Page 39 - BUKU SYNOPSIS

and constructing the text, joint construction of the text, independent

construction of the text, and linking to related texts.

Based on procedures formulated by Feez (1999), Derewianka and

Jones (2016) modify the procedures on several stages which starts from

building knowledge of the field (BKOF) where the teachers design and lead

activities to build a shared understanding of the topic. This stage focuses

on engaging students to explore and understand the topic being studied and

beginning to develop shared understandings. It familiarizes students with

the topic in general to activate their background knowledge of the text. It

continues throughout the other stages to accumulate students'

understanding and become increasingly sophisticated. Next, supported

reading aims to strengthen students' BKOF by providing selected texts,

helping students gain meaning from the context, and supporting students in

developing vocabulary, scanning skills, research skills, taking notes, and

annotating text with questions and comments. The third stage, modeling or

deconstruction of the text (MDOT), aims to introduce students to the genre

relevant to the topic under exploration. Teachers give an example of the

text and discuss with the students the characteristics of the text. The fourth

stage, joint construction of the text (JCOT), is where teachers prepare

students to construct a text by demonstrating how to organize the ideas into

a written language which can be done by the whole class or in a small

group. Lastly, independent construction of the text (ICOT), where students

develop and write a text in groups or individually. The understanding they

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