Unlocking Student Writing Potential: Exploring Genre-Based Learning in the English Classroom

Risma Zahrotus Sholihah, Entika Fani Prastikawati, Sri Wahyuni

Abstract


Writing remains one of the most challenging skills for Indonesian English as Foreign Language (EFL) learners, particularly at the secondary education level. This study investigates the effectiveness of Genre-Based Learning (GBL) in enhancing students’ writing abilities and explores their learning experiences throughout the instructional process. Employing a mixed-methods pre-experimental design, the research involved 32 eleventh-grade students from SMA PGRI 1 Pati who participated in an eight-session GBL intervention following the Building Knowledge of the Field (BKOF), Modelling of Text (MOT), Joint Construction of Text (JCOT), and Independent Construction of Text (ICOT) cycle. Data were collected through pre-test and post-test writing assessments focusing on narrative and analytical exposition texts, complemented by student learning journals completed after each session by a purposively selected subsample of 18 students who demonstrated significant performance variations. Quantitative analysis using paired sample t-tests revealed significant improvement in students' writing across five key components: content development, structure, grammar, vocabulary, and coherence. Qualitative thematic analysis of student reflections indicated enhanced confidence, understanding of text structures, and motivation to write, though some challenges with complex grammatical forms persisted. Findings suggest that GBL offers effective scaffolding for Indonesian EFL learners, fostering genre awareness and writing competence while supporting positive learning experiences.


Keywords


English Classroom; EFL; Genre-Based Learning; Writing Skill

Full Text:

XML

References


Abdullah, F., Tandiana, S. T., & Saputra, Y. (2020). Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices. Vision: Journal for Language and Foreign Language Learning, 9(2), 101–114. https://doi.org/10.21580/vjv9i25406

Accurso, K., & Marr, J. W. (2023). Systemic Functional Linguistics and the (Expanded) Teaching and Learning Cycle. Conducting Genre-Based Research In Applied Linguistics: A Methodological Guide, August, 221–244. https://doi.org/10.4324/9781003300847-14

Aljafen, B. (2025). The Impact of Genre-Based Instruction on the Academic Writing of EFL Students. 07(10), 658–668.

Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study. Frontiers in Psychology, 12(January). https://doi.org/10.3389/fpsyg.2021.707168

Ansori, N. A. S., Suwandi, S., & Wahyuni, S. (2023). an Analysis of the Cohesion of the Students’ Descriptive Text Writing in Smp Negeri 01 Tayu in the Academic Year 2021/2022. Wawasan Pendidikan, 3(1), 188–198. https://doi.org/10.26877/wp.v3i1.10763

Arsiyana, M., Sunahrowi, S., & Wibowo, S. E. (2023). Developing an integrated Local Culture Padlet Based Writing Course Using Systemic Functional Linguistics Genre Based Pedagogy. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 7(1), 46. https://doi.org/10.26858/eralingua.v7i1.37379

Atmazaki, Ramadhan, S., & Indriyani, V. (2023). Genre-Based Learning Model With Literacy Activities and Character Strengthening: Effectiveness in Language Learning. Journal of Language Teaching and Research, 14(5), 1384–1394. https://doi.org/10.17507/jltr.1405.27

Bahri, S., Ariyani, A., & Asma, N. (2024). The Implementation of A Genre-Based Approach in Public Senior High Schools: A Study for Teacher Understanding. ETDC: Indonesian Journal of Research and Educational Review, 4(1), 1–10. https://doi.org/10.51574/ijrer.v4i1.356

Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071

Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic Analysis. In Handbook of Research Methods in Health Social Sciences (pp. 843–860). Springer. https://doi.org/10.1007/978-981-10-5251-4_96

Chigbu, G. U., Emelogu, N. U., Egbe, C. I., Okoyeukwu, N. G., Eze, K. O., Nwafor, C. K., Patrick, C. P., Okon, O. E., Agbo, P. A., & Okwo, F. A. (2023). Enhancing ESL students’ academic achievement in expository essay writing using digital graphic organisers: A mixed-methods research. Heliyon, 9(5), e15589. https://doi.org/10.1016/j.heliyon.2023.e15589

