Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

Abstract

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

The Evaluation of Genre-based Approach Cycle Implementation in Tasks Organization of Curriculum 2013 English Textbook for 9th Grade Students

“…Other findings indicated that the genre-based pedagogy in Indonesian EFL classrooms had been recontextualized only in parts. If the genre-based pedagogy is not recontextualized appropriately, it may weaken the attainability of genre pedagogy's main goal, which is to uphold social justice through equal distribution of knowledge (Kartika-Ningsih & Gunawan, 2019). The limitation of the textbook used in is possibly one of the factors which lead to this partial recontextualization.…”

Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers

“…Despite the inclusion of genre-based pedagogy in the national curriculum for teaching English in lower and upper secondary school, most studies related to the implementation of genre-based pedagogy were reported to be conducted in tertiary level of education (Aunurrahman, Hamied & Emilia, 2017;Emilia & Fuad, 2015;Hariyanto, 2001). Very limited, if not any, studies have been conducted in secondary school, such as Pujianto, Emilia and Ihrom (2014) and Kartika-Ningsih and Gunawan (2019). Pujianto et al (2014) reported that the implementation of genre-based pedagogy would help students write a text, e.g.…”

The Implementation of Genre-Based Pedagogy with Technology in EFL Classroom

“…Therefore, the implementation of genre-based pedagogy in teaching writing has an important role in improving students' writing skills which students can produce texts in various genres of the text properly. Several studies on genre-based pedagogy in teaching writing as Kartika-Ningsih and Gunawan (2019), Pujianto, Emilia, and Ihrom (2014), Rozimela (2013), Nurlaelawati and Novianti (2017) proved that genre-based pedagogy can improve students' writing skills which students can produce texts in various genres appropriately. Through these various text models, students will enrich their knowledge of a text and produce it according to the type of text that they want, especially at the modelling, joint construction, and independent construction stages (Pujianto, Emilia, & Ihrom, 2014).…”