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

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 LinguisticsGenre 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.