Dzukhriyah, S., & Rini, S. (2023). Genre-Based Approach Effectiveness in Writing Descriptive Text. Lite, 19(2), 120–126. https://doi.org/10.33633/lite.v19i2.8520

Emi Emilia. (2022). Pendekatan Berbasis Teks (Genre-Based Approach) Dalam Pengajaran Bahasa Inggris : Petunjuk Untuk Guru. Kiblat Buku Utama. https://bintangpusnas.perpusnas.go.id/konten/BK67415/pendekatan-berbasis-teks-genre-based-approach-dalam-pengajaran-bahasa-inggris-petunjuk-untuk-guru

Fatmawati, M., Irdiyansyah, I., Sofyan, D., & Info, A. (2022). THE USE OF GENRE BASED APPROACH ON STUDENTS ’ WRITING RECOUNT. 4(1).

Ganapathy, M., Kaur, M., Singh, M., Jamal, M., & Phan, J. (2022). The effect of a genre-based pedagogical approach on Orang Asli students ’ EFL writing performance THE EFFECT OF A GENRE-BASED PEDAGOGICAL APPROACH ON ORANG ASLI STUDENTS ’ EFL. February. https://doi.org/10.32890/mjli2022.19.4

Gayatri, B. R., Ciptaningrum, D. S., & Astutik, Y. (2020). The relationship between genre-based English learning material to Indonesian learner ’ s motivation and achievement. 7(1), 23–37.

Gebhard, M., & Accurso, K. (2020). Systemic functional linguistics. The Bloomsbury Handbook of Discourse Analysis, Second Edition, January, 79–96. https://doi.org/10.5040/9781350156111.ch-006

Gintings, M. F. M. (2020). Promoting Students’ Writing Skill: Genre-Based Approach in Indonesia EFL Context. Lexeme : Journal of Linguistics and Applied Linguistics, 2(1), 31. https://doi.org/10.32493/ljlal.v2i1.6993

Hakim, A. (2023). Genre-related episodes as a lens on students’ emerging genre knowledge: Implications for genre-based writing pedagogy, collaborative tasks, and learning materials. Journal of Second Language Writing, 60(April), 101001. https://doi.org/10.1016/j.jslw.2023.101001

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s Introduction To Functional Grammar. In USA and Canada by Routledge 711 Third Avenue, New York, NY 10017 (4th ed.). Routledge. https://doi.org/10.4324/9780203431269

Hamdani, M. H., Abid, N., Agama, I., & Negeri, I. (2025). INDONESIAN EFL STUDENTS ’ WRITING CHALLENGES : A QUALITATIVE META-ANALYSIS. 12(1), 14–36.

Herman, Purba, R., Thao, N. Van, & Purba, A. (2020). Using genre-based approach to overcome students’ difficulties in writing. Journal of Education and E-Learning Research, 7(4), 464–470. https://doi.org/10.20448/JOURNAL.509.2020.74.464.470

Hitimala, H., Damayanti, I. L., & Yusuf, F. N. (2024). Genre-Based Approach in Writing Explanation Text: A Systematic Literature Review. EduLite: Journal of English Education, Literature and Culture, 9(1), 32. https://doi.org/10.30659/e.9.1.32-49

Ivankova, N. V, & Creswell, J. W. (2009). Mixed Method. In Qualitative research in applied linguistics: A practical introduction (Vol. 23, pp. 135–161).

Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International. In New Age International (Second Rev). New Age International.

Kuiper, C., & Smit, J. (2022). Scaffolding genre-based writing in the subjects: Lecturers’ learning processes in a design-based research project. Journal of University Teaching and Learning Practice, 19(5). https://doi.org/10.53761/1.19.5.8

Lail, I. (2022). The implementation of genre based approach in teaching recount text to promote students’ writing skill. Research on English Language Teaching in Indonesia, 09(03), 93–101.

Listiyawati, N., Wijayatiningsih, T. D., & Budiastuti, R. E. (2025). The Effects of Genre-Based Approach to Enhance Indonesian ’ s Students Writing. 19(April), 400–411.

