Please enable JavaScript.
Coggle requires JavaScript to display documents.
THE IMPLEMENTATION OF SFL GBA IN CLASS - Coggle Diagram
THE IMPLEMENTATION OF SFL GBA IN CLASS
Introduction
The stages in the SFL GBA that need to
be considered :
The GBA SFL implementation is very flexible and is not a "lockstep" or
prescription, meaning that if one step is not performed, the recipe fails
With SFL GBA described in cycles, the teaching and learning process can be
started from anywhere, depending on the needs and conditions of students
SFL GBA cannot be done in one or two meetings, but it all depends on the
condition of the students
The teaching of language skills is carried out in an integrated manner in
the SFL GBA
Teaching grammar is one of the main components of SFL GBA in teaching
reading, writing, speaking and listening
Teachers need to be careful in explaining the type of text, lest the type
of text be considered as something rigid
SFL GBA is not an approach that only prioritizes products, but is an integral
part of the teaching and learning process
Modelling
It is the best way to teach literacy, both in the
student's mother tongue and in a foreign language
Stages
step 1: the teacher explains the type of text to be written
step 2: the teacher explains the stages or organizational structure of the text
that serves 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: students are asked to read and answer questions related to the text to
assess their reading comprehension
Step 5: teacher and students identify the organizational structure and linguistic
characteristics of the text
Step 6: Students are given the same type of text but with different content
Step 7: if possible students are given another text without being labeled the organizational structure
and linguistic characteristics
Step 8: students are given an example of a text in the form of a diary and a postcard
Step 9: students are given another example of the same type of text that contains several grammar
errors and students are asked to correct the errors
Step 10: For classes that are at the upper level, examples of longer texts and more diverse
linguistic features can be given
Step 11: students are asked to do a dialogue
Step 12: the text is discussed and students are invited to discuss the use of
grammar, to guide students to learn grammar in context