SFL GBA : Implementation of SFL GBA in the classroom - Coggle Diagram
SFL GBA : Implementation of SFL GBA in the classroom
The topic of the written text can be the same as the topic in joint construction
The text made by students is written in 3 drafts
The stage when students write individually about topics that have been discussed in the type of text or genre that has been studied.
This stage can be done in an oral cycle, students are asked to answer questions about the topics that have been discussed and written down
Building knowledge of the field
This stage is intended to be able to build knowledge or background knowledge of students about the topic to be written.
Step 4. Students learn other language skills, namely listening to things that are still related to the topic.
Step 5. If there is access, the teacher invites native speakers to talk about the topics discussed, and students listen to their explanations
Step 3. Students identify words or phrases that are not understood in the text, and students are asked to guess the meaning of the words in the text.
Step 6. Students are asked to tell what they have read, answer questions orally or in writing, and students mark the sentences that will be used in the text and take notes.
Step 2. Students read the first text, and students are asked questions related to the text.
Step 7. To be able to help the development of students' critical thinking skills, students are given several questions whose answers are not in the text.
Step 1. Students are given various texts related to the topic to be written.
The stage when the teacher gives or demonstrates the text that is the focus of the lesson to students (introducing the organizational structure, linguistic characteristics of the text, or demonstrating writing the type of text in front of the class)
Step 6. Students are given a recount text, and identify the organizational structure or elements in the text such as orientation, record of events (events told by the author), reorientation, and concluding comments.
Step 7. Students are given recount text again, without being labeled with its organizational structure and linguistic characteristics.
Step 5. Teachers and students identify the organizational structure and linguistic characteristics of the text, which is an opportunity to be able to teach grammar in context.
Step 8. Students are given examples in the form of diaries and post cards.
Step 4. Students are asked to read and answer questions related to the text to assess students' reading comprehension.
Step 9. Students are given another example of a recount text that contains some grammar errors and students are asked to correct these errors.
Step 3. The teacher shows a complete text in the type of text that is the focus of learning, which contains three columns (organizational structure, model text, and linguistic characteristics).
Step 10. For students who have good English skills, the sample text provided can be longer with more diverse linguistic characteristics.
Step 2. The teacher explains the stages or schematic structure of the text and its functions first to achieve its goals
Step 11. Students are given a dialogue and asked to make, and do a dialogue
Step 1. The teacher explains the type of text (genre) to be written including the purpose, benefits, and social context
Step 12. Students are invited to discuss the use of grammar, to guide students in learning grammar in context
The stage when students will begin to implement their understanding and ability in writing the text being taught.
Step 2. The teacher gives a plan and the type of text to be written, recount text or exposition
Step 3. Students are asked to write texts about topics that have been studied in the types of texts that have been studied as well.
Step 1. Children are divided into groups of three or four people.
Step 4. The teacher approaches each group, asking if there are any difficulties in starting to write the text
The second way: students are asked to write in groups.
Step 5. Each group of students conducts consultations on the draft they have written.
The first way: the teacher writes a text together
Step 6. Teachers and students publish texts by lengthening the text written by students in class, or students explain what they have written in turns.