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All Journal International Journal of Language Teaching and Education ALLURE JOURNAL
Fitri, Auliana
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

Abstract

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.
The English Literacy Subtest in Indonesia College Entrance Examination: A Bridge or a Barrier to Academic Reading? Nurizqia, Rifania; Fitri, Auliana; Iasya, Lydia Kusdyanti; Wirza, Yanty
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55904

Abstract

English literacy is one of the components of the National College Entrance Examination in Indonesia (SNBT), as it assesses students’ reading comprehension skills needed for academic study. This study explores students’ voices of the English literacy subtest, focusing on the difficulties they experience and their reflections on school-based English learning. A qualitative approach was employed, using questionnaires and semi-structured interviews with 32 first and second year students from a public university in Indonesia who had previously taken the SNBT. The findings show that students experienced different levels of difficulty across reading components. Linguistically, complex sentence structures required greater processing effort than vocabulary or grammatical features. At the comprehension level, identifying main ideas, understanding text organization, and restating information were perceived as more demanding than locating explicit details. Students also reported test-taking challenges, particularly post-review hesitation, confusing distractors, and lengthy reading passages. In reflecting on their school learning, students indicated that English instruction supported general reading comprehension and text understanding, but provided limited emphasis on strategic engagement with multiple-choice questions and inferential reading under test conditions. The study highlighted the need for alignment between classroom instruction and national assessment requirements for educators, curriculum developers, and policymakers in Indonesia.
Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

Abstract

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.
Co-Authors Iasya, Lydia Kusdyanti Nurizqia, Rifania Purnawarman, Pupung Sri Setyarini Yanty Wirza