Basic Principles of SFL GBA

There are several main principles in SFL GBA, including the following:

1. SFL GBA emphasizes the importance of teachers developing students' awareness that
each text is a unique creation of a unique writer and is relative to a specific group of
people and context (Hyland, 2002; cited in Emilia, 2016:33). The term 'relative to a
specific group of people' here means that a text may be viewed positively by some
people but may also be viewed negatively by others. This certainly requires caution
on the part of students when writing and responding to a text.
2. SFL GBA is in line with the learning principles put forward by Vygotsky (1978) and
Bakhtin (1986, cited in Antonacci and Colassaco, 1995:265, cited in Emilia, 2016:34)
who consider language learning as a social activity (Feez and Joyce, 1998a cited in
Emilia, 2016:34), which requires dependence between students and the community
that includes friends, adults or teachers who can help students achieve optimal
learning outcomes.
3. According to this principle, learning will be more effective if the teacher explicitly
explains the abilities that are expected to be possessed by students after the learning
process is completed (Feez and Joyce, 1998a; Cope and Kalantzis, 1993 cited in
Emilia, 2016:34).
4. Students learn under the guidance of the teacher in an apprenticeship framework
(Emilia, 2016:35). Students act as apprentices and the teacher acts as a trainer and
expert on the system and function of language. This is in line with the scaffolding
learning principle from Wood, Bruner and Ross, (1976) and the zone of proximal
development from Vygotsky (1976).
5. Teaching grammar is an important part of guiding students towards knowledge of
how language functions, which can lead to broader empowerment for students
(Morgan, 1997:19; Derewianka, 1998 cited in Emilia, 2016).
6. Teachers should strive to become successful teachers, according to Landson-Billings
(1994, cited by Allington and Johnston, 2002:22, cited in Emilia, 2016) have the
following characteristics: teachers believe that all children can learn and strive to
achieve exceptional learning outcomes, while also considering individual differences.
 Teachers are always willing to learn as stated by Jacobson (1998:29) 'good teachers
are continuously learning'.
7. Using bilingual education (Cummins, 1984; Richardson, Morgan and Fleener, 2006;
Gracia, 2009, cited in Emilia, 2016), where teachers use both English and the
students' mother tongue when teaching English, is very beneficial in helping students
understand what is being taught (Emilia, 2016; Bahry, Niyozov, & Shamatov, 2008;
Williams, 2017; Liu, 2019)

Building Knowledge of the Field

In this stage, students can learn language skills in reading, listening, and
speaking. The first step is to provide students with various texts related to the
topic they will write about. These texts do not need to be the type of text being
taught, any type of text can be used. This activity can be used as an opportunity
for teachers to teach reading, listening, or speaking through discussions about the
texts read and teaching grammar related to the expressions in the texts. Reading
materials that can be used include textbooks or magazines, from the internet or
teacher-made works. The texts given should be authentic, meaning that they are
not intended for teaching purposes.

In the second step, students are asked to read the first text, and then they
are given questions about the text. From this activity, the teacher can assess the
students' reading ability. This is where the process of teaching reading occurs and
the teacher can implement the usual ways of teaching reading. While reading,
students are trained to predict the meaning of the text based on pictures, diagrams
or other visuals, predict based on keywords, titles, or the first sentence of the text,
and learn the grammar in the text. Based on what is suggested by Gibbons
(2009:90, cited in Emilia, 2016:47), teachers can do several things, namely; 1)
provide a summary of what is read in the text; 2) provide a summary of each
paragraph in the text read; 3) provide a topic sentence for each paragraph; 4)
concepts in the text should be explained by the teacher so that students "move
towards the text rather than beginning with it directly" Gibbons (2009:90, cited in
Emilia, 2016:47); 5) if possible, the teacher can use Indonesian to explain
important points and concepts in the text; 6) if the text is available in two
languages (Indonesian and English), students can be asked to read the Indonesian
version first before reading the English version, especially for those who need
help in reading English.

The third step, the students identify words or expressions that are not
understood in the text being discussed and ask students to guess the meaning of
words or expressions in the text and provide the students with dictionary when
they are not able to identify the context. Students can look up words they don't
understand in the dictionary. The teacher can also teach reading strategies such as
skimming, scanning, and predicting. After the first text, the students may be given
a second or third text on the same topic, and they may also be provided with
questions pertaining to the text they have read. This enables the teacher to obtain
a second reading score. This process can be repeated with the third and
subsequent texts, as needed.

In the fourth step, students learn other language skills such as listening,
which are still related to the topic being studied. The teacher can read a text aloud
or use a tape recorder. Students can also be asked about their comprehension of
what they have listened to, as well as their understanding of the grammar used in
the text. Consequently, the teacher can obtain a score regarding the students'
listening ability at this stage. These reading and listening activities can be
repeated several times until the students have a good understanding of the topic
they will be writing about.

The fifth step involves the teacher inviting a native speaker to discuss the
topic being studied and the students listening and interacting with the native
speaker on topics related to the subject being discussed.