Liu, C., & Chen, M. (2022). A genre-based approach in the secondary school English writing class : Voices from student-teachers in the teaching practicum. September, 1–15. https://doi.org/10.3389/fpsyg.2022.992360

Liu, H., Ismail, L., & Ahmad, N. K. (2024). Genre-based Approaches and ESL/EFL Writing: A Review of the Literature. World Journal of English Language, 14(2), 25–35. https://doi.org/10.5430/wjel.v14n2p25

Lukmawardani, N. I., & Badriyah, I. M. (2022). English Edu : Journal of English Teaching and Learning Genre-Based Approach to Improve Students’ Writing Ability of Tenth Graders of Senior High School. English Edu: Journal of English Teaching and Learning, 1(1), 9–17.

Mastura, D. M., Arsyad, S., & Koto, I. (2020). the Effect of Genre Based Approach on Students’ Writing Ability of Recount Text. JOALL (Journal of Applied Linguistics & Literature), 5(1), 88–93. https://doi.org/10.33369/joall.v5i1.9403

Maulani, A. (2021). The Use of Genre Based Approach ( GBA ) to Improve Students ’ Writing Descriptive Text. 6(1), 6–9.

Mercer, S., & Dörnyei, Z. (2020). Engaging Language Learners in Contemporary Classrooms. In Cambridge Professional Learning. Cambridge University Press. https://doi.org/DOI: 10.1017/9781009024563

Ministry of Education, C. R. and T. (2022). MERDEKA BELAJAR.

Mustafa, M., Syihabuddin, & Syahriani, I. (2023). Genre_Based SFL Analysis of Academic Writing in English: Investigating Linguistic Features and Genre Conventions in Student’s Essay. Elite : English and Literature Journal, 10(1), 1–14. https://doi.org/10.24252/elite.v10i1.36563

Nagao, A. (2022). A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students. Tesl-Ej, 26(3), 1–28. https://doi.org/10.55593/ej.26103a13

Nasir, R. H., Lihawa, K., & Balango, M. (2021). IMPROVING STUDENTS ’ ABILITY IN WRITING NARRATIVE TEXT THROUGH GENRE BASED APPROACH. Journal of English Language Teaching, 9(4), 456–468.

Nguyen, T. T. A., & Truong, V. (2024). The Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners ’ Writing Performance. 5(1), 23–30.

Pham, V. P. H., & Bui, T. K. L. (2021). Genre-based approach to writing in EFL contexts. World Journal of English Language, 11(2), 95–106. https://doi.org/10.5430/WJEL.V11N2P95

Poonpon, K., Satthamnuwong, B., & Sameephet, B. (2022). The Effectiveness of Task-Based and Genre-Based Integrated Learning on English Language Proficiency of Thai Rural Secondary School Students. Theory and Practice in Language Studies, 12(9), 1736–1747. https://doi.org/10.17507/tpls.1209.05

Prakoso, A. R., Seriardana, P., & Adnyani, L. D. S. (2021). Implementasi Genre Based Approach untuk Meningkatkan Keterampilan Menulis Explanation Text. Indonesian Gender and Society Journal, 2(1), 1–9. https://doi.org/10.23887/igsj.v2i1.39206

Prastikawati, E. F., Mujiyanto, J., Saleh, M., & Fitriati, S. W. (2025). Factors Influencing Assessment Decision-Making of Pre-Service EFL Teachers: Insights From the Teaching Practicum Experience. Theory and Practice in Language Studies, 15(4), 1330–1339. https://doi.org/10.17507/tpls.1504.31

Rahimi, M., & Zhang, L. J. (2022). Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements. Reading and Writing Quarterly, 38(5), 487–503. https://doi.org/10.1080/10573569.2021.1982431

Riwayatiningsih, R., Yuliasri, I., Rukmini, D., & Pratama, H. (2025). The Differential Impact of Specific Metacognitive Strategies on EFL Academic Writing Performance. 07(01), 219–231.

Rose, D., & Martin, J. R. (viaf)273658432. (2012). Learning to write, reading to learn : genre, knowledge and pedagogy in the Sydney school. London ; Oakville : Equinox Pub. http://lib.ugent.be/catalog/rug01:001811139

Rusmawaty, D., Hermagustiana, I., & Hadijah, S. (2023). Implementing a Genre-Based Approach to Teaching Writing in Secondary Schools : An Empirical Study of Vocational School Students. CELTI, 3.

