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Furthermore, a gambit has functions. First, we use opening gambits to help us introduce ideas into the conversation. The successful conversations depend
partly on how we respond to what other people say. For instants; the teachers should make questions when they start the lesson to their students and give them a
respond. Next, conversation is like a game of football. One player can only run with
the ball in one direction for a certain time. Sooner or later he must change direction or pass the ball to another player. We can only talk about the same topic
for a short time. Then we must move in a different direction or give someone else change. For instants; the teachers should make conversation in the classroom.
Joint Construction of Text
- schematic structure - linguistic features
- knowledge of field
2.4 The teaching-learning cycle
The teachers should know the teaching-learning cycle in order to obtain a good job in the class.
Increasing approximatio
n to control of written and
spoken texts
Building knowledge of Field
- cultural context - shared experience
- control of relevant vocabulary
- grammatical patterns Modeling 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
Figure 7: Teaching Learning Cycle
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2.4.1 BKOF Building Knowledge of Field
The teachers should explain a topic of the materials first, before they are going to teach. There is interactive between the teachers and the students so the
spoken and written skill can develop well. In addition, Taxonomy of language teaching technique adapted from Crooks and Choudron 1991: 52-54 asserts that
BKOF includes: Warm up, setting, organizational, and story telling. To support their idea, Categories of question and typical classroom question
adapted from Kinsella 1991 and Bloom 1956 give their views: there are seven question levels: Knowledge question, comprehension question, application
question, inference question, analysis question, synthesis questions, and evaluation questions.
From the illustration above, the writer concludes that one of the most important principles of a genre approach to writing is the emphasis on the
functions of language and how meanings work in context. For instants: 1
What is the text about? 2
What purposes does it serve? 3
Who produced the text and who for what is the intended audience? 4
What are the writer’s qualifications for writing the text? Therefore, in BKOF the students learn about: 1 are introduced to the social
context of an authentic model of the text-type being studied. 2 explore features of the general cultural context in which the text-type is used and the social
purposes the text-types achieves. 3 explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of
the course objectives and learner need.
