Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Abstract

This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.

Culture and Gender Representation in Visual and Verbal Texts: An Analysis of Nationally Endorsed Indonesian Efl Textbooks for Upper Secondary Students

“…The findings corroborate the previous studies suggesting the need to include culture in Indonesian textbooks, among others Faris (2014), Sulistiyo et al (2021), and Syahri and Susanti (2016). Particularly, the current study confirms the earlier studies (Faris, 2014;Sulistiyo et al, 2021;Syahri & Susanti, 2016;Triastuti et al, 2022) as part of Indonesian cultures to learn and put more emphasis on the local cultures than the international and target cultures. The findings of this study corroborate the previous studies suggesting the need to include culture in Indonesian textbooks, such as those of others Faris (2014), Sulistiyo et al (2021), andSyahri andSusanti (2016).…”

“…The findings of this study corroborate the previous studies suggesting the need to include culture in Indonesian textbooks, such as those of others Faris (2014), Sulistiyo et al (2021), andSyahri andSusanti (2016). In particular, the current study confirms the earlier studies (Faris, 2014;Sulistiyo et al, 2021;Syahri & Susanti, 2016;Triastuti et al, 2022) which suggested the need to promote local culture in the textbooks, in addition to the culture from the target language, i.e. English.…”

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

“…This approach is referred to as text-based teaching. However, in practice, the implementation of text-based teaching in Indonesia has raised several issues (Triastuti, 2011).…”

The Impact of Implementing Emancipated Curriculum on Students’ Learning Outcomes in Spoken Interaction Texts

“…The purpose of genre-based language teaching is to build competence for performing social functions by using texts with structures and linguistic elements that are appropriate to the communicative purpose and context. The implementation of the Genre-Based Approach in curriculums has been recommended in several studies, including by Rivera (2012); Abbaszadeh (2013);and Triastuti et al, (2022). Many studies have found that the Genre-Based Approach is suitable for improving students' understanding of texts and their production of written and spoken texts (Elshirbini & Elashri, 2013;Ningsih, 2015;Nahid et al, 2018;and Herman et al, 2020).…”