Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia

Abstract

This article purposes to tease out the EFL teachers' patterns in implementing the stages of teaching and learning using GBA in the Indonesian context. The participants involved in the study were 15 English teachers from seven state senior high schools in Kota Malang Indonesia. The data were collected through interviews and observations. Fieldnotes were also made to record the relevant data. The observations of each teacher were carried out five times to attain sufficient data for the analysis. The writers observed the classes recommended by the teachers, sitting down in the back row and observing the activities done by teachers and students. They also put a tick (v) to indicate the presence of activities as listed in the checklist. If the teachers and students did activities which were absent in the checklist, the writers made fieldnotes to record them for supplementary purposes. The data were analysed descriptively based on the descriptors in the checklists. The analysed data showed that none of the English teachers fully employed the four stages of GBA (BKoF, MoT, JCoT, and ICoT) in teaching. Instead, they also applied the stages of GBA with the following patterns: BKoF-MoT-JCoT; BKoF-JCoT; BKoF-MoT; BKoF-MoT-ICoT; and BKoF-ICoT.

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

“…GBA has four language uses, which include: 1) Building Information on the Field (BKoF), in which the teacher invites students to discuss the text of study; 2) Modeling of the Text (MoT) is a punctuation mark that includes exercises where the teacher shows some texts to students so that students can see things that should be in the text. The sample text provided is not enough for students to compare one text with another; 3) Joint Development of the Text is a stage where students are given the task of creating an objective text together; 4) Independent Construction of the text, which is the activity of students who write an objective text on their own; and 5) Link student-generated text to related text (Suharyadi & Basthomi, 2020;Rahayu et al, 2021).…”

“…Using a genre approach, the teacher can show students the many skills, systems, and media used to effectively teach English material. Students also have the possibility to apply these skills and work methods in real environments (Suharyadi & Basthomi, 2020). The introduction of the GBA will not only have a significant impact on students' ability and skills, but also the teachers who concludes that they would make a useful climate class (Angraini & Rozimela, 2020).…”

Promoting Critical Intercultural Awareness Through The SFL Genre-Based Approach: A Collaborative Autoethnography of English Pre-Service Teachers

“…The TLC instruction within Genre-based pedagogy comprises four sequential stages: 1) building knowledge of the field (BKoF), 2) deconstruction, 3) joint construction, and 4) independent construction (Martin, 1992). BkoF is the first stage in SFL GBA learning, where students discuss and explore basic knowledge by connecting their prior knowledge with the topic to learn (Suharyadi, 2020). During the deconstruction stage, the teacher imparts comprehension of the targeted genre model, which is the focus of learning in helping students explore the social purpose of a text, structure, and language features.…”

A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners

“…As part of preliminary study, we prompted an exploration of the teacher's teaching method and implementation of the writing process through survey and follow-up interviews. Information of the present situation was also gathered from mixed-method study designed to investigate teacher knowledge of Genre-based Approach (GBA) through survey, interview, and observation (Widiati & Basthomi, 2021) and teachers teaching pattern using Genre-Based Approach (GBA) through interview and observation (Suharyadi & Basthomi, 2020). Although the findings do not cover all aspects of writing instructions in all secondary schools in Malang, they do provide a recent update of how writing is now taught in schools.…”

“…Debattista (2018) highlights that participants should be made aware of regulation, policies and ethics to build a community that supports teaching and learning. Also, instructors' intervention should be made available (Silcha et al, 2016;Zhang, 2013) without burdening the teacher's workload as Suharyadi et al (2020) and Widiati et al (2021) and Stockwell (2013) assert that teachers themselves are individuals who face daily pressures be it from institutional or personal goals.…”