GENRE-BASED APPROACH

This paper is prepared to fulfill the assignment of the TEFL in Indonesia Course
Lecturer: Dr. Nana Priajana, M.Pd.

GROUP 5

Muhammad Aydin Ikwanul Fattah 2281030001

Rizqi Ramadhan 2281030072
Muhamad Pazza Syaepul A 2281030077
Sabrina Maulana Malik 2281030089
Ziky Ainur Rizki 2281030104

TBI 5 C

ENGLISH LANGUAGE TEACHING DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
SYEKH NURJATI CYBER STATE ISLAMIC UNIVERSITY
2024
A. INTRODUCTION
GBA originated from systemic functional linguistics (SFL), which
was developed in the 1980s by scholars like Michael Halliday. This
approach became popular in Australia as part of literacy programs, and it
has since been adapted for teaching English as a foreign language (EFL) in
other countries (Emilia, 2021; Rose, 2018). Its development was influenced
by the need to address gaps in literacy education, particularly among
students from disadvantaged backgrounds. Over time, GBA has evolved to
incorporate digital literacy and multimodal texts, reflecting the changes in
how language is used in contemporary society (Martin & Rose, 2020).
GBA is particularly important in the context of Teaching English as
a Foreign Language (TEFL) because it provides students with explicit
guidance on how to use language in socially meaningful ways. By focusing
on genres that students are likely to encounter in academic, professional, or
everyday contexts, GBA helps learners develop the skills needed to succeed
in real-world communication (Burns & de Silva Joyce, 2020). In TEFL,
where learners may have limited exposure to authentic English use, the
structured nature of GBA provides a scaffold for understanding how
language works across different contexts (Emilia, 2021).
While Communicative Language Teaching (CLT) focuses on the
ability to communicate fluently in various situations, GBA offers a more
structured and explicit way to develop language skills by focusing on
specific text types. Unlike CLT, which emphasizes spontaneous
communication, GBA breaks down language into its functional
components, giving students a clearer understanding of how to use language
to achieve different purposes (Hyland, 2019). This makes GBA particularly
useful in teaching academic or formal writing, where students need to
master specific genres like essays, reports, and research papers (Burns & de
Silva Joyce, 2020).
B. LITERATUR REVIEW
a. Definition of GBA
The Genre-Based Approach (GBA) is a teaching method that
emphasizes learning and using language within the context of
specific genres. In this approach, a genre is seen as a text type that
serves a particular social purpose and follows a distinct structure.
GBA involves the explicit teaching of genre structures, language
features, and the context in which the genre is used (Emilia, 2021).
By focusing on specific genres, students can understand the
relationship between language, purpose, and audience, which
enhances their ability to communicate effectively in various contexts
(Rose & Martin, 2019).
b. Understanding Genre
In linguistics, genre refers to a type of text or discourse that
serves a particular purpose within a social context. Genres provide a
framework for understanding how language is organized to achieve
specific communicative goals. Each genre follows a predictable
structure and set of language features that reflect its purpose and
audience (Tardy, 2021). By understanding genres, learners can
become more effective in both producing and interpreting texts, as
genres help them navigate different social and communicative
contexts (Bawarshi & Reiff, 2019).
Genres are classified based on their communicative purposes
and can be categorized into several types. Some common genres
include:
- Narrative: Focuses on storytelling and the unfolding of events
(e.g., short stories, personal recounts).
- Description: Aims to depict objects, people, or places in detail
(e.g., descriptive essays, character sketches).
- Procedure: Outlines steps to accomplish a task (e.g., instructions,
manuals).
 - Exposition: Presents an argument or opinion supported by
evidence (e.g., essays, research papers) (Derewianka & Jones,
2021).
Understanding these genres allows students to adapt their
language use based on the text's communicative purpose,
enhancing both comprehension and expression in various
contexts.
c. Linguistic Theories Supporting GBA
Systemic Functional Linguistics (SFL), developed by
Michael Halliday, is central to the theoretical foundation of the
Genre-Based Approach (GBA). SFL posits that language is a
resource for making meaning in context, and it functions to express
ideas, enact social relationships, and organize discourse. Halliday’s
theory emphasizes the role of the social context in shaping language
choices, linking grammar and meaning directly to the context of use
(Halliday & Matthiessen, 2014). These ideas are fundamental to
GBA, as it stresses the importance of teaching genres explicitly so
students can understand how language varies according to its
function.
