Building Knowledge of Field Method

                  Building Knowledge of Field. In this stage, the students and teacher build their understanding about texts that discussed in the classroom. This understanding includes things that related to the cultural context where the text is produced, aspect and purpose of social (social purposes) that want to be gained by the author through the text, shared knowledge and experience between students and teacher and also students and students, recognition of relevant vocabulary with text (control of relevant vocabulary), and recognition of sentences patterns (grammatical patterns). Other aspect needed to develop in this stage is accustomed or not accustomed the students with text type which will utilize and also ability of oral language students before they are involved in written.

                        The available learning activity (KBM) that is developed in BKOF stage are as follows: (a) brainstorming (developing readiness and understanding of students concerning to the text which will be taught), (b) developing understanding of students concerning relevant vocabulary, (c) sequencing of visuals (students arrange the pictures in visual media), (d) discussion of visuals related to the contexts (study interrelationship of visual picture with context), (e) discussion of experiences in the native culture (study of relevant experience in local culture), (f) discussion of experiences in the target culture (study of relevant experience in English-speaking culture), (g) general text identification exercises (practice in recognizing of general text with the text type which will be discussed), (h) text categorization exercises (text categorizing drilled), (i) prediction activities (practice of guess text hereinafter), (j) matching activities (practice of make a match picture with word, word with the synonym, etc), (k) recognition activities (practice of recognize format writing of text) (Yusra, 2007).

                        Interaction in BKOF stage generally begins classically and ended by pair works or the small activity group (triads, small groups). The teacher interaction with all students in the classroom (teacher-students) and then students are divided in order they can interact to another one (students-students).