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GBA SFL IMPLEMENTATION IN CLASS - Coggle Diagram
GBA SFL IMPLEMENTATION IN CLASS
Building knowledge of the field
This stage is shown to build knowledge or background knowledge of students about the topic to be written.
To help students know the topic they are going to write about, teachers can teach various language skills, including reading, speaking and listening.
Some things that should be done in the stage of building knowledge of the field:
Step 1
Students are given various texts, relating to the topic to be written.
Step 2
Students are asked to read the first text, then they are asked questions about the text.
Step 3
Students identify words or expressions that are not understood in the text being discussed, and ask students to guess the meaning of the words in the text.
Step 4
Students learn other language skills such as listening, still on the topic being studied.
Step 5
Teachers can invite native speakers to talk about the topics discussed.
Step 6
Students can be asked to retell what they have read.
Modelling
Modeling is the stage when the teacher gives or demonstrates the text that is the focus of the lesson to students.
Teachers can look for existing text models to explain to students, starting from the organizational structure and linguistic characteristics of the text.
Several things can be done in the modeling stage:
Step 6
Students are given another text to identify the organizational structure
Step 7
If possible, students are given another text without labeling its organizational structure
Step 5
The teacher and students identify the organizational structure and linguistic features of the text
Step 8
Students can be given examples of text in the form of diaries and post cards
Step 4
Students are asked to read and answer questions related to the text
Step 9
Students are given another text containing some grammatical errors and asked to identify and correct the errors
Step 3
The teacher shows a complete text in the type of text that is the focus.
Step 10
For students in higher grades, can be given examples of longer texts with more diverse linguistic features
Step 2
The teacher explains the stages or organizational structure and functions
Step 11
Students can be given a dialogue and asked to create and do it
Step 1
The teacher explains the type of text to be written, its purpose, benefits, and social context.
Step 12
Students are invited to discuss about the use of grammar
Joint construction
This stage is the stage when students will begin to implement their understanding and ability in writing the text being taught.
In carrying out joint construction, the activities carried out can be of two kinds:
First feature
The teacher together with the students write a text
Second feature
This is done by asking students to write in groups. This method is done if students really understand the organizational structure and linguistic characteristics of the text
Step 2
The teacher gives a plan of the type of text that will be written by students
Step 3
Students are asked to write a text about the topic that has been studied
Step 1
Students are divided into groups of three or four groups
Step 4
The teacher approaches each group, to find out if anyone is having difficulties
Step 5
Each group conducts consultations on the draft they have written
Step 6
Teachers and students publish texts, by displaying texts written in class or students telling what they have written
Independent construction
The independent construction stage is the stage when students write individually about the topics that have been discussed in the type of text or genre that has been studied.
Done after students feel confident and confident in their understanding of the type of text and topic to be written
Learning activities in independent construction are the same as activities in joint construction, but in independent construction students write individually.