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SFL GBA: HISTORYCAL, BASIC PRINCIPLE AND MODEL - Coggle Diagram
SFL GBA: HISTORYCAL, BASIC PRINCIPLE AND MODEL
The history of the emergence of SFL GBA
Developed in Australia
Upper Secondary School
Professional Context
Lower Secondary School
Society Context
Elementary School
Appear in 1980
Reason: Dissatisfaction (Genre theorem)
Because Learning English in USA: Ignore Grammar
GBA Approach Experts argue:
Teacher have responsibility to do intervention in learning process
Students need to be guided to get "direct telling"
Writing skill must be learn, not given
Writing: context-reduced and recursive
Every school use this approach
Because:
Prioritize the principle of scientific learning
Natural learning
Personal voice
Focused on the types of narrative and recount text
Countries that use SFL GBA
To develop syllabus, material, and curriculum
Singapore, South Africa, USA, Italian, Hongkong, Australia, UK, China, Canada, Swedian, Thailand
The link between the SFL GBA & other approaches
SFL GBA is heir of Communicative Approach (1970)
Communicative competence / Communicative language teaching
Knowledge of the language
Knowledge of when use the language
The role of language in social contetx
GBL: Effective & systematic with language and contetx
Similarity of SFL GBA with CTL principle
Inquiry learning
Knowledgeable
Inquiries into particular diciplines
Will be literate participant in that particular world of knowledge
SFL GBA: building knowledge of the field
Developing critical thinking
Students' ability to ask questions
Constructivism principle
Learning community
Modelling
Authentic assessment & Reflection
SFL GBA with Grammar translation method
Ex: Expression in English
The basic principles of SFL GBA
Developing students' awareness that each text is a unique creation of the author, and is relative
Learning language as a social activity
Ex: Teacher and pupil, parent and child
So that:
Students learning language
Students learning through language
Students learning about language
The learning process will be effective
When teachers telling the purpose of learning first
Students study under the guidance of teachers (apprenticeship)
Grammar is important
To make students know about how the function of language
Teachers try to succeed
Teachers must be long life learner
Use of bilingual education / Bilingual instruction
When teacher use English language and Mother tongue in learning process
SFL GBA Model
First appeared
Joint constructions
Independent construction
Modelling
More up-to-date models
Preparation
Negotiating field
Deconstruction
Building knowledge of the field (BKOF)
SFL GBA model used in Indonesia
Building knowledge of the field
Modelling
Join construction
Independent construction
Similarities of the two model approaches by Rothery (1996) and Martin (2010)
The importance of building knowledge
about the topic to be written
The importance of providing a model
that can be used as a reference for students
in achieving the desired target
The importance of cooperation
in the construction of text
through joint instructor activities
The importance of individual instruction
Through recursive process
Drafting
Revising
Editing
Proofreading