Journal of Education and e-Learning Research

This article purposes to tease out the EFL teachers’ patterns in implementing the stages of teaching and learning using GBA in the Indonesian context. The participants involved in the study were 15 English teachers from seven state senior high schools in Kota Malang Indonesia. The data were collected through interviews and observations. Fieldnotes were also made to record the relevant data. The observations of each teacher were carried out five times to attain sufficient data for the analysis. The writers observed the classes recommended by the teachers, sitting down in the back row and observing the activities done by teachers and students. They also put a tick (v) to indicate the presence of activities as listed in the checklist. If the teachers and students did activities which were absent in the checklist, the writers made fieldnotes to record them for supplementary purposes. The data were analysed descriptively based on the descriptors in the checklists. The analysed data showed that none of the English teachers fully employed the four stages of GBA (BKoF, MoT, JCoT, and ICoT) in teaching. Instead, they also applied the stages of GBA with the following patterns: BKoF-MoT-JCoT; BKoF-JCoT; BKoF-MoT; BKoF-MoT-ICoT; and BKoF-ICoT.