The Implementation of Genre-Based Approach In EFL Classroom : Teachers’ Challenges

Daffa Fadhil  Wahyudin; Yanuarti  Apsari; Aseptiana Parmawari

doi:10.52760/jadila.v6i3.848

Authors

Daffa Fadhil Wahyudin
Yanuarti Apsari IKIP Siliwangi, Indonesia
Aseptiana Parmawari IKIP Siliwangi, Indonesia

DOI:

https://doi.org/10.52760/jadila.v6i3.848

Keywords:

writing, GBA, EFL teachers, challenges, solutions

Abstract

Writing is one of the most important skills, and writing skills are essential in various aspects and activities of life. Howevere, writing is one of the most difficult skills to teach and learn. In the context of learning English in Indonesia as a foreign language, the level of difficulty faced by students in English classes remains quite high. Therefore, the Genre-Based Approach is implemented to address these challenges. In addition, most previous research on GBA has primarily focused on teachers’ classroom experiences and research on strategies for overcoming difficulties and challenges in teaching remains very limited. Therefore, this study aims to investigate the challenges faced by English as a Foreign Language (EFL) teachers and the solutions they use to overcome these challenges. This study employed a descriptive qualitative design, two English teachers participated in the study. Data were colected through open-ended questionnaire and analyzed using thematic analysis. The finding revealed three major challenges, namely student related, intructional and assessment challenges. To address these challenges, teacher employed scaffholding, teaching adaptation, differentiated instruction and genre specific assesment practice. These findings indicate that the effectiveness and smooth implementation of GBA require teachers’ competence, creativity, and flexibility, as well as appropriate assessment practices.

Downloads

Download data is not yet available.

References

Abdel Latif, M. M. M., Alghizzi, T. M., & Alshahrani, T. M. (2024). The impact of genre-based instruction on Saudi university students’ English writing performance and motivation: a mixed-method study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1387009

Bărbuceanu, C. D. (2020). Visual teaching–using digitalised material to engage ESP students. Revista de Științe Politice. Revue des Sciences Politiques, (67), 36-44.

Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational psychology review, 33(1), 213-247. https://doi.org/10.1007/s10648-020-09530-4

De Silva, R. (2014). Rubrics for assessment: Their effects on ESL students’ authentic task performance. In CELC Symposium (pp. 136-141).

Falah, I. F., Apsari, Y., & Kusumah, R. (2023). The challenges of English teachers in teaching English at primary schools. Journal of English Education and Teaching, 7(4), 832-846.

Falihah, N., Rahmawati, E., & Baihaqi, A. (2022). EFL Students’ Difficulties in Writing Narrative Text. Journal of English Language Teaching and Cultural Studies, 5(1), 77–90. https://doi.org/10.48181/jelts.v5i1.15026

Han, S. (2023). The contribution of blog-based writing instruction to enhancing writing performance and writing motivation of Chinese EFL learners. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1069585

Hutabarat, D. S. A., & Gunawan, W. (2021, April). GBA in teaching writing to scaffold students in online learning. In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020) (pp. 102-106). Atlantis Press.

Istiqamah, N. (2024). Implementing Genre-Based Writing in English Language Teaching: Strategies, Challenges, and Solutions. 2(2), 207. http://ejournal.yayasanpendidikandzurriyatulquran.id/index.php/qosim

Jagtap, P. (2016). Teachers role as facilitator in learning. Scholarly Research Journal, 3(17), 3903-3905.

Kamimura, T. (2006). Effects of peer feedback on EFL student writers at different levels of English proficiency: A Japanese context. TESL Canada Journal, 12-39.

Khonamri, F., Hashemi, E., Pavlikova, M., & Petrasova, B. (2021). Coherence problems of EFL students’ writing in light of the Gricean maxims. Journal of Education Culture and Society, 12(2), 294-313.https://doi.org/10.15503.jecs2021.2.294.313

Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. The qualitative report, 26(6), 2029-2044. https://doi.org/10.46743/2160-3715/2021.5008

Nadjib, N., & Triastuti, A. (2023). Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges. Journal on English as a Foreign Language, 13(2), 475–498. https://doi.org/10.23971/jefl.v13i2.6501

Pham, V. P. H., & Bui, T. K. L. (2021). Genre-based approach to writing in EFL contexts. World Journal of English Language, 11(2), 95–106. https://doi.org/10.5430/WJEL.V11N2P95

Rashid, Md. H., Lan, Y., & Hui, W. (2022). The importance of vocabulary in teaching and learning in applied linguistics. Linguistics and Culture Review, 6, 1548–1557. https://doi.org/10.21744/lingcure.v6ns2.2177

Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in applied statistics, 19(1), 159-177.

Santoso, D. R., Fauziah, H., & Mukminatien, N. (2025). Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text. Journal on English as a Foreign Language, 15(2), 727–759. https://doi.org/10.23971/jefl.v15i2.9593

Siekmann, L., Parr, J. M., & Busse, V. (2022). Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality. Assessing Writing, 54. https://doi.org/10.1016/j.asw.2022.100672

Skar, G. B., Graham, S., Huebner, A., Kvistad, A. H., Johansen, M. B., & Aasen, A. J. (2024). A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2. Reading and Writing, 37(6), 1345–1373. https://doi.org/10.1007/s11145-023-10460-0

Villamin, P., Lopez, V., Thapa, D. K., & Cleary, M. (2025). A Worked Example of Qualitative Descriptive Design: A Step-by-Step Guide for Novice and Early Career Researchers. Journal of Advanced Nursing, 81(8), 5181–5195. https://doi.org/10.1111/jan.16481

Woo, D. J., Susanto, H., & Guo, K. (2023). EFL Students' Attitudes and Contradictions in a Machine-in-the-loop Activity System. arXiv preprint arXiv:2307.13699. Retrieved https://orcid.org/0000-0001-9699-7527

Yudha, H. T., & Mandasari, B. (2021). The Analysis of Game Usage for Senior High School Students to Improve Their Vocabulary Mastery. In Journal of English Language Teaching and Learning (JELTL) (Vol. 2, Number 2). http://jim.teknokrat.ac.id/index.php/english-language-teaching/index

Zhai, X., & Razali, A. B. (2023). Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses. SAGE Open, 13(1). https://doi.org/10.1177/21582440221147255