Samad, I. A., Fitriani, S. S., Yusuf, Y. Q., & Ys, S. B. (2024). Scaffold the Writing of Argumentative Texts to Undergraduate Students through Genre-based Pedagogy. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 196–222. https://doi.org/10.70730/cpxf6531

Sani, K. A., Nugrahani, D., & Musarokah, S. (2023). The effects of genre-based approach in teaching writing in Indonesia’s Senior High School. TEFLIN National Conference, 5, 428–433.

Skar, G. B. U., Graham, S., & Huebner, A. (2021). Learning Loss During the COVID-19 Pandemic and the Impact of Emergency Remote Instruction on First Grade Students’ Writing: A Natural Experiment. Journal of Educational Psychology, 114(7), 1553–1566. https://doi.org/10.1037/edu0000701

Smith, J. A., Larkin, M., & Flowers, P. (2021). Interpretative_Phenomenological_Analysis.

Suharyadi, & Basthomi, Y. (2020). Patterns of the teaching and learning cycle of GBA by EFL teachers in Indonesia. Journal of Education and E-Learning Research, 7(1), 34–41. https://doi.org/10.20448/journal.509.2020.71.34.41

Takona, J. P. (2024). Research design: qualitative, quantitative, and mixed methods approaches / sixth edition. Quality & Quantity, 58(1), 1011–1013. https://doi.org/10.1007/s11135-023-01798-2

Thi, N. K., & Nikolov, M. (2022). How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing. Asia-Pacific Education Researcher, 31(6), 767–779. https://doi.org/10.1007/s40299-021-00625-2

Thongchalerm, S., & Jarunthawatchai, W. (2020). The impact of genre based instruction on EFL learners’ writing development. International Journal of Instruction, 13(1), 1–16. https://doi.org/10.29333/iji.2020.1311a

Vygotsky, L. S. (1978). Mind In Society: The Development of Higher Psychological Process (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (eds.)). Harvard University Press.

Wardani, W. O. S., Gunawan, W., Emilia, E., & Kurniawan, E. (2022). The Implementation of Genre-Based Pedagogy with Technology in EFL Classroom. Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021), 595(Icollite), 708–714. https://doi.org/10.2991/assehr.k.211119.109

Wicaksono, F. A., Sulistyaningsih, & Syakur, A. (2022). Jurnal basicedu. 6(3), 3391–3397.

Wijaya, D. F., Harmayanthi, V. Y., & Yuliwati. (2020). Pengaruh Pendekatan Berbasis Genre terhadap Kemampuan Menulis Siswa. 92–98.

Yu, Shulin, Jiang, Lianjiang, & Zhou, Nan. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 27(4), 958–973. https://doi.org/10.1177/1362168820957024

Yusuf, F. N., & Rofiawati, O. (2024). Does Systemic Functional Linguistics Genre Pedagogy Facilitate Islamic School Students’ Writing? Indonesian EFL Journal, 10(1), 65–76. https://doi.org/10.25134/ieflj.v10i1.9304

Zebua, S., & Rozimela, Y. (2020). The Implementation of Genre-Based Approach in Teaching Writing Analytical Exposition Text at SMAN 8 Padang. 411(Icoelt 2019), 104–107.

Zhai, X., & Razali, A. B. (2023). Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses. SAGE Open, 13(1), 1–27. https://doi.org/10.1177/21582440221147255

Zhang, T., & Zhang, L. J. (2021). Taking Stock of a Genre-Based Pedagogy : Sustaining the Development of EFL Students ’ Knowledge of the Elements in Argumentation and Writing Improvement. Sustainability. https://doi.org/10.3390/ su132111616

Zhang, Y., Li, M., Chieh, Y. T., & Han, S. (2022). On a path to becoming more self-regulated: Reflective journals’ impact on Chinese English as a foreign language students’ self-regulated writing strategy use. Frontiers in Psychology, 13(November). https://doi.org/10.3389/fpsyg.2022.1042031




DOI: https://doi.org/10.31004/jele.v10i6.1778

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Risma Zahrotus Sholihah, Entika Fani Prastikawati, Sri Wahyuni

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.