In the sixth step, speaking activities can also be included in the building
knowledge of the field stage, especially when the teacher and students discuss the
topic orally based on what is found in the text. It is important to note that students
 should be asked to mark the sentences or expressions that will be used in the text
they will write and to write them down in a notebook when reading, listening, or
speaking. For students who still need a lot of assistance in understanding English,
the expressions given should be translated into Indonesian so that students know
how English and Indonesian operate to produce meaning.

In the final step, to help develop critical thinking, students can be given
the following questions: A. Who is the author of this text, and who is it addressed
to? B. Why was this text written? C. Whose interests are being defended in this
writing? D. Who benefits from this text? E. Will every group of readers approach
the text in the same way? F. Are all statements in the text clear and unambiguous?
G. Is everything stated in the text true? H. Is everything expressed in the text
relevant to the topic discussed, seen, and experienced in everyday life? The
questions above can be given by the teacher to develop students' critical thinking
skills.

The building knowledge of the field stage can be done more than once,
and the teacher does not need to worry if that happens because intensive building
knowledge will make the students truly understand the topic to be written.

2.2.3.2 Modeling

Modeling is a stage where the teacher provides or demonstrates the text

that becomes the focus of learning to the students. The teacher can find existing
text models to explain to the students, starting from the organizational structure
and linguistic features of the text, or demonstrate to the students how to write that
type of text in front of the class. This way, students will realize that writing is not
a process that is done once, but a repeated process.

In the first step, the teacher explains the type of text (genre) that will be
written, including its purpose, benefits, and social context, where we can find the
type of text in daily life both academically and outside of school.
 In the next step, the teacher explains the stages or organizational structure
(schematic structure) of the text and its functions to support the achievement of
the text's purpose. This should be done with a large whiteboard or blackboard so
that the teacher can discuss it as a whole. In addition, each student can be given a
photocopy of the organizational structure of the text being explained so that they
can use it as a guide in writing during the joint construction or independent
construction stage.

In the third step, the teacher shows a complete text in the genre that is the
focus of the teaching cycle. The text should be presented in a table consisting of
three columns, each containing information on the organizational structure, model
text, and linguistic features. As character education is an important aspect that
needs more attention nowadays, the text table should have four columns, namely
organizational structure, model text, linguistic features, and character
development.

In the fourth step, students are asked to read and answer questions about
the text being discussed to assess their reading comprehension. They may also be
asked what values or lessons they can learn from the text they are reading.
Questions like these can be asked every time they read a text or discuss something
related to the material they are studying. Even during the modeling phase,
students can learn reading comprehension.

In the fifth step, the teacher and students identify the organizational
structure and characteristics of the text being discussed such as grammar,
conjunctions, verbs, and specific participles. This is a great opportunity to teach
grammar in context.

In the sixth step, students are given a text with a different genre. They
may be asked which questions or sentences are less relevant or rarely found in
Indonesia. For example, by discussing a text about a dishwasher machine, because
in Indonesia it is very rare for someone to have a dishwasher machine, the text
can be connected by students to the reality they experience in their daily life. With
text variations like this, students learn that there are many types of texts and open
to various interpretations (Apple, 1993:2010). This can foster students' critical
reading skills that can encourage them to be careful when reading or receiving
information.

In the seventh step, if possible, students can be given another text that
their peers made without a generic structure label so that they can check each
other's understanding, such as in the orientation, record of events, and
reorientation or concluding comment.

In the eighth stage, students are given another text with the same genre
but containing several grammar mistakes. The students are then asked to identify
and correct those mistakes. This exercise is very good for fostering students'
understanding of grammar, especially regarding the type of text being discussed.
In discussing incorrect grammar, students are also reminded of the importance of
grammar.

In the ninth stage, for students in higher grades and with better English
language skills, the example text provided by the teacher can be longer with more
diverse linguistic features, such as dialogue in each event being narrated. With the
inclusion of dialogue in the text, the development of students' ability to converse
or create dialogue in English does not need to be separate from the process of
learning to write texts. This dialogue can be used in various types of texts such as
recount, narrative, report, exposition, and discussion.

In the tenth step, students can be given a dialogue and then asked to create
and perform the dialogue themselves. In the eleventh stage, students can also be
asked about the text being discussed in terms of critical thinking aspects such as
"clarity, accuracy, and relevance" (Paul, 1992; Diestler, 2000; Chaffee, 2000;
Chaffee et al., 2002), especially if the text being discussed is an argumentative
text where the writer is required to present facts to support their argument.
Students are asked to take note of expressions that can be used.
 In the eleventh stage, students can also be asked about the text being
discussed in terms of critical thinking aspects such as "clarity, accuracy, and
relevance" (Paul, 1992; Diestler, 2000; Chaffee, 2000; Chaffee et al., 2002),
especially if the text being discussed is an argumentative text where the writer is
required to present facts to support their argument. Students are asked to take note
of expressions that can be used.

