EXPLORING EFL TEACHERS’ NEW PEDAGOGICAL CONTENT KNOWLEDGE OF GENRE-BASED APPROACH

This study aimed at exploring the EFL teachers’ pedagogical content knowledge of GBA and English instruction in Indonesian context. The data were collected from 42 senior high school teachers by making use a set questionnaires, interviews, observations. first type was analyzed through response counting to calculate scores percentages, with which categories engineered. Meanwhile, second describing all indicators observation checklists (in forms spoken cycle written four stages teaching: building field, modeling text, joint construction independent text). analysis reveals that can be classified into two major groups: 38.1% had deep 61.9% shallow knowledge. In connection classroom teaching, these different levels are identical implementing guidelines cycles. One essential implications is both need understand theories concepts used curriculum more in-depth as reference signpost perform better teaching.