This chapter presents the discussion of the findings described in Chapter Four in the light of the literature presented in Chapter Two. The discussion is organised around the themes relating to teachers’ adoption of the genre-based approach in terms of the factors affecting their professional learning of the genre-based approach, which in turn affected their adoption of this approach.
5.2 Teachers’ adoption of the genre-based approach.
The discussion of teachers’ adoption of the genre-based approach focuses on particular conceptual and practical applications of genre theory in the classroom to bring to light the importance of understanding the theory in shaping the practice.
5.2.1 Conceptualisation of the genre-based approach
What was reported by the participants has shown that the concept of the genre-based approach is basically seen as teaching different types of texts to students. One participant described the importance of teaching texts that relate to students’ life and interest in the context of everyday communication, which helps them to deeply understand the context of text. Another participant argued that the core understanding of the genre-based approach is teachers’ creativity in choosing texts to be used in class. This indicates that these Indonesian teachers’ limited understanding and their confusion between the conceptual theory and the positive aspects of the genre-based approach. Therefore, it can be concluded that most of these teachers do not fully understand about the concept of the genre-based approach, which could probably affect the way they implement this approach in their classroom. However, this also indicates that these teachers have positive attitudes towards this approach in terms of its benefit in encouraging teachers’ and students’ creativity.
Only one out of six participants perceived the genre-based approach as a useful way to teach communicative purposes and structures of texts to students, such as teaching narrative texts aiming at helping students to be capable of telling a story. This perception is in accordance with the concept of pedagogical theory of the genre-based approach according to the literature as mentioned in Chapter Two. Thus, the data show that teachers have different levels of understanding about the genre-based approach for teaching English as a foreign language in the Indonesian context. Consequently, it is essential to carefully examine teachers’ circumstances and situations such as their professional learning, teaching experience and level of confidence on this approach that may affect their adoption of this approach.
5.2.2 The knowledge of genre being taught
The findings have indicated that there are different perceptions among participants regarding the knowledge of genre being taught to students. What was reported by most participants, who only had one or no training sessions in the genre-based approach, indicates that the teaching of the linguistic features of texts such as grammar and vocabulary is paramount to help students understand the content of the text. The participant also reported that factors such as students’ low level of English proficiency, learning of culture, motivation to learn and the focus on tests and the national exam, have driven them to be more concerned with teaching the grammar, vocabulary and reading comprehension to students. According to Johnson (2001), teaching English using the genre-based approach considers teaching linguistic features of texts such as grammar and vocabulary as one of its points of focus. However, what was reported by some of the participants indicates that the implementation of the genre-based approach in the Indonesian context may have been limited mainly to teaching the knowledge of grammar, vocabulary and content of the texts. From what participants have said, less attention than is expected has been given to teaching the other aspects of genre such as the communicative purpose and generic structure of texts. Therefore, this phenomenon indicates there may be a mismatch between what should be done according to the literature that suggests teaching the knowledge of genre should include the teaching of texts’ names, communicative purposes and generic structure content and context, as well as the linguistic features (Johns, cited in Macken-Horarik, 2002).
However, what was reported by one participant indicates that not all teachers misinterpreted the pedagogical focus of the genre-based approach. One out of six participants, who undertook more training sessions on this approach reported the way he used to teach the knowledge of genre and this largely revealed what has been mentioned as important in the literature. His further clarification about having this particular practice shows that making students aware of and familiar with the communicative purpose of using particular text types is as important as helping them to become capable of using the correct form of language itself.
5.2.3 The pedagogical principle of the learning activities
The data suggest that there is an agreement among all participants about the underlying principle of the pedagogical application of the genre-based approach in the classroom; that it is based on inquiry-based learning through collaborative learning. Assigning students to work in pairs or small groups are typical activities that are believed to provide students with more self confidence to share their knowledge and ideas about the topic of the text. This perception reflects one of the underlying principles of the genre-based approach, which is that language should be learned through interaction (Painter, 1986, cited in Macken-Horarik, 2002). However, there are different opinions among participants about the nature of interaction in collaborative learning itself. What was reported by most participants is that in collaborative learning, students have more chance to interact with each other and they themselves ‘discover’ and construct the knowledge of genre. This perception emphasizes the importance of inquiry-based learning that encourages students to investigate the knowledge of genre and make the discovery on their own.