With sufficient knowledge about the topic to be written, a strong

understanding of the organizational structure of the type of text to be written,
students will be able to write more quickly in the next stages of the teaching and
learning process such as Joint Construction and independent construction (Emilia,
2016).

2.2.3.3 Joint Construction

This stage is where students will begin to implement their understanding

and abilities in writing the taught text types. If students already understand the
organizational structure and linguistic features of the text they will write, then this
stage can be skipped (Feez, 2002). At the beginning of the learning process, it is
important to explain to students that in this stage they will write texts about the
topics they have learned, and the writing process will not happen once because
they will be given time to revise, edit, and proofread the text they will write. In
conducting joint construction, there are two types of activities that can be done, as
suggested by Derewianka (1990).

The first way is that the teacher and students write a text together. The
teacher can act as a scribe or writer on the board/computer screen. The students
contribute to the writing of the text by giving suggestions or expressing sentences
that can be written in the text and the teacher writes down each sentence uttered
by the students. During the writing process, the teacher needs to show that they
cross out or correct sentences that have been written or show the possibility of
rearranging sentences in the text. This teaches students that writing cannot be
done in just one go because there needs to be a process of revision and other edits
in the writing. After several drafts, the text created together can be displayed on
the classroom wall or bulletin board.

The second way is done by asking students to write in groups. The second
method is only used if students have mastered the organizational structure and
linguistic features of the text to be written, as well as having a strong background
knowledge of the topic being discussed. There are several steps that must be
taken, namely: 1) Students are divided into groups consisting of three or four
people (see Emilia, 2005; Emilia et al, 2008). The members of each group can be
determined by the teacher or by the students themselves. There are several things
to consider: if students are grouped based on their friends' choices, they should
not work with the same group members continuously. It is important to note that
the group composition should be heterogeneous, meaning it consists of high-
achieving, medium, and low-achieving students. 2) The teacher provides a plan
for the text that the students will write. If the text is a Recount or Exposition,
students can be given a plan like the following example:

Recount Plan

Topic/Title :

1. Setting: who?/where?/ when?/ why?/ what?

2. Events in time order

- Event 1
- Event 3
- Event

Personal Comment

(Reorientation, what happened last?)

 Table 2.1 Text Planner of Recount Text (cited in Emilia, 2016)

Exposition Plan

Title :

Thesis (Point of View)

Argument 1 (didukung oleh fakta dan referensi)

Argument 2 (didukung oleh fakta dan referensi)

Argument 3 (didukung oleh fakta dan referensi)

Restatement of Thesis

(Pernyataan kembali opini yang telah dikemukakan di thesis)

Table 2.2 Text Planner of Exposition Text (cited in Emilia, 2016)

For other types of plans, the steps can be adjusted to match the
organizational structure of that text type. Providing a plan will greatly help
students in writing the text and solidify their understanding of the text type being
studied. Students need to be guided to write paragraphs that are not too long or
too short. A paragraph is a unit of thought, containing only one idea or several
closely related ideas. 3) Students are asked to write a text about a topic that has
been learned. Since students have done research before this stage begins, they just
need to read their notes to write the first draft. The teacher is still a guide, but the
students are already actively participating in the writing-learning process. At this
stage, Building knowledge of the field and modeling slowly begins to be
abandoned (see Feez, 2002; Gibson, 2002; Emilia, 2005, cited in Emilia, 2016). 4)
The teacher approaches each group so that students can consult about the
problems they face. The teacher observes the development of students' abilities in
 writing the text type that is the focus of learning. The teacher can also observe
students' responses to Joint Construction. 5) Students can consult about the draft
they have written. This consultation can be done several times, depending on how
many drafts the student has written. During the consultation, the teacher can
provide feedback to the student that can cultivate awareness that writing is a
process that cannot be done once. The first aspect to be considered in the
consultation are: a. organizational structure, b. linguistic features, c. grammar, d.
writing mechanics such as punctuation and others. 6) The teacher and students
publish their texts by displaying the students' writing or having the students take
turns telling what they have written while other groups provide comments on the
text. In this way, students are also encouraged to practice speaking and listening
skills.

2.2.3.4 Independent Construction

This stage is the stage when students write individually on the topic that has been
discussed in the genre or text type that has been studied. Independent Construction, as
suggested by GBA experts (Callaghan and Rothery, 1989; Derewianka, 1990; Feez,
2002; Macken Hoaraik, 2002; Rothery, 1996), is done after students feel confident and
sure of their understanding of the genre and topic to be written. Learning activities that
occur are the same as the activities in Joint Construction, but in Independent
Construction, many teachers make this stage as a "test." This is an inappropriate decision
because it is not in line with the nature of writing as previously explained. The topic of
the text written can be the same as the topic in Joint Construction, or students can write
on a different topic. To save time, especially in international schools with relevant topics
taught in other subjects. After students write their first draft, they can consult with the
teacher or ask for input from friends. Students then revise their text, rewrite their text, and
so on until their final draft.