In SFL, the structure of a text is influenced by the social
context in which it is produced. This includes factors like the field
(what is happening), the tenor (who is involved), and the mode (how
the communication is taking place) (Thompson, 2019). Genres are
shaped by these contextual variables, and teaching students how to
identify and use the appropriate structures for different genres helps
them communicate effectively in various social contexts. For
example, a procedural genre, like a recipe, follows a structured
format with imperative verbs and clear step-by-step instructions,
which is essential for achieving its communicative purpose
(Derewianka & Jones, 2021).
d. Implementation of Genre Based Approach in the classroom
1) Steps in Applying GBA
The Genre-Based Approach (GBA) follows four essential
steps, which are updated based on recent educational studies and
practices:
a) Building Knowledge of the Field (BKOF):
In this initial stage, teachers introduce students to the topic,
language, and context of the text type they’ll be studying.
The aim is to activate students' prior knowledge and give
them a foundational understanding of the subject. Teachers
may use brainstorming, discussions, vocabulary activities, or
background information on the genre to help students feel
comfortable with the context and content. By the end,
students should have a clearer understanding of the content
and language they’ll be working with.
b) Modeling of Text (MOT):
Here, students are shown examples of the text genre they are
learning, often through guided reading or analysis. The
teacher provides models of the text, explaining the structure,
language features, and purpose of each part. By examining
real examples, students can better understand the text's
organization and the linguistic elements commonly used.
Teachers may highlight aspects such as vocabulary, sentence
structure, and genre-specific phrases, encouraging students
to notice how these contribute to the text's purpose and
effectiveness.
c) Joint Construction of Text (JCOT):
At this stage, students and teachers collaborate to create a
text together. This process lets students actively participate,
applying what they learned in the previous stages under the
teacher's guidance. Teachers scaffold the writing process,
 helping students organize ideas, select appropriate
vocabulary, and structure the text. This guided practice
reinforces understanding and builds students’ confidence in
constructing texts within the genre.
d) Independent Construction of Text (ICT):
In the final stage, students apply their knowledge
independently to create a text. This step allows them to
demonstrate their understanding of the genre by constructing
their own text with minimal teacher assistance. The teacher
may provide feedback afterward, allowing students to refine
their work and further develop their skills.
Each stage of the GBA approach builds progressively on
students’ knowledge and skills, supporting them from initial
exposure to independent practice, enhancing both
comprehension and production within specific genres.
2) Designing Lesson Plans Using GBA
Recent research advocates for integrating GBA with various
language skills to create comprehensive lesson plans:
• Contextualized Texts: Wahyuningsih (2020) emphasizes
the importance of selecting texts relevant to students’
cultural backgrounds and real-life experiences.
• Integration of Skills: A well-designed GBA lesson
should integrate reading, writing, listening, and speaking
skills. Chen & Lee (2021) suggest that by analyzing
model texts (reading), discussing their structure
(speaking), and writing their own texts (writing),
students can develop a holistic understanding of the
genre.
• Scaffolding Across Proficiency Levels: Lesson plans
should be scaffolded to match students' proficiency
levels. For beginners, simpler texts can be used, while for
 advanced learners, more complex texts and tasks should
be incorporated to challenge their language skills and
deepen their understanding of genre.
3) Assessment and Evaluation in GBA
In modern GBA practice, assessment focuses on both the process
and the final product:
• Criteria-Based Rubrics: Hyland & Wong (2021) stress that
rubrics should include clear criteria for assessing genre-
specific features such as structure, coherence, and linguistic
appropriateness.
• Formative Feedback: Providing continuous formative
feedback during the stages of GBA is essential. Razali
(2020) highlights how regular feedback helps students adjust
their understanding of genre conventions and improve their
writing before the final product is submitted.
• Holistic Evaluation: Chen & Lee (2021) suggest that while
evaluating students' independent texts, teachers should not
only focus on grammatical accuracy but also on how well
students have achieved the genre's social purpose and
structure.
C. DISCUSSION
Research Findings on GBA Effectiveness in Reading
Recent research highlights the Genre-Based Approach (GBA) as highly
effective in enhancing English reading comprehension skills. Studies
conducted in Indonesian junior high schools, a Chinese polytechnic
university, and among university students in Indonesia reveal that GBA
significantly improves students' ability to understand various text genres.
GBA supports comprehension by familiarizing students with text structures,
language elements, and context. For example, in Indonesian classrooms,
students exposed to GBA showed a better understanding of narrative texts
due to structured activities like context-setting, text feature analysis, and
scaffolding stages. In the Chinese study, engineering students demonstrated
improved skills in anticipating content, scanning for details, and
summarizing, which resulted in greater reading efficiency and
comprehension compared to traditional methods.
