Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges
Abstract
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.
Keywords
Full Text:
PDFArticle Metrics
Abstract view : 29 times | PDF view : 15 timesReferences
Abbaszadeh, Z. (2013). Genre-based approach and second language syllabus design. Procedia - Social and Behavioral Sciences, 84, 1879–1884. https://doi.org/10.1016/j.sbspro.2013.07.052
Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: an action research. English language teaching, 5(2), 2-16. https://doi.org/10.5539/elt.v5n2p2
Ali, S. S. (2019). Problem based learning: a student-centered approach. English language teaching, 12(5), 73-78. https://doi.org/10.5539/elt.v12n5p73
Arimbawa, I. N. (2012). Text-based approach to EFL teaching and learning in Indonesia. Prasi: Jurnal Bahasa, Seni, dan Pengajarannya, 7(13), 9-13. https://ejournal.undiksha.ac.id/index.php/PRASI/article/view/431
Braine, G. (2003). From a teacher-centered to a student-centered approach: a study of peer feedback in Hong Kong writing classes. Journal of Asian Pacific Communication, 13(2), 269–288. https://doi.org/10.1075/japc.13.2.05bra
Budairi, A. (2015). Revisiting the 2006 school level curriculum and the genre-based approach in the context of EFL curriculum development in Indonesia. Ahmad Dahlan Journal of English Studies (ADJES), 2(3), 31-38. http://journal.uad.ac.id/index.php/ADJES/article/view/1928
Carstens, A. (2009). The effectiveness of genre-based approaches in teaching academic writing: subject-specific versus cross-disciplinary emphases [Doctoral dissertation, University of Pretoria]. https://repository.up.ac.za/bitstream/handle/2263/24689/Complete.pdf?sequence=7
Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1(1), 181–199. https://doi.org/10.5746/LEiA/10/V1/A16/Chaisiri
Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192. https://doi.org/10.1093/elt/ccr061
Christie, F., & Derewianka, B. M. (2008). School discourse: learning to write across the years of schooling (1st ed.). Continuum.
Christie, F., & Unsworth, L. (2005). Developing dimensions of an educational linguistics. In R. Hasan, C. Matthiessen, & J. Webster (Eds.), Continuing discourse on language: a functional perspective vol. 1 (pp. 217-250). Equinox Publishing Ltd. https://hdl.handle.net/1959.11/5236
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2
Daniarti, Y., Taufiq, R., & Sunaryo, B. (2020). The implementation of teaching reading through genre-based approach for university students. Journal of Physics: Conference Series, 1477(4), 042064. https://doi.org/10.1088/1742-6596/1477/4/042064
Dirgeyasa, I. W. (2016). Genre-based approach: what and how to teach and to learn writing. English Language Teaching, 9(9), 45-51. https://doi.org/10.5539/elt.v9n9p45
Ellis, R., Johnson, K. E., Henry, A., & Roseberry, R. L. (1998). An evaluation of a genre?based approach to the teaching of EAP/ESP writing. TESOL quarterly, 32(1), 147-156. https://doi.org/10.2307/3587913
Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning? Jurnal Sosial Humaniora (JSH), 10(2), 59-70. https://doi.org/10.12962/j24433527.v10i2.2161
Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia [PhD thesis, University of Melbourne]. http://hdl.handle.net/11343/39548
Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352. https://doi.org/10.1093/elt/ccm052
Halliday, M. A. (1978). Ideas about language. Arts: The Journal of the Sydney University Arts Association, 11, 20-38 https://openjournals.library.sydney.edu.au/ART/article/view/5494
Hermansson, C., Jonsson, B., Levlin, M., Lindhé, A., Lundgren, B., & Norlund Shaswar, A. (2019). The (non)effect of joint construction in a genre-based approach to teaching writing. The Journal of Educational Research, 112(4), 483–494. https://doi.org/10.1080/00220671.2018.1563038
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Hyland, K. (2003). Genre-based pedagogies: a social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8
Hyland, K. (2007). Genre pedagogy: language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005
Hyland, K., & Tse, P. (2004). “I would like to thank my supervisor”. acknowledgements in graduate dissertations. International Journal of Applied Linguistics, 14(2), 259–275. https://doi.org/10.1111/j.1473-4192.2004.00062.x
Johns, A. M. (Ed.). (2002). Genre in the classroom: multiple perspectives. Lawrence Erlbaum Associates Publishers.
