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 followup 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
6.3
problems.
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 inservice 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.