The need for innovative genre-based learning models in English language instruction is investigated in this study. Given the significance of English as a global language and a required course in secondary education, this study emphasizes the need for learning models that are tailored to the demands of both educators and learners. The main objective of this research is to develop innovative genre-based learning models that enhance English language proficiency among junior high school students. This study employs a sequential explanatory design in a mixed-methods approach, involving 45 randomly selected junior high school students from Bantul Regency and purposively selected English teachers. Data collection methods included student questionnaires and in-depth interviews with teachers. The quantitative data were analyzed descriptively, while qualitative data were processed using the Miles & Huberman interactive model. The study’s findings indicate that students prefer diverse teaching strategies, the integration of digital media, and contextualized learning relevant to real-life situations. Teachers, on the other hand, recognize challenges in understanding and implementing genre-based learning and express a need for adequate resources and training. Additionally, adaptations are necessary for the successful implementation of the Merdeka curriculum. These findings suggest that innovative genre-based learning models are essential to meet the needs of both students and teachers, enhancing the effectiveness of English language instruction. The implications of this study highlight the necessity for differentiated instruction in English language teaching to cater to varied learner needs. Future research should explore the development of teacher training programs and digital resources that support genre-based learning, ensuring the sustainable application of this approach in diverse educational settings. © (2024), (Elite Scientific Publications). All rights reserved.
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