The Genre-Based Approach (GBA) is defined as a method that works to improve students' literacy abilities by emphasizing social processes including explaining, describing, and arguing (Wibowo & Lengkanawati, 2024). Rooted in the idea that language serves social purposes (Dirgeyasa, 2016), GBA uses texts as the foundation for learning, aligning with Halliday and Matthiessen’s (2014) view that language constructs meaning through interaction. GBA provides explicit guidance on text features, including social function, organization, and grammar (Nahid, 2018), and is reflected in Indonesia’s English curriculum through Rothery’s four-cycle model: Building Knowledge of the Field (BKoF), Modelling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT). Effective implementation of GBA relies heavily on teachers’ beliefs in its value and applicability.

Beliefs impact behavior and the learning process. Gilakjani (2012) claimed that the core of a belief, beginning with "I believe that," has a greater impact when related to additional beliefs. These beliefs build an overall narrative that shapes human behavior and is essential in language teaching and learning. A person's beliefs can influence his or her conduct, behavior, or attitudes.

Teachers’ beliefs play a crucial role in shaping their teaching practices, as they influence various aspects such as goals, procedures, materials, classroom interactions, and their roles. According to Richards and Lockhart (2007), these beliefs stem from several sources: personal teaching experiences, prior learning experiences, established practices, personality, research-based principles, and methodology. Beliefs are essential in language teaching and significantly impact students' achievements. K. Johnson (1994) identifies three key ways teacher beliefs affect teaching: influencing perceptions, guiding teaching methods, and informing professional development.

Teachers’ beliefs strongly influence their teaching practices, as noted by Borg (2003) and Yukamana (2024), shaping their roles, classroom dynamics, and student engagement. While challenges like time constraints can hinder Genre- Based Approach (GBA) implementation, these beliefs remain central to how learning is organized and delivered.

This study used a multiple case study approach to explore English teachers’ beliefs, knowledge, and practices in implementing the Genre-Based Approach (GBA) across diverse backgrounds. Conducted in three junior high schools in Kendal, Central Java (two public and one private), the research focused on teachers who had been using GBA for two years. Four English teachers were selected using maximum variation sampling based on age, teaching experience, educational background, and gender. Data collection methods included pre- and post-teaching interviews, non-participant classroom observations, field notes, video recordings, and documentation of lesson plans, syllabi, and interview transcripts.

The study employed Braun and Clarke’s (2019) thematic analysis to examine data from classroom observations, semi-structured interviews, and documents, identifying themes related to GBA implementation. Interviews were coded to explore teachers’ beliefs and practices, while observation notes and teaching documents were analyzed for instructional patterns and challenges. Triangulation across data sources enhanced the reliability and depth of findings.

To ensure trustworthiness, the study followed Lincoln and Guba’s (1985) criteria: credibility through data triangulation, transferability via detailed contextual descriptions, dependability through an audit trail, and confirmability by cross-verifying data to avoid bias. These measures ensured the study's validity and rigor in capturing teachers' experiences with GBA.

The interview data revealed that all four participants (T1–T4) had some awareness of the Genre-Based Approach (GBA) in English teaching, though with varying depth. T1, T3, and T4 displayed only a basic knowledge, associating GBA with curriculum mandates (KTSP, 2013, and Merdeka) and identifying text types and their structures, but lacking theoretical insight. In contrast, T2 showed a more informed and contextual understanding of GBA, rooted in her academic background, and recognized key components like social function, text organization, and grammar integration.

“Actually, I have had GBA since I was in college, but maybe in its implementation I am more into the textual part in class. If I am asked to mention the stages in English, I don't remember, but I understand the stages in the teaching process.” (T2)

Regarding GBA implementation, T2 showed the most comprehensive understanding of the GBA teaching cycle, identifying its key stages—modeling, joint construction, and independent construction—even though she could not describe them in detail. She attempted to apply these stages in her classroom activities but faced challenges due to students’ limited vocabulary and grammar skills.

Meanwhile, T1, T3, and T4 were unfamiliar with the formal stages of GBA. Their teaching practices involved introducing text types, explaining generic structures and language features, and encouraging students to produce similar texts.

Teachers’ beliefs regarding the implementation of the Genre-Based Approach (GBA) in English instruction are shaped by an interplay of their learning experiences, teaching experiences, and interactions with colleagues. These three dimensions collectively influence how participants understand, interpret, and apply GBA in their classrooms. Learning experiences, particularly from formal education and professional training, provide the initial foundation for teachers’ knowledge of GBA. While some, like T2 and T4, gained insights during their academic studies, others such as T1 and T3 developed awareness through in-service programs and self-directed learning. This variation underscores the need for consistent integration of GBA into teacher education curricula.

Teaching experiences further refine teachers’ beliefs, offering practical insights into how GBA principles can be adapted to diverse classroom contexts. Experienced teachers draw from long-term practice under evolving curricula, while newer educators benefit from recent exposure to current pedagogical frameworks, enhancing their ability to innovate and respond to student needs.

Furthermore, sharing with colleagues plays a vital role in shaping and reinforcing beliefs. Sharing ideas, strategies, and updates through professional forums like MGMP or informal peer discussions helps bridge gaps in understanding and promotes collective growth. The mutual exchange between seasoned and novice teachers enhances both pedagogical skill and confidence in implementing GBA.

