6.1 Overview of the chapter
As stated in Chapter One, this study aimed at exploring Indonesian secondary school English teachers’ adoption of the genre-based approach for EFL teaching in their classroom. The findings have indicated that there are different levels of understanding and ways of applying this approach among those teachers who participated in this study. The research has also found that the common way of those teachers to learn about this approach is through the formal training provided by the government. Also, the findings have suggested the importance of teachers’ professional learning in transforming teachers’ practice on the genre-based approach. This chapter provides conclusions and recommendations to Indonesian teachers of English and educators on the basis of findings, sets out some significant findings in relation to the research objectives, and describes suggestions and implications for future research.
6.2 Significant conclusions from the study
The findings of this research have shown that the teachers who participated in this study do not fully understand the concept of the genre-based approach and are confused between the positive aspects of the genre-based approach and the principal pedagogical applications of genre theory in the classroom. Their limited understanding of this approach has influenced their confidence to use this approach in their classroom. In addition, there is a mismatch between the literature and most of the participants’ practical application of the genre-based approach for teaching English.
The findings have also shown the importance of teachers’ professional learning in familiarizing themselves with the genre-based approach for teaching English language. It has indicated the importance of providing teachers with formal training as an initial step to introduce innovation in the educational system. In other words, it is evident that teachers’ development is absolutely necessary for a reform to take place. However, most participants indicated that the in-service training they had, did not provide them with enough knowledge and confidence to use the genre-based approach in their teaching practice. In this respect, it has reflected the argument that “in-service teacher training does not always have a good reputation for transforming teachers’ practice” (Garcia, Flores & Gallegos, 2005, p. 37). According to the participants, the lack of the training’s continuity and follow-up program, poor delivery modes, poor devised activities and information are to blame for the failure. Therefore, it is more important to pay more attention to improve these training factors in order to be more effective in helping teachers to adapt to the reformation. For example, the activities and information given in the training should be designed in accordance with teachers’ needs and should be linked to school’s particular problems.
6.3 Recommendations
Regarding the teachers’ limited understanding of the genre-based approach, these teachers should be more active themselves in seeking more information and learning opportunities to develop their expertise in this approach. One way of doing this is by continuously conducting professional development either independently or collaboratively. Conducting independent learning, actively involving themselves in teachers’ networks or teachers’ centres and reflective learning from teaching practice using this approach are some examples of professional development available for teachers. Thus, teachers should not merely depend on the formal training provided by the government in developing their expertise in this approach. Teachers should view their professional learning not only as a learning for acquiring necessary skills for teaching but also learning that involves cognitive process, personal construction and reflective practice (Richards & Farrell, 2005).
Furthermore, in introducing a new teaching approach, particularly to in-service teachers who are the key actors in performing this task in the classroom, there arguably needs to be more than just formal training. The program itself needs to be well prepared and well designed. The improvement of the design of activities involved and information provided in the training is important. Training needs assessment and program evaluation can play an important role in order to link what teachers need and what is available on the program itself. Therefore, training needs assessment should be carried out by the training designers as the necessary preliminary step for designing the training.
The timing of the training is also a concern. The findings have indicted that most of the teachers did the training at the same time, even after the genre-based approach had been officially introduced to be applied in the classroom. Most of these teachers found it hard for them to implement the new curriculum before they were supposed to do the training. The teachers argued that they needed time to learn before they had to apply it in the classroom. Thus, the government needs to consider the right timing for the training, to provide a grace period for teacher to learn the approach before being officially obligated to introduce the curriculum.
The curriculum designers also need to consider aspects such as suitability and practicality of this particular approach to be implemented in Indonesian secondary school curriculum. This is due to the fact that the genre-based approach is an approach that is designed to develop students’ literacy skills such as reading and writing, which most of these teachers find it hard to teach due to particular learning situations and circumstances in their classrooms.
Finally, concerning the problem of unequal opportunity for teachers to enrol in the training, it has so far been hard for the government to provide in-house training for all teachers in Indonesia. This is most likely because of some limitations such as financial shortages and the large number of in-service teachers in Indonesia. Therefore, the training designers should consider other forms of training which are financially affordable and have a wider range of accessibility, such as online training and electronic training.
6.4 Suggestions and implications for further research
This research has revealed some perspectives and experiences of a small group of Indonesian English teachers concerning their adoption of a particular approach for teaching English as a foreign language in the secondary education level as mandated by the curriculum changes. Due to the scope of the issue and the limitations of the study, the results are not able to represent the generalized condition for all teachers in Indonesia. This study only looks at the experience of six teachers. In my experience as a teacher trainer, these experiences are quite common. However, further studies could focus more on the statistical analysis of the issue, perhaps using a combination of quantitative and qualitative research approaches. In addition, further research would need to be conducted with different groups of participants so that generalizations can be made.
Furthermore, since this study was carried out ‘outside’ the classroom, it is suggested that further study be conducted to investigate how the genre-based approach is being actually applied ‘inside’ the classroom.
6.5 Concluding remarks
Finally, this study has indicated that the curriculum changes in the Indonesian educational system for the teaching of English place a lot of stress and need for learning on teachers. Therefore, planning for this learning is critical for the success of the new program and the intended improvement in students’ learning.
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