Case Studies
Successful GBA applications across diverse educational settings confirm its
positive impact. At SMP Negeri 1 Muntilan in Indonesia, students who
learned reading through GBA demonstrated increased enthusiasm and
understanding of narrative text structures. The structured GBA stages—
Building Knowledge, Modeling Text, Joint Text Construction, and
Independent Text Construction—helped students comprehend both explicit
and implicit details in texts. Similarly, at a Chinese polytechnic university,
engineering students exposed to GBA outperformed a control group in
reading comprehension tests. Another study with Informatics Engineering
students at Muhammadiyah Tangerang University found that GBA boosted
motivation and confidence, as students were able to engage with procedure
texts more effectively and relate the content to real-world applications,
which was particularly relevant for exam preparation.
Lessons Learned and Best Practices
1. Structured, Staged Learning: GBA’s stepwise approach—beginning
with context setting and moving through modeling, collaborative
construction, and independent application—enables students to
develop comprehension gradually. Scaffolding from simple to
complex text structures improves both reading efficiency and
understanding.
2. Motivation through Relevance and Recognition: Students were more
motivated when reading content that was relevant to their exams or
career paths, as seen in the Indonesian and Chinese studies. Extrinsic
rewards like grades and recognition further fueled engagement and
effort.
3. Vocabulary and Language Proficiency: GBA's focus on vocabulary
 development, including understanding synonyms, antonyms, and
translations, was critical in helping students tackle challenging
language. Modeling stages, especially discussions around
vocabulary, made it easier for students to decode difficult terms.
4. Teacher’s Role and Explicit Instruction: Teachers play a dynamic
role in GBA. Acting initially as guides and resources, they shift to
facilitators and observers as students progress toward independent
comprehension. Clear, structured instruction of text features and
genre expectations supports students’ confidence in both reading
and writing tasks.
5. Collaborative Learning and Confidence Building: The Joint Text
Construction phase fosters collaborative learning, allowing students
to share ideas and improve comprehension in a supportive
environment. This not only builds confidence but also enhances
critical thinking, as students deconstruct and understand complex
genres together.
6. Real-World Applications: Emphasizing the practical applications of
reading materials helps students connect classroom learning to real-
life contexts, which enhances both motivation and cognitive
engagement. This practice was particularly effective in motivating
students to approach reading with greater enthusiasm and
confidence.
Collectively, these findings underline GBA’s ability to improve reading
comprehension by providing a structured, flexible learning framework
that develops both cognitive and practical skills. GBA fosters
engagement and builds language proficiency through contextual
understanding, collaborative learning, and relevant applications, making
it effective across varied educational and cultural settings.
Benefits of Implementing GBA in Reading
• Improved Motivation: GBA helps build students' motivation through
recognition, grades, and social engagement. Students become more
 confident when they are guided through structured stages like building
knowledge and text modeling.
• Enhanced Language Proficiency: GBA allows students to improve their
vocabulary and reading skills by focusing on various text types. The
structured approach helps them understand not only the text but also
how to produce it.
• Critical Thinking Development: By going through the stages of GBA,
students enhance their critical thinking skills as they learn to deconstruct
and understand different genres.
• Collaboration and Confidence: GBA fosters collaborative learning,
especially during joint text construction. This builds students’
confidence as they discuss and solve problems related to reading
comprehension together.
• Support in Overcoming Difficulties: The staged nature of GBA, such as
modeling and joint text construction, provides students with the support
needed to overcome difficulties like unfamiliar vocabulary and complex
structures.
Challenges of Implementing GBA in Reading
• Limited Vocabulary: Students often struggle with understanding texts
due to insufficient vocabulary, especially when dealing with synonyms,
antonyms, and translations.
• Time Constraints: Instructors may find it difficult to cover all the stages
of GBA within limited class time, especially in large classes where
individual attention is needed.
• Student Motivation: Some students may initially lack interest in
reading, particularly when they do not see immediate relevance or are
not naturally motivated to engage with texts.
• Teacher Competency: The successful implementation of GBA depends
on the teacher’s ability to manage classroom dynamics and guide
students effectively through all the stages of the approach. Inadequate
teacher preparation can hinder the effectiveness of GBA.
• Comprehension Difficulties: Students may struggle with higher-order
reading skills such as summarizing or grasping the main idea of texts,
especially in genres they are unfamiliar with.
In summary, while GBA presents challenges like vocabulary limitations
and time constraints, it offers significant benefits in enhancing motivation,
critical thinking, and language proficiency.