Kadarisman, A. E. (2014). Language problems in applied linguistics: limiting the scope. TEFLIN Journal, 25(1), 94-121. https://doi.org/10.15639/teflinjournal.v25i1/94-121
Kartika-Ningsih, H., & Gunawan, W. (2019). Recontextualisation of genre-based pedagogy: the case of Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 9(2), 335-347. https://doi.org/10.17509/ijal.v9i2.20231
Kassem, H. M. (2019). The impact of student-centered instruction on EFL learners' affect and achievement. English language teaching, 12(1), 134-153. https://doi.org/10.5539/elt.v12n1p134
Kay, H., & Dudley-Evans, T. (1998). Genre: what teachers think. ELT Journal, 52(4), 308–314. https://doi.org/10.1093/elt/52.4.308
Keshavarzi, A. (2012). Use of literature in teaching English. Procedia - Social and Behavioral Sciences, 46, 554–559. https://doi.org/10.1016/j.sbspro.2012.05.159
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: technologies for teaching and assessing writing. UNSW Press.
Kongpetch, S. (2006). Using a genre-based approach to teach writing to Thai students: a case study. Prospect, 21(2), 3-33. http://www.ameprc.mq.edu.au/__data/assets/pdf_file/0008/229850/21_2_1_Kongpetch.pdf
Lasry, N., Charles, E., & Whittaker, C. (2014). When teacher-centered instructors are assigned to student-centered classrooms. Physical Review Special Topics - Physics Education Research, 10(1), 010116. https://doi.org/10.1103/PhysRevSTPER.10.010116
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Lestari, E., & Widjajakusumah, D. (2009). Students' self-directed learning readiness, perception toward student-centered learning and predisposition towards student-centered behavior. South East Asian Journal of Medical Education, 3(1), 52-56. https://doi.org/10.4038/seajme.v3i1.468
Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73–84. https://doi.org/10.1002/ev.1427
Mahfud, R. (2011). The competence of EFL teachers in mastering genre based texts. Journal on English as a Foreign Language, 1(1), 33-40. https://doi.org/10.23971/jefl.v1i1.34
Marshall, S. (1991). A genre-based approach to the teaching of report-writing. English for Specific Purposes, 10(1), 3–13. https://doi.org/10.1016/0889-4906(91)90012-L
Mickan, P. (2011). Text-based teaching: theory and practice. In Monograph on foreign language education (pp. 161-25). University of Tokushima. https://core.ac.uk/reader/197191410
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook (3rd ed.). SAGE Publications, Inc.
Mingsakoon, P., & Srinon, U. (2018). Development of secondary school students' generic structure execution in personal experience recount writing texts through SFL genre-based approach. Advances in Language and Literary Studies, 9(6), 1-8. https://doi.org/10.7575/aiac.alls.v.9n.6p.112
Mohlabi-Tlaka, N. (2016). The contribution of a text-based approach to English education for communicative competence [Doctoral dissertation, University of Pretoria]. http://hdl.handle.net/2263/56917
Mohlabi-Tlaka, N., De Jager, L. J., & Engelbrecht, A. (2017). Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms. Per Linguam: A Journal of Language Learning= Per Linguam: Tydskrif vir Taalaanleer, 33(2), 22-35. https://doi.org/10.5785/33-2-713
Mthembu-Funeka, W. N. Z. (2009). Genre-based approach to IsiZulu home language education as a means to successful English first additional language education [Doctoral dissertation, University Of Zululand]. https://hdl.handle.net/10530/193
Mumba, C., & Mkandawire, S. B. (2019). The text-based integrated approach to language teaching: its meaning and classroom application. Multidisciplinary Journal of Language and Social Sciences Education, 2(1), 123-142. https://journals.unza.zm/index.php/mjlsse/article/view/113/118
Nainggolan, E. E. (2018). The teaching of reading comprehension based on 2013 curriculum at senior high school. Getsempena English Education Journal, 5(2), 92-100. https://ejournal.bbg.ac.id/geej/article/view/837
