English Teachers’ Beliefs Towards the Implementation of Genre-Based Approach

A Case Study

DOI

10.2991/assehr.k.211119.018How to use a DOI?

Keywords

Genre-based approach; Sekolah Penggerak; Systemic Functional Linguistics; teachers’ beliefs

Abstract

Indonesian English curriculum pays a great attention to the development of students’ skills in English. However, there has been a significant concern that this skill has not been well-achieved. Recently, the government’s positive intention to improve students’ skills is stated in the program of Sekolah Penggerak in which the Systemic Functional Linguistics-Genre Based Approach (SFL-GBA) is implemented as the approach in teaching English at the school level. Since teachers’ belief contributes to the effectiveness of the teaching practice, this qualitative case study investigates the initial beliefs of English teachers before and during attending a set of SFL-GBA workshop. The data of this study were gathered using a survey and observations. The result of this study shows that the majority of the teachers have already known about SFL-GBA, and believe it as an integral approach in teaching English. However, the study also reveals that they have some emerging beliefs that hinder the successful implementation of SFL-GBA in their teaching. Those beliefs are categorized in four aspects: grammar conception, teaching strategy, assessing strategy, and text provision. The data of this study will be beneficial for the next larger scale of research to further investigate teachers’ beliefs.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Anny Sulistyo Rini
AU  - Wawan Gunawan
AU  - Emi Emilia
AU  - Eri Kurniawan
PY  - 2021
DA  - 2021/11/21
TI  - English Teachers’ Beliefs Towards the Implementation of Genre-Based Approach
BT  - Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)
PB  - Atlantis Press
SP  - 112
EP  - 116
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211119.018
DO  - 10.2991/assehr.k.211119.018
ID  - Rini2021
ER  -