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The Implementation of SFL GBA in the Classroom - Coggle Diagram
The Implementation of SFL GBA in the Classroom
Building Knowledge of the Field
Stages to build students' knowledge or background knowledge on the topic to be written.
Steps:
Students are given various texts related to the topic to be written.
Students are asked to read the first text, then they are given a question about that text.
Students are asked to identify words or expressions that are not understood and guess the meaning of the words or expressions from the text.
Students learn other language skills such as listening, but still related to the topic to be studied.
Teacher can invite the native speaker to talk about the topic to be discussed and students listen to what the native speaker has to say.
Students are asked to speak or discuss orally what is in the text.
Modelling
Stages when the teacher gives or demonstrates the text on which the lesson is focused to the students.
Steps:
Teacher explains the type of text to be written, including the purpose of the benefits as well as the social context.
Teacher describes the schematic structure of the text and its functions.
Teacher shows one type of text that will be the teaching cycle focus.
Students are asked to read and answer questions related to the text to assess their reading comprehension.
Teacher and students identify the schematic structure and linguistic features of the exemplified text.
Students are given another text and learn the value or character being built.
Students are given another text without being labeled with the schematic structure and linguistic features.
Teacher can give examples of other texts in the form of diaries and postcards.
Students are given another sample text containing some grammar errors to identify and correct the error.
Students whose English skills are already quite good, can be given longer text examples with more diverse linguistic features.
Students may be given a dialogue and create and conduct that dialogue.
Students are asked to discuss the text and its grammar usage.
Independent Construction
Stages when students write individually the topics that have been covered in the type of text or genre already studied.
NB:
it can only be done after students have felt confident in their understanding of the type of text and topic to be written.
Steps:
Students can write texts with different topics to prevent students from cheating on texts they have written in groups.
Teacher may ask students to write a text relating to a relevant topic taught in other subjects such as science, mathematics, history or other subjects.
Joint Construction
Stages when students will begin to implement their understanding as well as their ability to write the text being taught.
There are two kinds of activities that can be done according to Derewianka (1990):
Teacher and students write a text together.
Teacher asks students to write in groups if students have fully understood the schematic structure and linguistic features of the text and have a strong background of knowledge related to the topics.
Steps:
Students are divided into groups of three or four people.
Teacher gives a plan of the type of text to be written by the student.
Students are asked to write texts on topics that have been studied in the type of texts that have been studied as well.
Teacher approaches each group if any groups has difficulty in starting to write the text.
Each group of students consults the draft written.
Teachers and students publish the texts.