Nurlaelawati, I., & Novianti, N. (2017). The practice of genre-based pedagogy in Indonesian schools: a case of preservice teachers in Bandung, West Java Province. Indonesian Journal of Applied Linguistics, 7(1), 160-166. https://doi.org/10.17509/ijal.v7i1.6869
Pujianto, D., Emilia, E., & Ihrom, S. M. (2014). A process-genre approach to teaching writing report text to senior high school students. Indonesian Journal of Applied Linguistics, 4(1), 99-110. https://doi.org/10.17509/ijal.v4i1.603
Racelis, J. V., & Matsuda, P. K. (2013). Integrating process and genre into the second language writing classroom: research into practice. Language Teaching, 46(3), 382–393. https://doi.org/10.1017/S0261444813000116
Rahayuningsih, D. (2013). Implementing the genre-based approach to improve the reading comprehension ability of grade VIII students of SMP Negeri 3 Salam in the academic year of 2011/2012 [Undergraduate thesis, Yogyakarta State University]. https://eprints.uny.ac.id/25731/1/Dwi%20Rahayuningsih%2010202247004.pdf
Rustipa, K., Yulistiyanti, Y., & Mulatsih, S. (2021). Text-based language teaching in the new-normal era to achieve communicative competence: challenges for EFL teachers. Script Journal: Journal of Linguistics and English Teaching, 6(2), 92–109. https://doi.org/10.24903/sj.v6i2.763
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed). SAGE.
Samad, I. A., & Adnan, Z. (2017). Using a genre-based approach to prepare undergraduate students for an English thesis defence examination: an experimental study to address the ‘pedagogical controversy.’ Linguistik Indonesia, 35(1), 75–93. https://doi.org/10.26499/li.v35i1.56
Slamet, S. (2015). Efektifitas pembelajaran keterampilan berbicara dengan pendekatan genre di Universitas Muhammadiyah Surakarta [Effectiveness of learning speaking skills using a genre approach at Muhammadiyah University Surakarta]. Jurnal VARIDIKA, 24(4), 50-58. https://doi.org/10.23917/varidika.v24i4.702
Suharyadi, & Basthomi, Y. (2020). Patterns of the teaching and learning cycle of GBA by EFL teachers in Indonesia. Journal of Education and E-Learning Research, 7(1), 34–41. https://doi.org/10.20448/journal.509.2020.71.34.41
Tachia, C. O., & Loeneto, B. A. (2018). The application of genre based approach in the teaching of English to the eighth graders. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 5(2), 168-181. https://ejournal.unsri.ac.id/index.php/jenglish/article/view/7248
Tardy, C. M. (2011). The history and future of genre in second language writing. Journal of Second Language Writing, 1(20), 1-5. https://doi.org/10.1016/j.jslw.2010.12.004
Taylor, B. P. (1983). Teaching ESL: incorporating a communicative, student?centered component. Tesol Quarterly, 17(1), 69-88. https://doi.org/10.2307/3586425
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE handbook of qualitative research in psychology, 2, 17-37. https://uwe-repository.worktribe.com/output/888518
Triastuti, A., Madya, S., & Chappell, P. (2022). Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents. Indonesian Journal of Applied Linguistics, 12(1), 1–15. https://doi.org/10.17509/ijal.v12i1.46563
Triastuti, A., & Riazi, M. (2020). Indonesian EFL teachers’ content conceptualization and course organization: a portray of text-based teaching. Indonesian Journal of Applied Linguistics, 9(3), 526–535. https://doi.org/10.17509/ijal.v9i3.23202
Yasin, A., & Rozimela, Y. (2013). The implementation of genre-based approach in English teaching at Islamic senior high school model (MAN Model) Jambi. Journal English Language Teaching (ELT), 1(3), 36-49.
Yin, R. K. (2018). Case study research and applications: design and methods (6th ed.). SAGE.
DOI: https://doi.org/10.23971/jefl.v13i2.6501
Article Metrics
Abstract view : 29 timesPDF - 15 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 THE AUTHOR(S)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].
Editor and Administration Address:
Department of English Language Education, Faculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl
OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.