Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges
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 exp...
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| Format: | Article |
| Language: | English |
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Institut Agama Islam Negeri (IAIN) Palangka Raya
2023-09-01
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| Series: | Journal on English as a Foreign Language |
| Subjects: | |
| Online Access: | https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/6501 |
| _version_ | 1797660613252481024 |
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| author | Nurfadilah Nadjib Anita Triastuti |
| author_facet | Nurfadilah Nadjib Anita Triastuti |
| author_sort | Nurfadilah Nadjib |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T18:33:25Z |
| format | Article |
| id | doaj.art-edb7f429468b4b7192e5014f56c1c3c2 |
| institution | Directory Open Access Journal |
| issn | 2088-1657 2502-6615 |
| language | English |
| last_indexed | 2024-03-11T18:33:25Z |
| publishDate | 2023-09-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Palangka Raya |
| record_format | Article |
| series | Journal on English as a Foreign Language |
| spelling | doaj.art-edb7f429468b4b7192e5014f56c1c3c22023-10-13T09:06:48ZengInstitut Agama Islam Negeri (IAIN) Palangka RayaJournal on English as a Foreign Language2088-16572502-66152023-09-0113247549810.23971/jefl.v13i2.65011572Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challengesNurfadilah Nadjib0Anita Triastuti1Universitas Negeri Yogyakarta, Yogyakarta,Universitas Negeri Yogyakarta, Yogyakarta,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.https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/6501efl classroomgenre-based approach (gba)gba implementationteachers’ perceptionteaching practices |
| spellingShingle | Nurfadilah Nadjib Anita Triastuti Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges Journal on English as a Foreign Language efl classroom genre-based approach (gba) gba implementation teachers’ perception teaching practices |
| title | Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges |
| title_full | Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges |
| title_fullStr | Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges |
| title_full_unstemmed | Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges |
| title_short | Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges |
| title_sort | indonesian efl teachers portrayal of genre based teaching practices perceptions implementation and challenges |
| topic | efl classroom genre-based approach (gba) gba implementation teachers’ perception teaching practices |
| url | https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/6501 |
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