13 same contexts and future or past cycles of teaching and learning. Activities which
connect the text-type to related texts consist of evaluating the use of the text-type in different fields, investigating other text-types in the same field.
Since this study discussed about students’ perceptions on the use of text modelling in teaching writing, the stage of the teaching and learning cycle which is
discussed is only the text modelling stage.
3. Modelling and Deconstructing the Text
Feez and Helen 2002, p. 29 reveal that text modelling is a stage of the teaching and learning cycle which helps the teacher to decide how much time to
apply to particular language features. There are two major activities in the text modelling stage. First, the teacher gives information about the concept and types of
literary text. This activity is the students explore the structural pattern and language features of the model. Then, the teacher distributes the models to the students and
they discuss the purpose of the model, its generic structures and linguistic or generic features of the text type together. Second, the students compare the model with other
examples of the text type. Sofyanda et al. 2006, p. 6 also suggest that there are three teaching learning
activities in the modelling of the text stage, namely the teacher presents exercises which ask students to identify particular information in the text factual and
ideational meanings, the teacher presents exercises which direct students to the awareness of features and text structures and also asks students to identify language
elements conjunctions, substitutions, etc which direct students to the knowledge of
14
Context Text
Semantics Lexicogrammar
meaning wordings Field
Ideational Transitivity
what’s going on Processes, Participants,
Circumstances Tenor
Interpersonal Mood
and Modality
social speech
roles, attitudes
relations Mode
Textual Theme, Cohesion
contextual coherence
cohesion and coherence in a text, and the teacher presents exercises which compare text structure and other features of the model with other examples of the text type.
In deconstructing the text, the students should understand the text which is affected by a number of things as it is shown in Figure 2.1
Figure 2.1: The Relationship between Context, Meanings, and wording from Gerot and Wignell, 1995, p. 15
Gerot and Wignell 1995, p. 2 reveal that grammar is a theory of language,
of how language is composed and how it works. More essentially, it is the learning of wordings. In several theories of grammar, lexicogrammar is called as syntax which is
studied separately from semantics. A theory of grammar or language is required to recognize how text works. Teachers need to know how texts work so they are able to
unambiguously help students to comprehend and create written texts in various contexts.
