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Implementation of SFL GBA in Class - Coggle Diagram
Implementation of SFL GBA in Class
Preliminary
First, the implementation of SFL GBA is very flexible and SFL GBA is not a "lockstep" or recipe, which means that if one step is not carried out, then the recipe fails..
second, with the GBA SFL described in cycles, the teaching and learning process can be started from anywhere, depending on the needs and conditions of the students
Third, SFL GBA cannot be done in one or two meetings, but can be in a month or maybe more
fourth, teaching language skills is carried out in an integrated manner in SFL GBA. So, SFL GBA not only focuses its attention on developing writing skills, but all language skills
:Fifth, teaching grammar is one of the main components of SFL GBA in teaching reading, writing, speaking and listening. By reviewing texts that have been written by students and by discussing various texts in the learning process, students are also encouraged to learn grammar and its functions
sixth, in explaining the type of text (genre), the teacher is also careful not to let the type of text or genre be considered as something formulaic and rigid.
seventh, SFL GBA is not an approach that prioritizes products alone, but is an integral part of the learning and teaching process
Building Knowledge of The Field
This stage is intended in build kidoledge or hachground wwiidge of uniderits about the topic to be Wrriten
Some of the things that should be done in this stage of building knowledge of the field include the following:
Students are given various texts related to the topic to be written.
Students are asked to read the text first, then they are asked questions about the text
3 Students identity words or expressions that are not understood in the text being discussed and ask students to guess the meaning of the words or expressions in the text
Students learn other language stalls such as listening, still related to the topic being studied.
If the school or teacher has access to native speaker, the teacher can invite native speakers to talk about the topics discussed and students listen to what native speakers have to say.
Speaking activities can also be included in stage of building knowledge of the field, especially when teachers and students discuss orally what is in the text
To help the development of students critical thinking and critical reading skills, the teacher can ask some questions for whose answer is not in the text or whose answer is not factual
Joint Constructicon
The stage when students will begin to implement their understanding and ability writing the text being taught
In carrying out joint construction, the activities carried out can be of two kinds:
The teacher together with the students write a text.
The teacher can act as a scribe or writer on the blackboard or on a cardboard or on a computer that is asked through the LCD. Students contribute to the author of the text by giving suggestions or express sentences that might be written in the text.
Step 1: students are divided into groups of three or four people.
if students are grouped by choice of friends, care must be taken that they do not work with members of the same group over and over again.
It should be noted that the composition of the heterogeneous group means that it consists of students with high, medium and low achievement.
Step 2: the teacher gives a plan of the type of text to be written by the students.
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 in case anyone has difficulty starting to write the text.
Step 5: each group of students conducts consultations on the draft they have written
Step 6: teachers and students publish texts by displaying texts written by students in class or students taking turns and telling what they have written while the other group commented on what they had written.
Ask students to write in groups
Students write in groups by going through a recursive process, starting from drafting revising editing, proofreading and publishing
Modeling is the stage when the teacher gives or demonstrates the text that is the focus of the lesson to the students. Modelling is the best way to teach lite rasi (writing and reading) both in the student's mother tongue and in a second or foreign language.
In this stage, similar to the stage of Building Knowledge of the Field, the role of the teacher as an expert who does explicit teaching is very clear (Hammond, 1990). Some of the things that can be done in this stage are as follows:
The teacher explains the type of text (genre) to be written including its purpose. benefits, and social context
The teacher explains the stages of schematic structure of the text and functions to support the text to achieve its goals.
The teacher shows a complete text in the type of text that in the focus of the teaching cycle. Example: recount text.
Students are asked to read and answer questions related to the text above to assess their reading comprehension
The teacher and students identify the organizational structure and linguistic features of the the text above.
6 Students are given another text, then students are asked to identify the organizational structure or elements in the text
Il possible, students are given another text without tabeling its organizational structure and linguistic characteristics.
Students can be given an example of a text in the form of a diary or post card grammr
Students are given another sample text that contains some grammar errors and they are asked to identify and correct the errors .
For students in higher grades, the sample text given can be longer with more diverse linguistic features 11 For dialogue regarding recounts, for example, students can be given a dialogue and asked to make and carry out a dualogue
11.Students are invited to discuss about the use of grammar to guide students to lear grammar in context. The teacher can also explain to students about the significance of the existence of linguistic features
Independent Constructicon
Learning activities that occur in the independent construction stage are the same as activites in joint construction
The stage when students write individually about the topics that have been discussed in the type (genre) of texts that have been studied