Genre-Based Approach (GBA) has been used for decades for English as a Foreign Language (EFL) teaching in many countries including the ASEAN countries. This approach is used to reach the main goal, which is to educate language learners to be communicatively competent. In Indonesia, this approach was introduced in the 2004 and 2006 National Curricula of English for secondary schools as an innovation with the purpose of improving the quality of the graduates. However, recent reports suggest that the quality has not much improved. This problem may be explained by a variety of reasons. This paper presents the results of a critical examination of these curricula and all the associated documents. The implications of the findings will also be discussed.