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This paper aims to offer an alternative to teach an argumentative letter text grounded on systemic functional linguistics by synergizing the grammatical materials demanded to be learnt in a private school in Bandung with a GBA teaching using Reading to Learn cycle. Using a qualitative case study method, the findings indicate that this teacher’s conceptualization of teaching English shifted from a grammarbased teaching, traditional sentence level to a more functional understanding of English as a meaning making perspective across genre-based approach teaching. This shift occurred as she learnt SFL based on Halliday’s perspective in one of her courses, particularly in the analysis of an argumentative letter. However, the degree to which this teacher was able to use SFL and genrebased approach in the classroom practice was influenced by mandated objectives from the materials where she was obliged to fulfill. The implication of this study relates to synergizing the grammatical materials in GBA teaching in the context of a private school which happens to focus on grammatical features. Keywords—systemic functional linguistics; grammatical materials; argumentative letter; genre based teaching; synergizing

How to Synergize Grammatical Materials to GBA Teaching?: A portrait of an English teacher’s dilemma in teaching English in a private school in Bandung