Participants face several challenges in implementing the Genre-Based Approach (GBA), with low student motivation being a primary concern due to limited vocabulary, weak literacy, and unsupportive environments. These factors require intensive teacher support, reducing time for other instructional tasks. Implementing GBA’s sequential stages also proves difficult, as language teaching demands flexibility. To maintain engagement, participants adapt their methods using games, multimedia, and vocabulary tasks, though these require extra effort and planning. Additionally, all participants favor a bilingual approach, combining English and the students’ first language to enhance comprehension

while gradually building English proficiency.

T4: “Students here are still unable to write structured sentences, sometimes they even get it wrong, so if we ask them to construct sentences, we also have to monitor them one by one, so it takes quite a bit of time”.

Participants encounter several challenges in implementing the Genre- Based Approach (GBA) as outlined in the curriculum. The rigid, sequential structure of GBA often conflicts with the flexible nature of real classroom teaching, requiring adjustments to meet students’ diverse needs and proficiency levels. Teachers must balance curriculum demands with practical strategies, such as adapting activities, fostering engagement, and using mixed-language communication. These difficulties highlight the importance of continued professional support and context-specific strategies to improve GBA implementation.

This study showed the need for a deeper knowledge of the GBA concept by four experienced junior high school teachers. Their knowledge of the general concept of GBA still needs to be improved. Most participants showed limited knowledge of the GBA concept, although one participant had a master's degree and had experience in teaching. Meanwhile, the other participant, who had never received GBA training before, had not learned the general concept. Only one participant had received training related to GBA even though he had little experience in teaching.

This statement is supported by Mawati et al. (2023), stated that the implementation of GBA-based curriculum is often hampered by limited resources and teachers' in-depth understanding. In line with that, Dirgeyasa (2016) found that many lecturers, teachers, and prospective teachers in universities lack adequate information and do not understand the genre

thoroughly. This is unpleasant because the curriculum states that GBA is one of the approaches used in teaching English. This problem occurs because the revision or development of the curriculum has not been accompanied by the development of teachers' knowledge of the principles underlying the curriculum (Kasihani, 2000; Sudjana, 2000, cited in Emilia, 2005).

Regarding the basic principles used in the implementation of GBA, they have significant misunderstandings. One of the misunderstandings that emerged was that participants stated that GBA only focuses on teaching writing. Meanwhile, language skills are taught in an integrated manner, and all skills can be taught at any stage based on activities chosen by the teacher (Emilia, 2011). Hermansson et al. (2019) emphasized that teachers can integrate the four skills by giving students short functional and procedural texts to read and asking them to write texts similar to what they have read. Emilia (2005) added that GBA does suggest "explicit teaching," but this does not imply that we return to traditional grammar teaching. Another misunderstanding is that GBA learning activities can be more flexible.

Furthermore, one participant stated that she had used GBA since she was in college, although she had taught several texts and given questions related to the texts. However, these activities must be implemented by following the GBA teaching approach appropriately. Therefore, before starting teaching activities, teachers must first understand the concept of the approach (Sulistyo, U. 2016).

On the other hand, Thongchalerm et al. (2020) highlighted that GBA can sometimes limit students' creativity because of its structured stages. These findings indicate the need for ongoing support and innovative strategies to realize the full potential of GBA in driving student learning outcomes.

This study showed the complex relationship between EFL teachers’ beliefs about the Genre-Based Approach (GBA) and how they implement it in the classroom. Although all participants acknowledged GBA's importance in English language instruction, its application was shaped by both internal factors—such as teachers’ knowledge and experience—and external conditions like student needs, class size, and institutional support. These findings support previous research (e.g., Walsh & Wyatt, 2014; Borg, 2003), which emphasizes that teaching practices are often mediated by the surrounding context.

Teachers’ beliefs were deeply influenced by their own educational backgrounds. Many noted that combining previous learning experiences with new insights helped them better explain concepts to students, in line with Hermans et al. (2008) and Guerra & Wubbena (2017). However, reliance on traditional practices sometimes created resistance to change (Zhang & Liu, 2014). Teaching experience also played a pivotal role—teachers familiar with the updated curriculum or those using technology created more engaging classrooms, Rini et al (2021), though challenges in consistent implementation persist (Liu & Chen, 2022).

Most participants tried to follow GBA’s structured stages but often adapted or skipped parts due to practical limitations. Their flexible application reflected an ongoing negotiation between theoretical understanding and real

classroom conditions. Peer collaboration and student-centered learning were commonly practiced, supporting Vygotsky’s (1978) ideas and research by Irianti et al. (2020). Nevertheless, issues such as unequal student participation and limited access to technology (Jaidi, 2021 Oktaviana et al., 2020) hindered full implementation.

Peer discussion forums like MGMP played a significant role in shaping teachers' beliefs and supporting curriculum understanding, especially for those without formal training. This supports the view that professional interaction fosters cognitive and behavioral shifts (Vonk, 1991 Kagan, 1992). However, some experienced teachers continued to rely on outdated practices, leading to inconsistencies with current curricular demands—consistent with Borg’s (2003) findings and Fullan’s (2001) call for clearer support during curriculum reform. In conclusion, while participants generally had positive attitudes toward GBA, its implementation varied due to differing interpretations of curricular expectations, prior experiences, and contextual barriers. Though this study did not assess GBA's effectiveness, it highlights how teacher beliefs influence classroom practice and emphasizes the need for targeted professional development, clear guidelines, and supportive environments to ensure effective curriculum enactment.