This study analyzed the implementation of genre-based approach and Differentiated Instruction in listening task in an English textbook titled Bahasa Inggris: English for Change. The researcher uses content analysis as a method to analyze the genrebased approach and differentiated instruction. The objective of this research is to see the implementation of genre-based approach and differentiated instruction in listening tasks inside a textbook. The findings are that the genre-based approach stages in the listening task on the textbook were found 11 times for building knowledge of the field, 12 times for modeling of text, 5 times for joint construction of text, and lastly 5 times for independent construction of text. For the differentiated instruction in the textbook Bahasa Inggris: English for Change it is found that the differentiated instruction is heavily sided in variation of task and topic, and collaboration with nothing found for open-ending and interest.
