TEACHING WRITING AND

READING
Group 6
Members:
 Arief Alvian 1101050126
 Yuni Asih Trihastuti 1101050129
 Isna Mar’atul Azizah 1101050130
 Ramadhani Putri P 1101050137
 Aryani Purnaning R 1101050140
 Elsa Febrina Rahayu 1101050147
 Viki Wahyudi 1101050148
KINDS OF TEACHING READING
1. Three Phases Technique
a. Pre reading
 Skimming activities
 Scanning activities
 Questions
 Accessing prior knowledge
 Writing your way into reading
 Asking questions based on the title
 Making predictions based on previewing
 Identifying text structure

Richards, Jack .C. 2007.

b. Whilst (during reading)
 Filling out a graphic while reading
 Guided or controlled writing assignments or
discussion questions reading
 Underlining, highlighting, or note-taking activities
 Vocabulary building activities
 Paraphrasing and summarizing
 Skipping unknown words; guessing from context
 Predicting the main idea of each paragraph
 Drawing pictures to show what you see in your
mind

Richards, Jack .C. 2007.

c. Post reading activities
 Vocabulary activities
 Questions
 Summarizing activities
 Revising prereading expectations
 Making an outline, chart, map, or diagram
of the organization of the text
 Retelling what you think the author is
saying
 Relating the text to your own experience

Richards, Jack .C. 2007.

2. Bottom up process
In bottom-up processing, the reader
focuses on such things as individual words,
phrases and achieves understanding by
stringing these detailed elements together
to build up a whole.

Douglas, Brown .H. 2001.

3. Top down Process
In Top-down processing the reader gets a
general view of the reading passage by
absorbing the overall picture. It is the
reader overview that allows us to process
the details.

Douglas, Brown .H. 2001.

3. Skimming
Skimming, like scanning, is a quick type
of reading. Unlike scanning, though, the
goal of skimming is to learn the main points
in a larger selection of writing rather than
answer one specific question.

Murni, Djamal .H. 2006.

4. Scanning
Scanning is the ability to locate specific
information. Scanning can be done by
giving check to the data that is needed of
the passage.

Murni, Djamal .H. 2006.

FOR EXAMPLE:
 Textbooks
 Exercise books
 Worksheet
 Videos
 E-learning
 Storybooks
TEACHING WRITING
 Scaffolding
Scaffolding is one process that allows teachers to
organize a writing activity systematically to meet
the needs of all students. Scaffolding approach
uses a typical six-step writing process that can be
modified for almost all grade and ability levels.
 Steps of scaffolding:
a. Planning
b. Drafting
c. Editing
d. Final version
e. Publishing
Lisa Vernon, June 2001.
TYPES OF WRITING

 Personal writing
 Academic writing
 Job-related writing

Douglas, Brown .H. 2001.

ASPECTS OF WRITING
 Content
 Grammar
 Organization/Structure of writing
 Language use/Accuracy
 Vocabulary
 Writing mechanics

Douglas, Brown .H. 2001.

LEARNING MATERIALS FOR TEACHING WRITING

 Textbooks
 Exercise books
 Worksheet
 Videos
 E-learning: www.spellingcity.com
www.bbcskillswise.co.uk
 Storybooks
 Jumble words, sentences, or paragraphs
 IMPLEMENTATION
 Discovery-learning
a. Observing
Students observe a procedure text of doing something.
b. Questioning
Students ask questions.
c. Associating
Students answer some questions.
Students make summary and mind map within a group.
Students with the teacher guidance with discuss together the
correct answers.
d. Experimenting
Students write a procedure text individually based on the
situational cards given by the teacher.
e. Networking
Students give exchange their work one another.
Revise it and give any comment orally in front of the class.
 Project-based learning
a. Observing
Students observe a recount text.
b. Questioning
Students ask questions to the teacher.
c. Associating
Students answer some questions.
Students make summary.
Students with the teacher guidance with discuss
together the correct answers.
d. Experimenting
Students make mind map individually based on their
experiences.
e. Networking
Students write down the mind map on the board and
explain it in front of the class.
 Problem-based learning
a. Observing
Students observe a news item text.
b. Questioning
Students ask questions to the teacher.
c. Associating
Students answer some questions.
Students make summary.
Students with the teacher guidance with discuss
together the correct answers.
d. Experimenting
Students create news item text based on the mind
map given by the teacher.
e. Networking
Students give exchange their work one another.
Revise it and give any comment orally in front of the
class.
 REFERENCES
Leo, Sutanto et al. 2007. English for Academic Purpose: Essay
Writing. Yogyakarta: CV. ANDI OFFSET.
Richards, Jack .C. 2007. Curriculum Development in Language
Teaching. United States: Cambridge University Press.
Harmer, Jeremy. The Practice of English Language Teaching
Fourth Edition.
Lisa Vernon, June 2001. Considerations: The Writing Process A
Scaffolding Approach. Williamsburg:
Murni, Djamal .H. 2006. Improving Reading Skill in English for
University Student Book 3 & Workbook 3. Jakarta: KENCANA
PRENADA MEDIA GROUP.
Douglas, Brown .H. 2001.Teaching by Principles: An
Interactive Approach to Language Pedagogy Second Edition.
New York: Longman.