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Also, Kintsch (1998) pointed out that reading to writing method involved eitherreading to learn or reading to integrate information. They are closely connected andmutually reinforcing. R. Ellis (2000:189-217) said the more frequently the language isinput, the higher level of second language acquisition will be gained.

From the perspective of language learning, it is thought that “integrating the skillsmeans that your are working at the level of realist communication, not just at the level ofvocabulary and sentence patterns” (Wang Qiang, 2000, p229). Adapted from Willis, (1996)the process of language learning is as follows. See the figure below:

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Chapter III Research Methodology.................. 21

3.1 Research Questions...........................21

3.2 Research Subjects...................... 21

3.3 Research Instruments..............................22

Chapter IV Research Results and Discussion......................... 34

4.1 The Analysis of the Tests..................... 34

4.1.1 The analysis of the pre-test.......................34

4.1.2 The analysis of the of post-test....................35

Chapter V Conclusion.................................48

5.1 Major Findings..............................48

5.2 Research Implications.........................................49

5.3 Research Limitations and Suggestions..........................50

Chapter IV Research Results and Discussion

4.1 The Analysis of the Tests

EC and CC’s English writing scores are analyzed by SPSS 23.0. The total points ofthe writing test paper is 25, which is the standard point of NMET English writing test.Some detailed comparisons of the pre-test and the post-test are presented.

4.1.1 The analysis of the pre-test

Pre-test is used to understand students’ writing performance and it will be a referencedata to the post-test. The original data of the pre-test in EC and CC is mentioned inAppendix X and Appendix XI.

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Chapter V Conclusion

5.1 Major Findings

The purpose of the experiment is to explore the effect of the combination of readingand writing approach on the English writing performance of Senior One students. Themajor findings are as follows.

Firstly, the data from the tests prove that Senior One students’ English writingperformance is improved by applying the combination of reading and writing approach.The results are shown from the comparison between pre-test and post-test of EC and CC.As is often the case, after a term’s learning, every student would more or less make someprogress in study. Therefore, after a term’s practice, both EC and CC make progress inEnglish writing. More significantly, after the data analysis and comparison, EC’s studentsmake more progress in writing than CC. Their progress is not only in the overall writingperformance but also in some specific aspects, such as the improvement in the writingcontent, vocabulary use, sentence structures and organization.

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