5.2.4 Ways of assisting students learning
To help students in the process of the ‘discovery’, as reflected in the findings, most participants believed that teachers should limit their role to being the monitor and facilitator in the learning process. In addition, they argued that it seems to be the best way for teachers to support the students if the teachers’ interference in students’ learning process is minimised. In other words, support and assistance should be given only when students need it and ask for help. As described by the participants, it is much better for students if teachers’ assistance and support come in the form of hints rather than directly telling the key answers. Another way, as reported by one participant, is by asking them to review to what has been taught and explained in the previous learning stages as a hint for students to reach the solution to their problem themselves. In this respect, the students’ ability to do the task exactly like the model of text that was previously given and learnt, is what reflects their success in learning. This kind of practice, as argued by those who are against the genre-based approach, is a kind of prescriptive practice that could restrict students’ creativity in producing their own works (Freedman, 1993, cited in Hyon, 2002).
In addition, this perception is completely different from the pedagogical principle of the genre-based approach, which emphasizes the importance of teachers’ guidance during the learning. As language resources, teachers are expected to guide and scaffold students’ learning in a way of ‘shared experience’ until they get the understanding of the knowledge of genre and are ready to be independent and work on the related genre on their own (Painter, cited in Macken-Horarik, 2002). Only one participant indicated the importance of teachers’ interaction with students during the learning process in the form of guiding and scaffolding students in their learning process. One way of supporting and guiding students’ learning is through explicit teaching (Feez, 1998).
5.2.5 The practice of the curriculum cycle
As described by two participants, the curriculum cycle is considered to be the act of dividing the lesson into pre-activities, while-activities and post-activities. When using this teaching strategy, they give more emphasis on how the phases should be carried out rather than what should be done during the phase. This suggests that the curriculum cycle as the instructional strategy used for genre-based approach in English teaching is simply seen as a way of phasing the lesson. However, the curriculum cycle is more than just the way of dividing the lesson into several stages. It is a series of stages through which teacher and students work together to help students achieve the understanding of the knowledge of genre (Kay & Dudley-Evans, 1998).
In addition, regarding the way of treating the series of lesson stages of the curriculum cycle, the data suggest that there are different perceptions concerning the right sequence of the application of the curriculum cycle in class. Two participants perceived that they could skip the stages that they saw as unnecessary for their students. In this case, teachers are required to be flexible in the classroom situations in order to make a decision about what should be done in response to students’ needs and interests (Hill & Crévola, 1999). In contrast, the other two participants argued that the cycle should be done in an orderly sequence in which they put emphasis the time frame given for each cycle. Teachers should be able to analyse which cycle needs more time and attention than others. The latter perception is in contrast to the suggested classroom application of the curriculum cycle mentioned in the previous chapter, which does not concern how to sequence the stages correctly so much as the kind of assistance that teachers can give to students during the stages (Macken-Horarik, 2002) before gradually shifting the responsibility onto learners as they gain greater understanding of the knowledge about the text.
5.2.6 The genre-based approach as an integrated approach
What was reported by the participants shows that teachers are aware of the possibility of using the genre-based approach for teaching integrated language skills. It is agreed that the genre-based approach can accommodate the teaching of four integrated language skills and language elements such as grammar, vocabulary and pronunciation as well as teaching the content and context of the texts. Two participants reported that although they tried to integrate the four language skills in their teaching, there are primary and secondary focuses among the skills. Most of them believed that primary focus of teaching using the genre-based approach is to develop students’ productive language skills such as speaking and writing, while the secondary focus is the other skills used to help to reach the primary focus. In this way, they use the receptive skills such as listening and reading as the media to teach the targeted productive skills. This particular practice, according to Kay and Dudley-Evans (1998), is the suggested practice of the genre-based approach which was considered and developed mostly as the approach to teaching literacy skills, focusing particularly on teaching writing.
