Assessing the Perception and Practice of Teachers in Teaching the Integrated Reading and Writing Skills: Grade 11 in Focus

Abstract

The main objective of this study was to investigate the integration of writing and reading skills in grade eleven English textbook.  In order to gathers data from the subjects of the study, observation, interview and writing task evaluation were used. Results from the observation indicated that the integration of writing and reading skills is being practiced to some extents in grade eleven through the basic procedures of the language skills integration approach are not followed. The result from the interview calculated with grade eleven English teachers showed that theoretically all of the English language teachers have good understandings on the improvement in integrating writing and reading skills in class practice. Result from the textbook evaluation related that most writing and reading tasks are integrated. Regarding the factors that negatively affect the implementation of skills integration especially writing and reading skills in Grade eleven, the following were identified as outstanding impediments: students’ background, lack of students’ interests, the size of textbook, limited classes’ time, and shortage of classrooms and teaching materials in the schools.         

Keywords: Integration, Skills-integration, classroom practice, reading comprehension, writing comprehension.

DOI: 10.7176/JLLL/59-05

Publication date: August 31^st 2019