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CHAPTER 4 : IMPLEMENTATION SFL GBA IN CLASS - Coggle Diagram
CHAPTER 4 : IMPLEMENTATION SFL GBA IN CLASS
PRELIMINARY
Teaching language skills is carried out in an integrated
manner in SFL GBA
Grammar teaching
SFL GBA can't be done in one or two meetings, but it can be
in a month or maybe more
Explain text type (genre)
SFL GBA is an integral part of the teaching and learning
process
SFL GBA Implementation is very flexible and SFL GBA is not
lockstep or receipe
With the SFL GBA capital, it is described in the cycle of meaning the teaching and learning process can be started from anywhere depending on the needs and conditions of the students
JOINT CONSTRACTION
the teacher together with the students write a text
the teacher writes sentences or statements written by students
on the blackboard
ask the children to write in groups
Students are asked to write a text about the topic that has been
studied
The teacher approaches each group of students
the teacher gives a plan of the type of text that will be written by
Each group of students conducts consultations on the draft
written
children are divided into groups of three or four people
don't leave that group member alone
heterogeneous group composition
Teachers and students do text publication
INDEPENDENT CONSTRACTION
The topic of the written text can be the same as the topic in
establishing construction
the independent construction stage can also be carried out in
an oral cycle at the time of the interview
Learning activities that occur in the independent construction
stage students write individually
Students are asked to make dialogues with their friends
regarding other topics
This is done after students feel confident and confident in
their understanding of the type of text and topic
BUILDING KNOWLEDGE OF THE FIELD
Students learn other language skills
Teachers have access to native speakers to talk about the
topics discussed
Students identify words or expressions
Speaking activity
Students are asked to read the first text
help develop students' critical thinking and critical reading
skills
Students are given various texts
MODELING
students are given another recount text
Students are given another recount text without being labeled
the organizational structure and linguistic characteristics
teacher and students identify the organizational structure and
linguistic features of the text
students can be given examples of text in the form of diaries
and postcards
students are asked to read and answer questions
students are given another example of recount text which
contains some grammar errors
The teacher shows a complete text in the type of text that is
the focus of the teaching cycle
for students with higher grades, the text given can be longer
and have more diverse special features
The teacher explains the stages or organizational structure of
the text and its functions
for dialogue regarding recount
The teacher explains the type of text (Genre)
in explaining various types of text according to the model