However, most participants found it hard to apply teaching integrated language skills in their classroom. Students’ low level of English proficiency, level of motivation, learning culture and the national examination are to blame for the important factors that make teachers focus more on teaching grammar, vocabulary and content comprehension of the text.
5.3 Teachers’ professional learning of the genre-based approach
What was reported by most of the participants indicates that undertaking formal training is one useful way of getting to know the genre-based approach for teaching EFL in the Indonesian curriculum. Five out of six participants in this study reported that their initial learning of the genre-based approach was through the formal training. This is an indicator that providing training is one necessary initial step for introducing an innovation to teachers.
5.3.1 Confident to implement the genre-based approach
Most participants reported that they were still not confident to implement the genre-based approach in their classroom practice despite the training. Generally, the number of training they had is to blame for the cause of the lack of confidence. Information given by the participants suggest that undertaking only one-shot training in the genre-based approach is not enough to provide them with the understanding and practical application of the genre-based approach. They reported that it is important to have enough time and opportunity for learning and reflecting on the outcome of the learning. Therefore, the feeling that they did not get enough opportunity to learn from those short training sessions created the feeling of lack of knowledge on the genre-based approach, leading to their low confidence to use it in the classroom. In this respect, as mentioned in Chapter Two, most in-service teacher training was ineffective to help teachers in adapting to the innovation in the curriculum because it was conducted as a one-shot program. One-shot training limits teachers’ opportunity to learn and to reflect on the outcome of the understanding of the theory (Ferguson & Donno, 2003). What was reported by one participant, who undertook ongoing and continuous training, supports this opinion. He claimed that the ongoing training that he had, provided him with sound knowledge and understanding of the genre-based approach and the opportunity to reflect on and develop his own teaching practice using this approach. It also increased his level of confidence to use this approach immediately after completing the training.
5.3.2 Teacher perceptions on design and components of the training
From what has been reported by the participants, there are several factors of the training that have been identified as the influential factors in shaping their confidence to implement the new approach in their teaching practice beside the number of training they had. Well planned course design and course components, such as the activities involved in the training, the information given in the training, the importance of evaluation and follow-up programs, inequalities opportunity to enrol for the training and the right timing for training, as the data suggested, are important factors in helping teachers to change their teaching attitudes.
5.3.2.1 The activities involved in the training
What was reported by most participants suggests that the training of EFL teachers’ professional knowing of the genre-based approach is not derived from the presentation of the theory only. They reported that the delivery modes of the training activities were mostly dominated by presentation of the theory of the genre-based approach. The participants argued that this did not provide them with enough understanding on both the conceptual theory and the pedagogical application of this approach in the classroom. Professional learning based on more “theory than action” (Ur, 1992) that emphasises mastering the conceptual theory first, then its practical applications, according to the participants, can not accommodate their urgent needs for adapting to the innovation in the curriculum.
The participants suggested that the delivery mode of training should be based on the presentation of theory along with its practical application. It is further argued that both should be included in one package and come together as the basis for developing the training design and components. This is in accordance with what has been proposed by Ur (1992) as a “theory of action”. In this term, the relationship between theoretical and practical components of a course is not theory being translated into practice. In this respect, the relation between theory and practice is continuously interactive in that theory can provide the analytical and conceptual apparatus for thinking about practice, while practice can provide the opportunity for the testing and assimilation of theory (Calderhead, 1988, cited in Ur, 1992).
