A Descriptive Review of Genre-Based Pedagogy Studies (Towards Genre Awareness in EFL Context of Indonesia)

Budiwati, Tri Rina

doi:10.26555/adjes.v8i1.20095

Cited by 1 publication

(1 citation statement)

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“…The current study demonstrates that most teachers utilized the GBA stages for teaching English macro skills and language components, such as listening, speaking, reading, and writing, even though it was not 100% developed. This finding contrasts with previous research, which relied primarily on writing instruction stages (Ahn, 2012;Budairi, 2015;Carstens, 2009;Chen & Su, 2012;Emilia, 2005;Firkins et al, 2007;Kongpetch, 2006;Pujianto et al, 2014). Those kinds of previous studies could lead the teachers to think that GBA is used only to promote students' writing skills because one of the teachers we interviewed stated that GBA is only for writing purposes.…”

Section: The Implementation Of Gba In Efl Classroomcontrasting

confidence: 83%

Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges

Nadjib,

Triastuti

2023

J. Eng. Foreign. Lang.

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Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum. However, EFL teachers' portraits of GBA use in teaching practices are little understood. This study aimed to explore EFL teachers' perceptions of GBA, the implementation of GBA in EFL classrooms, and the challenges EFL teachers face when implementing GBA. This case study research involved 28 English teachers from different public high schools in Yogyakarta, Indonesia. The data were obtained from the teachers’ self-reflection sheet adapted from Rustipa et al. (2021) and semi-structured interviews. The data gathered were then examined by utilizing thematic analysis. The findings indicated that most EFL teachers were aware of GBA and positively perceived it, the implementation of GBA in EFL classrooms had not met the standardized implementation, and students' low vocabulary mastery, time allocation, and teachers' abilities in selecting texts and designing tasks were the challenges in the GBA implementation. This study offers pedagogical implications for the stakeholders to take into account that most EFL teachers need training regarding GBA application.

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