20 Principally, through scaffolding teachers provide explicit knowledge
and guided practice until the students can perform independently.
2.1.4.2. Cycles and Stages
Teaching English using literacy approach concerns with two cycles, called spoken cycle and written cycle Feez, 2002. Since advertisement,
announcement, and invitataion are available in a form of spoken and written, this study also involved those two cycles. Moreover, Feez 2002: 28 also
suggests the fifth stage called linking related texts that can be considered as alternative follow up.
Building knowledge Modelling of Test
of field cultural context
cultural context social function
shared experience schematic structure
control of relevant linguistis features
vocabulary using spoken language
grammatical patterns to focus on written test
Independent Joint Construction of Text
Construction of Text schematic structure
schematic structure linguistic features
linguistic features knowledge of field
knowledge of field
Figure 2.4 Stages and Cycles Hammond et al. 1992:17
Increasing approximatio
n to control of written and
spoken texts
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21 Teaching learning activities consist of four stages. They are:
Stage1: Building knowledge of the field In this stage, firstly students are introduced to the social context of an
authentic model of the text type being studied. It means the students build the knowledge of the topic of the model text and knowledge of the social
activity in which the text is used. Second, students explore features of the general cultural context in which the texttype is used and the social
purposes the text type achieves. Third, students explore the immediate context of situation.
Stage 2: Modeling and deconstructing the text The students in this stage are expected to investigate the structural pattern
and language features of the model, and then compare the model with other examples of the text type. Modeling and deconstruction activities are
undertaken at the whole text, clause, and expressions level. Stage 3: Joint construction of the text
In this stage, students begin to contribute to the construction of whole example of the text type, while the teacher gradually reduces the
contribution to the text construction, as the students move closer to being able to control the text type independently.
Stage 4: Independent construction of the text In this stage, the students begin to work independently with the text. Their
performances are used for achievement assessment.
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22 2.1.4.3.Spoken and Written Language
Halliday 1985, as quoted by Agustien 2005, identifies that spoken language is characterized by grammatical intricacy; it contains many clauses with
all kind of paratactic and hypotactic relations; it uses personal pronouns as subject, etc. In contrast, written language is characterized by lexical density; it
uses noun phrases to realize subjects and objects; it often uses passive construction, etc.
In the new curriculum, the differences and similarities of spoken and written language consider significant, because people learn spoken language first
before they learn the written version Agustien, 2005. Hence, learners are
expected to start from the spoken version and end up with written language.
2.1.5. Short Functional Text