5.3.2.2 The information given on the training
Concerning the information given on the training, most participants reported that it was a little bit irrelevant to what they needed. The participants argued that they needed the theoretical concept and practical application of the genre-based approach in the classroom. However, as reported by the participants, in the training, they were given the theoretical concept of the genre-based approach presented in the form of lecturing. In addition, they also reported that the information regarding the theoretical concept of the genre-based approach was mainly about the positive aspects of the genre-based approach compared to the other approaches that had been used for teaching language before. Therefore, when asked about their understanding of the conceptual theory of the genre-based approach and its pedagogical application, the answers given by most of the participants were only superficial and included only a rudimentary idea of the genre theory. What was reported by participants shows that these teachers were confused between the conceptual theory of the genre and the benefit of teaching the genre for students and teachers. Thus, as argued by Fullan (cited in OECD, 1982), if the course components are not linked to a particular classroom’s or school problems, the course can be said to be ineffective.
Only one participant, who reported that he had been given relevant information on the genre-based theory based on his needs, showed a deeper understanding on this matter compared to the others. Moreover, he further clarified that he never stops learning in the genre-based approach and certainly did not learn only from the formal training given by the government. He reported that he sought more information about this approach from reading books that were published in Australia. He stated that he was lucky because he had found no problems in finding sources related to this approach and had access to global sources such as the internet. What was reported indicates that motivation to keep involved in professional development and the availability of good resources to support the process of the professional development are important to help teachers in improving both their conceptual apparatus and practical understandings of a particular subject matter.
5.3.2.3 The importance of evaluation and follow-up programs
This finding indicates teachers’ professional learning does play important roles in keeping teachers up to date with the changes and innovation in the educational system and policy. However, it is also evident that such professional learning as one-shot training was shown to be inadequate without evaluation and follow-up program. What was reported by the participants has indicated the importance of course evaluation and follow-up program as a part of teachers’ professional learning; that is as the reflection vehicle upon the practical application of theory in teaching practice. In this sense, it can introduce teachers to other ways of learning such as learning as reflective practice (Richards & Farrell, 2005).
5.3.2.4 Inequality of opportunity to enrol for the training.
The issue of inequality of opportunity to enrol in the training that has been raised by four participants indicates the limitation of conducting in-house training for huge population of teachers in a big country like Indonesia. Giving priority to particular teachers in particular schools and particular areas, as reported by participants, is evident not the best choice since it can create the feeling of inequalities among teachers. This problem also indicates the importance of considering the financial factors and resources available in designing training programs.
5.3.2.5 The timing
Another issue that arose from the data is the timing of the training. What was reported indicates that most of these teachers did not have enough time to learn and reflect from the training they had. The opportunity for professional learning about this approach that came at the same time as the obligation to implement the genre-based approach was considered to be one of the contributing factors of teachers’ lack of confidence and knowledge to apply this approach in their class. What was demanded by one participant indicates the importance of an early opportunity to learn about this approach before officially applying it in the classroom for a better result in transforming the teaching practice.
5.4 Concluding remarks
What has been discussed above indicates that most teachers only understand the surface layer of the genre-based approach. It is also the same case with their implementation of this approach in the classroom. The professional learning of this approach through the in-service training provided by the government was reported as representing most of the teachers’ initial learning of this approach. However, what was reported by most participants indicates that the training they had on the genre-based approach only touched the surface of the approach. This is one of the causes to blame for their shallow understanding of the approach.
The data shows that those teachers who had only one-shot training and those who had many and ongoing training opportunities, consistently gave different perceptions and understandings on many aspects of the genre-based approach. Those who had ongoing training showed deeper understandings of this approach compared to those who only had one-shot training. The case of the teacher who had never had any formal training is even worse. Having no formal training in this approach but only independent learning on the curriculum document and decisively applied in his classroom, he misinterpreted many aspects of the approach. This indicates the importance of providing continuous formal training for teacher and the necessity of supplying understandable supporting document kits for teachers about this curriculum.
Final conclusions about the findings and recommendations based on the findings are presented in the following chapter.
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