Peer Review: After drafting the text, ask each group to exchange their stories with another group for peer review. Instruct students to look for the correct use of the present perfect tense and provide constructive feedback on how effectively the grammar supports the storytelling.
Sharing and Reflection: The last stage is inviting each group to share their narrative/ newspaper with the floor. After each presentation, facilitate a discussion about the grammatical choices made in the stories. Ask questions like:
How did the use of the present perfect tense help convey the connection between past experiences and the present?
Were there any moments where the choice of verb tense changed the meaning or clarity of the story?
In conclusion, by engaging in this discourse-based approach, students will not only enhance their accuracy but also promote their fluency. They will also learn to appreciate the role of grammar in constructing meaningful text. This method fosters a deeper understanding of language use in context, ultimately enhancing their overall language proficiency.
REFERENCES
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
Gee, J. P. (2010). How to do discourse analysis: A toolkit: A toolkit. Routledge.
Gee, J. P. (2014). An introduction to discourse analysis: Theory and method. Routledge.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.
Halliday, M. A. K., & Matthiessen, C. M. (2013). Halliday's introduction to functional grammar. Routledge.
