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SFL GBA IMPLEMENTATION IN CLASS - Coggle Diagram
SFL GBA IMPLEMENTATION IN CLASS
Introduction
The stages in the SFL GBA that need to be considered :
The teaching of language skills is carried out in an integrated manner in the SFL GBA
Teaching grammar is one of the main components of SFL GBA in teaching reading, writing, speaking and listening
SFL GBA cannot be done in one or two meetings, but it all depends on the condition of the students
Teachers need to be careful in explaining the type of text, lest the type of text be considered as something rigid
With SFL GBA described in cycles, the teaching and learning process can be started from anywhere, depending on the needs and conditions of students
SFL GBA is not an approach that only prioritizes products, but is an integral part of the teaching and learning process
The GBA SFL implementation is very flexible and is not a "lockstep" or prescription, meaning that if one step is not performed, the recipe fails
Building Knowledge Of The Field
Aims to build students' knowledge about the topic to be written
Stages in BKOF:
Step 3: Students identify words or expressions that are not understood in the text being discussed, and ask students to guess the meaning of words or expressions in the text
Step 7: the teacher asks questions whose answers are not in the text for the development of students' critical thinking skills
Step 5: the school or teacher can invite native speakers to talk about the topics discussed, and students listen to what the native speakers have to say
Step 2: students are asked to read the text first, then they are asked questions about the text
Step 4: students learn other language skills such as listening, which are still related to the topic being studied
Step 1: students are given various texts, regarding the topic to be written
Step 6: speaking activities can be included in the BKOF stage, for example by retelling what they have read
Modelling
It is the best way to teach literacy, both in the student's mother tongue and in a foreign language
Stages
Step 6: Students are given the same type of text but with different content
Step 7: if possible students are given another text without being labeled the organizational structure and linguistic characteristics
Step 5: teacher and students identify the organizational structure and linguistic characteristics of the text
step 8: students are given an example of a text in the form of a diary and a postcard
Step 4: students are asked to read and answer questions related to the text to assess their reading comprehension
step 9: students are given another example of the same type of text that contains several grammar errors and students are asked to correct the errors
Step 3: The teacher shows a complete text in the type of text that is the focus of the teaching cycle
Step 10: For classes that are at the upper level, examples of longer texts and more diverse linguistic features can be given
step 2: the teacher explains the stages or organizational structure of the text that serves to support the text to achieve its goals
step 11: students are asked to do a dialogue
step 1: the teacher explains the type of text to be written
step 12: the text is discussed and students are invited to discuss the use of grammar, to guide students to learn grammar in context
Joint Construction
Aims to help students really get involved in the writing process
The first way: The teacher together with the students write a text
The second way: The teacher asks students to write in groups
There are several steps that need to be taken:
step 3: students are asked to write a text about the topic that has been studied in the type of text that has been studied as well
step 4: the teacher approaches each group, if anyone has difficulty in starting to write the text
Step 2: The teacher gives a plan of the type of text that will be written by the students
Step 5: Each group of students conducts consultations on the draft they have written
Step 1: Students are divided into groups of 3 or 4 people
Step 6: The teacher and students publish the text, by displaying the text in class or taking turns telling what the students have written
Independent Construction
the stage when students write individually about the topics that have been discussed in the type of text that has been studied
done when students feel confident and confident in their understanding of the type of text and topic to be written
The topic of the written text can be the same as the topic in Joint Construction, it can also be different