Research Findings on GBA Effectiveness in Writing Skills
Research on the Genre-Based Approach (GBA) confirms its effectiveness
in enhancing students' English writing skills across various educational
levels, from primary through university. Studies consistently show that
GBA supports students in overcoming common challenges in writing, such
as vocabulary, grammar, and text structure. Research with beginner-level
university students in Indonesia demonstrated that the structured stages of
GBA help students progress from limited genre knowledge to independently
producing coherent texts. A similar study with sixth-grade students at MI
Sunan Ampel II Maron revealed significant improvements, with 75% of
students exceeding minimum writing standards after GBA implementation.
GBA’s alignment with text-based learning enhances students'
communicative competence, as they learn language and contextual
understanding simultaneously.
Case Studies
Several case studies illustrate GBA’s success. At a university in Jombang,
Indonesia, GBA was effectively used in English writing courses. The
instructor followed GBA’s stages—Building Knowledge of the Field,
Modeling of Text, Joint Construction of Text, and Independent Construction
of Text. This stepwise process enabled students to build understanding
gradually, starting with the social and cultural contexts of texts and
culminating in independent text creation. Likewise, secondary school
students in Warangal, India, who received GBA instruction showed marked
improvement in creative writing skills, with significant gains in organizing
thoughts, grammar usage, and vocabulary. In another study with sixth-grade
students at MI Sunan Ampel II Maron, only 21% of students initially met
minimum writing standards. After implementing GBA, 94% of students
achieved or surpassed these standards, showing improvement in vocabulary
use, text organization, and engagement with writing tasks.
Lessons Learned and Best Practices
7. Scaffolding and Staged Learning: Breaking the writing process into
sequential stages helps students build skills and confidence.
Progressing from understanding a genre’s social purpose to creating
independent texts enables gradual, sustainable learning.
8. Teacher’s Role: Teachers play a dynamic role, acting as experts in
the early stages and transitioning to facilitators and feedback
providers as students gain independence. This role flexibility helps
students develop autonomy in their writing.
9. Contextual Understanding: Emphasizing the social and cultural
context of texts enriches students' linguistic and functional
understanding, which is crucial for both written and spoken
communicative competence.
10. Collaborative Learning: Joint Construction of Text fosters peer
learning and builds student confidence. Working together allows
students to internalize writing conventions and structure, creating a
supportive environment for skill development.
11. Explicit Instruction: Clear, structured instruction regarding text
features and linguistic elements helps students meet learning goals
more effectively. Students benefit from understanding writing
expectations and applying these standards to their own work.
12. Classroom Adaptability and Practical Applications: Teachers
successfully adapt GBA to different classroom needs, focusing on
relevant skills like vocabulary and coherence. Using real-life
examples and context-driven exercises helps students connect with
and apply language skills practically.
Together, these findings demonstrate GBA’s ability to enhance student
 engagement, confidence, and proficiency in English writing by
providing structured, scaffolded instruction that is adaptable to varied
educational contexts.
Challenges of Implementing GBA in Writing
• Teacher Expertise: The success of GBA heavily relies on the teacher’s
ability to guide students through all stages effectively. Teachers need to
act as experts, facilitators, and observers, which requires a high level of
competency.
• Time-Consuming Process: GBA requires extensive time to move
through its stages—Building Knowledge of the Field (BKOF),
Modeling of Text (MOT), Joint Construction of Text (JCOT), and
Independent Construction of Text (ICOT). This can be a challenge in
classes with limited time.
• Student Readiness: Some students, especially beginners, may struggle
with understanding the genre and structure of texts. They may need
additional support and scaffolding, which can slow down the overall
process.
• Classroom Management: Coordinating group activities in stages like
JCOT, where students work together to construct texts, can be
challenging, particularly in larger classes.
Benefits of Implementing GBA in Writing
• Structured Learning Process: GBA provides a clear and systematic
framework that breaks down writing into manageable stages, which
helps students build their skills progressively.
• Enhanced Student Confidence: Through collaborative stages like
JCOT, students gradually build confidence in their writing abilities. By
the time they reach the ICOT stage, they are capable of producing texts
independently.
• Focus on Real-World Texts: GBA emphasizes the relationship between
text and context, helping students understand the social and cultural
functions of different types of writing. This makes writing more
 relevant and practical.
• Teacher as a Guide: GBA gives teachers a central role in scaffolding
students’ learning. Teachers provide feedback and guidance at each
stage, ensuring that students understand the purpose and structure of the
texts they are creating.
• Collaborative Learning: Students benefit from peer interactions during
group work in JCOT. They can share ideas, receive feedback from
classmates, and improve their writing through collaboration.
In summary, while GBA requires considerable time and effort from
both teachers and students, its structured approach and focus on real-world
writing contexts make it highly effective for improving writing skills.
