THE EFFECT OF GENRE-BASED APPROACH ON IMPROVING SENIOR HIGH SCHOOL STUDENTS’ WRITING ABILITY ON NARRATIVE TEXT
DOI:
https://doi.org/10.31258/ijebp.9.2.42-49Keywords:
genre-based approach; writing ability; narrative texts;Abstract
This study investigated the impact of applying the Genre-Based Approach (GBA) on senior high school students’ ability to write narrative texts. A pre-experimental design was employed, involving one group of 30 eleventh-grade students from SMA Negeri 1 Pinggir. The study procedure included a pre-test, followed by four sessions of genre-based approach instruction, and concluded with a post-test. Students' writing ability was assessed across five key components: content, organization, grammar, vocabulary, and mechanics. The study found that students’ writing abilities improved significantly after the treatment, with the most substantial gains observed in content and vocabulary. To ensure the data's eligibility for parametric analysis, the Shapiro-Wilk test was first employed to assess normality, followed by a paired sample t-test which confirmed the statistical significance of the observed gains. The study concludes that the Genre-Based Approach serves as a pedagogical framework that emphasizes the instruction of text genres, including their organizational structures, linguistic characteristics, and communicative functions, to support ESL/EFL learners in enhancing their writing abilities. Its scaffolded, student-centered approach aligns well with the Merdeka Curriculum and supports the development of clear, well-organized, and linguistically accurate texts. The study recommends wider implementation of a genre-based approach and suggests that future research explore its application across different genres and educational levels.
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