The implementation of genre-based pedagogy in the education context has been proven to improve student's literacy skills, especially writing skills. However, along with the development of technology, the EFL classrooms have integrated technology as a tool for teachers and students to achieve learning goals. This study attempts to investigate the re-contextualization of genre-based pedagogy in the technology-integrated classroom. This study follows a qualitative research design that focused on phenomenology research design in order to explore the teachers' experience in implementing the genre-based pedagogy with technology in teaching writing. This study involved two English teachers from Junior High School in Bandung, West Java. The data was obtained from the in-depth interviews and then analysed qualitatively by transcribing the data interview and drawing conclusions. The result of this study showed that teachers have conducted the stages of genre-based pedagogy properly with technology-assisted. The use of technology tools in teaching writing can make students develop their background knowledge about some texts in a particular genre and also constructed purposeful and creative writing. Therefore, the implementation of genre-based pedagogy with technology in teaching writing has an important role to increase students' literacy skills.

In the learning process, teachers are expected to overcome the various challenges and expectations that arise in conducting classroom assessment. Therefore, teachers should have assessment literacy skills in order to be able to carry out assessment practices according to the test standardized used in the education system. However, sometimes pre-service teachers do not have a good preparation in conducting classroom assessment therefore the mistakes often arise. Thus, this study aimed to explored teachers' understanding of assessment literacy and the extent of teachers' understanding of assessment literacy. The sample of the study was 6 pre-service EFL teachers who taught English in public schools and private schools in Raha and Kendari City, Southeast Sulawesi. This study used descriptive analysis to recognize pre-service EFL teachers' understanding of assessment literacy. The findings showed that pre-service teachers had a good understanding of assessment literacy but it was still in the medium level category. Thus, pre-service teachers should carry out self-development in classroom assessment practices in order to conduct the appropriate assessment instruction in the teachinglearning process.