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CHAPTER 4 IMPLEMENTATION OF SFL GBA IN THE CLASS - Coggle Diagram
CHAPTER 4
IMPLEMENTATION OF SFL GBA IN THE CLASS
INTRODUCTION
(There are several things that teachers need to pay attention to before implementing SFL GBA)
SFL GBA implementation is very simple and SFL GBA is not a "lockstep"
The SFL GBA model is described in cycles, so the teaching and learning process can be started from anywhere (depending on the needs and conditions of students)
SFL GBA cannot be done in just one or two meetings
Teaching language skills is carried out in an integrated manner in SFL GBA
Grammar teaching is one of the main components of SFL GBA
In explaining the type of text (genre), the teacher needs to be careful
SFL GBA is an integral part of the teaching and learning process
The first stage in the SFL GBA, suggested in the 2004 English curriculum in Indonesia :
BUILDING KNOWLEDGE OF THE FIELD
(Build students' knowledge about the topic to be written)
Step 1
Students are given various texts, related 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 which is not understood in the text under discussion
Step 4
Students learn other language skills, such as listening, still related to the topic being studied
Step 5
Teachers can invite native speakers to talk about the topics discussed, and students listen to explanations from these native speakers
Step 6
Speaking activities can be done, especially when the teacher and students discuss orally what is in the text
Step 7
Teachers can ask questions whose answers are not factual
The second stage in the SFL GBA, suggested in the 2004 English curriculum in Indonesia :
MODELLING
(The teacher gives the text that is the focus of learning)
Step 1
The teacher explains the type of text (genre), which will be written including its purpose, benefits and social context
Step 2
The teacher explains the stages or organizational structure (schematic structure) of the text and its functions to support the text to achieve its goals
Step 3
The teacher shows a complete text in the type of text that is the focus of the teaching cycle
Step 4
To assess their reading comprehension, students are asked to read and answer questions related to the text
Step 5
Teachers and students identify the organizational structure and linguistic features in the text
Step 6
Students are asked to identify the organizational structure or elements in the text
Step 7
Students are given another type of text without being labeled with its organizational structure and linguistic characteristics
Step 8
Students can be given examples of text in the form of diaries and post cards
Step 9
Students are given another sample text that contains some grammatical errors and they are asked to identify and correct the errors
Step 10
Give examples of longer texts for students who are in higher grades
Step 11
Students are asked to practice, for example recount text which is practiced by dialogue
Step 12
Students are invited to discuss about the use of grammar
The third stage in the SFL GBA, suggested in the 2004 English curriculum in Indonesia :
JOINT CONSTRUCTION
(Write individually)
First method
The teacher together with the students write a text
Second method
Ask the students to write in groups
In the first step,
students are divided into groups
of three or four people
Each dividing the group, should consist of different members
Heterogeneous group composition
In the second step, the teacher gives a plan of the type of text that students will write
In the third step, students are asked to write a text about the topic that has been studied
In the fourth step, teacher approaches each group to make sure no one is having trouble
In the fifth step, each group of students conducts consultations on the draft they have written
In the sixth step, the teacher and students publish the text
The fourth stage in the SFL GBA, suggested in the 2004 English curriculum in Indonesia :
INDEPENDENT CONSTRUCTION
(Write individually)
Learning activities in this stage are the same as activities in joint construction
The topic written can be the same as the topic in joint construction, it can also be different
The text is written in 3 drafts
Teachers can encourage students to be able to use more complex sentences
This stage can also be done in the oral cycle
Students are also asked to make dialogues with their friends regarding other topics