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Figure 2.3 The Relationship between the Three Levels of Language Adopted from Eggins, 1994: 21 as cited in Feez, 1998: 7
2.1.4 Literacy Approach
Literacy approach is an approach to language learning focuses on the development of the students’ ability to create and interpret contextual spoken and
written texts Depdiknas, 2003: 35. Literacy approach is the methodology to implement a text-based syllabus Depdiknas, 2003: 9. This approach values the
interaction between teacher and students in the process of learning language. Based on this approach, the process of learning language is divided into stages
and emphasizes the differences between spoken and written language.
2.1.4.1 Scaffolding
The term scaffolding is used to describe the learning collaboration between the teacher and the students with the teacher facilitates the students’
transition from assisted to independent performance Vygotsky, 1978 as cited in Feez, 1998: 26. According to Roehler and Cantlon 1996 as cited in Hogan and
Presley 1997 the transition from assisted to independent performance is as Discourse semantics Texts
Lexicogrammar Words and Structure Expression Sounds and Writing
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follows: at first, the teacher controls and guides the students’ activities. Next, the teacher and the students share the responsibility with the students taking the lead.
The teacher continues to guide the students’ emerging understanding by providing assistance as needed. Finally, the teacher gives the students the full responsibility
by removing all assistance. The distance between the assisted and independent performance is called the zone of proximal development Vygotsky, 1978 as cited
in Feez, 1998: 26.
Figure 2.4 The Changing Nature of the Collaboration between Teacher and Students in Response to Learners’ Progress Adopted from Vygotsky, 1978 as
cited in Feez, 1998: 26
Scaffolding
Independent learner performance with no contribution from teacher
Learner Progress
Potential performance
Diminishing contribution from teacher as learner’s independent
contribution increases
Significant contribution from teacher to support dependent contribution
from learner Zone of proximal development
Learner’s entry level assessed by the teacher
Existing independent functioning
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2.1.4.2 Stages
Based on literacy approach, teaching genres can be described as moving in a cycle. This cycle involves four main stages, namely building the context,
modelling and deconstructing the text, joint construction of the text, and independent construction of the text Feez, 1998: 28. The cycle is presented in
Figure 2.5.
Figure 2.5 Diagram of the Teaching and Learning Cycle Adopted from Hammond et. al., 1992 as cited in Depdiknas, 2003
Increasing approximation
control of spoken and written texts
Student Building the context:
- cultural context
- shared experience
- control of relevant
vocabularies -
grammatical patterns
Student
Class Teacher
Class
Teacher
Student Student
Teacher Class
Student Student
Student Teacher
Modelling of text: -
cultural context -
social function -
schematic structure -
linguistic features -
using spoken language to focus on written text
Independent construction of text:
- schematic structure
- linguistic features
- knowledge of field
Joint construction of text: -
schematic structure -
linguistic features -
knowledge of field
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Further explanation of the four stages will appear in the following discussion Feez, 1998:
1. Stage 1. Building the context
In this stage, the students are introduced to the context of culture, context of situation, and the social purpose of the authentic model of text-type being
studied Feez, 1998: 28. 2.
Stage 2. Modelling and deconstructing the text This stage is intended to introduce the generic structure and lexicogrammatical
features of the text Feez, 1998: 29. The teacher exposes the students to a number of authentic models of the text being discussed in order to develop the
students’ ability in understanding and gaining controls over the aspects of the text-type.
3. Stage 3. Joint construction of the text
Jointly constructing the whole text can be done by the teacher and the whole class or by a small group of students. The teacher’s contribution to the text
construction is gradually decreased as the students are able to construct the whole text independently Feez, 1998: 30. A small group of students together
constructs a text may develop their confidence in doing the independent construction.
4. Stage 4. Independent construction of the text
Having the experience of constructing a text jointly, the students now work independently with the text Feez, 1998: 31.
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2.1.4.3 Spoken and Written Language
Kategori