has a function as a foreign language, the writer considers that Senior High School students are included as the middle
grades. Thus, CIRC is used in this study to teach integrated reading and writing for the eleventh grade students of Senior High School.
5. SMA Negeri 4 Yogyakarta SMA Negeri 4
Yogyakarta is located on Magelang Street Karangwaru Lor, Yogyakarta. This school has 18 classes and each grade has 6 classes. The eleventh
grade students in SMA Negeri 4 Yogyakarta consist of four science streams and two social streams.
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the theories and concepts that are the basis for the discussion of this study. There are two major sections in this chapter. The first is
theoretical description and the second one is theoretical framework.
A. Theoretical Description
There are three relevant theories discussed in this part.Those theories are Kemp’s Instructional Design Model, Teaching Reading and Writing and the
theory of Cooperative Integrated Reading and Composition CIRC.
1. Kemp’s Instructional Design Model
There are many kinds of instructional design used in designing the materials. One of them is Kemp’s Intructional Design Model. Kemp’s model
1977: 9 is a flexible cycle that proposes eight interdependent elements which should be considered in designing instructional materials. The eight elements are:
a. Considering Goals, Topics and General Purposes
Stating goals is important in all educational programs. Most of the designers start with the formulation of the goals before designing the materials.
After establishing its goals, it is also important to list the topics and state the general purposes for teaching each topic. The topics will become the basis for the
instruction. The selection of topics should be sequenced from simple to the complex level. Kemp, 1977: 15. By knowing the goals, topics, and general
purposes, the designer knows what materials are going to be included.
9 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Identifying Learners’ Characteristics
In this step, the designer should obtain information about the students’ capabilities, needs and interests Kemp, 1977: 18. Knowing the learners’
characteristics is very important because it influences the instructional planning.
c. Specifying Learning Objectives
The designer has to specify the learning objectives to be achieved by the students. Kemp 1977: 34 states that objectives tell students about what goals
they must obtain so that they can better prepare their work. It means that all activities in teaching learning process must be able to support the achievement of
the learning objectives.
d. Listing the Subject Content
The subject content supports each objective. In other words, objectives are what you want content to do. In organizing the content, the designer should
prepare the outline of the information that will be taught Kemp, 1977: 44.
e. Developing Pre-assessments
Kemp 1977: 50 states that the designer develops pre-assessment in order to know whether the students are ready to study the topic or not. The other reason
is to know the students’ competence in some of the stated objectives. Pre- assessment can be done through a placement and diagnostic test.
f. Selecting Teaching Learning Activities and Instructional Resources
The designer must determine the most efficient and effective methods. Then, the designer selects the teaching learning materials to provide learning
experiences in order to accomplish the objective Kemp, 1977: 55. The materials must be related with the teaching method chosen.
