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SFL GBA Implementation in Class - Coggle Diagram
SFL GBA Implementation in Class
Preliminary
Teaching language skills is carried out in an integrated manner in SFL GBA
Grammar teaching is one of the main components of SFL GBA
SFL GBA cannot be done in one or two meetings
Do not let the type of text be considered as something that is formulaic and rigid
SFL GBA model is described in cycles
SFL GBA is an integral part in the learning and teaching process
SFL GBA implementation is very flexible
Joint Construction
First Step
The teacher together with the students write a text
Second Step
Students are asked to write texts about topics that have been studied in the types of texts that have been studied as well
The teacher approaches each group for those who have difficulty in writing text
Each group of students conducts consultations on the draft they have written
The teacher gives a plan of the type of text that will be written by students
Teachers and students publish texts
Students are divided into groups
The teacher asks students to write in groups
Independent Construction
This stage is carried out 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 such as listening
The teacher can invite native speakers to talk about the topics discussed
Students identify words or expressions that are not understood in the text being discussed
Speaking activities can be included in the BKOF stage
Students are asked to read the first text, then ask questions about the text
Students are given various texts, regarding the topic to be written
The teacher can ask some questions
Modelling
Students are given another recount text
Students are given another recount text without being labeled with its organizational structure and linguistic characteristics
The teacher and students identify the organizational structure and linguistic characteristics of the text
Students are given examples of text in the form of diaries and post cards
Students are asked to read and answer questions related to the text above
Students are given another example of recount text which contains some grammar errors
The teacher shows one text in its entirety in the type of text that is the focus of the teaching cycle
For students in higher grades, perhaps the sample text given could be longer with more diverse linguistic features
The teacher explains the stages or organizational structure of the text
Students are asked to make and do a dialogue
The teacher explains the type of text to be written
The text is then discussed and seen for each sentence