Enacting Genre-Based Writing instruction for Secondary School students: Story Flow and Vocabulary Development

Inayah, Sulusia (2025) Enacting Genre-Based Writing instruction for Secondary School students: Story Flow and Vocabulary Development. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Writing is an essential skill in language learning that enables students to
express ideas, organize experiences, and communicate meaningfully. In English
learning, one of the most effective instructional frameworks for developing
writing competence is the Genre-Based Approach (GBA), which emphasizes
explicit teaching of text structure and language features. GBA allows students to
understand how language functions in social contexts and helps them construct
coherent and meaningful texts. Based on this, this study explores how GBA is
implemented in teaching recount text writing and identifies its influence on
students' vocabulary acquisition and plot development.
This study aims to describe the implementation of the Genre-Based
Approach (GBA) in teaching writing recount texts to eighth-grade students at
MTS Baitul Arqom. Furthermore, the study seeks to reveal how this approach
enhances students‘ vocabulary mastery and their ability to construct coherent story
flow. These are formulated into two research questions: (1) How is Genre-Based
Writing Instruction (GBA) implemented in teaching recount text to secondary
school students? (2) How does Genre-Based Writing Instruction (GBA) influence
students' story flow and vocabulary in writing recount texts?
This research employed a qualitative approach using a case study design.
Data were collected through classroom observations, interviewing teacher and
students, and document analysis. This research was conducted at MTs Baitul
Arqom and involved one English teacher and 26 eighth-grade students selected
through purposive sampling. All participants provided voluntary consent after
being informed about the purpose and procedures of the study. To ensure the
validity of the data, triangulation techniques were employed.
The findings of this study indicate that the implementation of the GenreBased Approach (GBA) supports students and has a positive impact on their
writing skills. Referring to the teaching and learning cycle proposed by Feez and
Joyce, GBA is implemented through several stages: Context Determination, Text
Modeling (MOT), Joint Construction of the Text (JCOT), Independent
Construction of the Text (ICOT), and Linking to Related Texts. Through these
stages, students are guided to organize the structure of recount texts, use past
verbs accurately, and apply temporal conjunctions appropriately. The results of the
study also show that GBA positively influences students‘ vocabulary mastery and
helps them construct more coherent texts with clear orientation, an orderly
sequence of events, and appropriate reorientation.

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