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.