PEOPLE: International Journal of Social Sciences ISSN 2454-5899 1530 Available Online at: http://grdspublishing.org/ Hakim et al., 2016 Volume 2 Issue 1, pp. 1530-1539 Year of Publication: 2016 DOI- http://dx.doi.org/10.20319/pijss.2016.s21.15301539 This paper can be cited as: Hakim, M. A. R., Riswanto, & Rafiska, L. (2016). The Use of Genre-Based Approach in the Context of English Foreign Language Curriculum Development at Islamic Schools in Indonesia. PEOPLE: International Journal of Social Sciences, 2(1), 1530-1539. This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. THE USE OF GENRE-BASED APPROACH IN THE CONTEXT OF ENGLISH FOREIGN LANGUAGE CURRICULUM DEVELOPMENT AT ISLAMIC SCHOOLS IN INDONESIA M. Arif Rahman Hakim State Institute of Islamic Studies (IAIN) Bengkulu, Indonesia arifelsiradj90@gmail.com Riswanto State Institute of Islamic Studies (IAIN) Bengkulu, Indonesia riswancurup@gmail.com Lusi Rafiska University of Bengkulu, Indonesia ___________________________________________________________________________ Abstract The genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum. Despite its prevalent use and overwhelming support by school stakeholders, the efficacy of this approach was nonetheless questionable. This paper aims to revisit the 2006 School level curriculum, its plausibility and compatibility with individual contexts and its bearing on EFL practices. It also discusses the Genre-based approach in terms of its underlying paradigms, and possible variables and contextual factors which might have impinged on its implementation. Some research findings on the adoption of the approach in Southeast Asia context are also presented to provide insights into how the Genre-based approach could be efficiently adopted. This essay concludes with some ideas for the amendment to the 2006 school- level curriculum and how