INTEGRATING READING AND WRITING IN ACADEMIC WRITING CLASS

摘要

Based on the theories and empirical data of the advantages of orchestrating integrated skills in theudclassroom and the connections between reading and writing skill, this study aims to find out the effects ofudintegrated reading-writing instruction on students’ writing ability. The moderating effect of cognitive styles wasudalso investigated. The present study adopted a quasi-experimental design with 2 x 2 factorial analyses. Theudsubjects of this study were 87 students at STKIP PGRI Jombang. An experimental group using integratedudreading-writing instruction was randomly assigned for comparison with a group using a traditional teachingudmodel. At first, the participants were asked to perform Group Embedded Figure Test (GEFT) to determine theirudcognitive styles. After that, the participants were asked to write an expository essay as the pre-test to justify thatudboth groups had the same writing ability before the treatment. After seven meetings of treatment, they wereudasked to write another expository essay as the post-test. Based on ANOVA analyses, it was found that theudstudents taught by using integrated reading-writing instruction did not achieve significantly better writing scoreudthan students taught by writing instruction only: neither for the field-independent students nor the fielddependentudstudents.udKey words: integrated reading and writing, writing instruction, writing ability, cognitive stylesudThere have been many studies trying to find ways to help students in minimizing the difficulties