Overcoming the challenges of implementing the Genre-Based
Approach (GBA) in writing requires strategic planning and specific
interventions:
• Improving Teacher Expertise
Professional Development: Schools or institutions should offer regular
training for teachers on GBA, focusing on its stages, scaffolding techniques,
and classroom management strategies. This will help teachers become more
confident in their roles as experts, facilitators, and observers.
Peer Learning: Teachers can benefit from collaborating with experienced
colleagues who have successfully implemented GBA. Peer observations,
mentoring, and sharing best practices can be useful.
• Managing Time Constraints
Prioritizing Key Stages: Teachers can focus more on crucial stages like
Modeling of Text (MOT) and Joint Construction of Text (JCOT), where
students benefit most from teacher guidance. The Building Knowledge of
the Field (BKOF) stage can be shortened by integrating prior knowledge
and moving quickly to text modeling.
Streamlining Activities: Simplifying tasks in each stage, while ensuring
they remain effective, can help save time. For example, teachers can use
brief, targeted activities during JCOT to practice specific writing skills
 without overwhelming students.
Using Technology: Digital tools, such as collaborative writing platforms,
can speed up the process by enabling quicker feedback and more efficient
group work.
• Supporting Student Readiness
Differentiated Instruction: Teachers should assess the varying levels of
student readiness and provide differentiated support. Beginners might need
more scaffolding, such as simplified examples and structured prompts,
while more advanced students can engage in independent tasks earlier.
Scaffolding Techniques: Break down writing tasks into smaller,
manageable parts. Teachers can provide templates, sentence starters, and
graphic organizers to help students organize their thoughts and gradually
develop more complex texts.
• Effective Classroom Management
Small Group Work: Divide larger classes into smaller groups for the Joint
Construction of Text (JCOT) stage. This allows students to collaborate more
effectively, and the teacher can focus on guiding each group. Assigning
clear roles within groups (e.g., writer, editor, presenter) can ensure everyone
is involved.
Clear Instructions: Providing clear, step-by-step instructions for each
stage of GBA can prevent confusion and help students stay on task.
Teachers can also use checklists or rubrics to guide students through the
writing process.
Monitoring and Feedback: Regular monitoring and timely feedback are
essential. Teachers should circulate during group work to offer guidance and
address any misunderstandings before they escalate.
• Balancing Collaboration and Independence
Gradual Release of Responsibility: Teachers can gradually reduce their
support during JCOT, moving from close guidance to allowing students
more autonomy as they progress to the Independent Construction of Text
(ICOT) stage. This builds students' confidence in their ability to write
independently.
Encouraging Peer Feedback: Students can give each other feedback
before teacher evaluation. This reinforces collaborative learning while
giving students more time to refine their work independently.
By focusing on these strategies, teachers can overcome the
challenges associated with GBA and create a more effective and supportive
writing environment for their students.
Research Findings on GBA Effectiveness in Listening Skills
Recent research consistently highlights the Genre-Based Approach
(GBA) as an effective method for improving listening comprehension in
English language learners. Studies from diverse contexts, including
Indonesian senior high schools, Iranian EFL learners, and various English
as a Foreign Language (EFL) programs, demonstrate that GBA significantly
enhances students' ability to understand spoken texts. In these studies,
GBA’s structured framework—Building Knowledge of the Field (BKOF),
Modeling of Text (MOT), Joint Construction of Text (JCOT), and
Independent Construction of Text (ICOT)—proves particularly helpful for
students as it familiarizes them with text structures, vocabulary, and
linguistic cues. Through these staged activities, learners develop better
listening skills, grasp genre-specific structures, and connect linguistic
elements to the meaning of the text.
Case Studies
GBA’s application in practical settings has shown substantial benefits for
listening comprehension. For instance, in an Indonesian high school in
Medan, a teacher used GBA to guide students through listening activities
based on narrative texts such as "The Snow White and the Seven Dwarfs."
This implementation helped students to recognize narrative structures and
better understand linguistic elements within a listening context. The stages
involved initial knowledge building, text modeling, collaborative listening,
and independent comprehension tasks. Similarly, a case study with Iranian
students aged 16-17 used GBA with BBC documentaries, dividing students
into experimental and control groups. Those in the experimental group, who
were exposed to structured genre-oriented listening tasks, achieved
significantly higher scores on listening tests. The consistent structure and
authentic genre-based materials enhanced students’ engagement and
comprehension, allowing them to make sense of spoken language more
effectively.
Lessons Learned and Best Practices
1. Scaffolded Learning with Genre Awareness: GBA’s incremental
stages allow students to gradually build listening comprehension.
Scaffolding, such as introducing genre features and breaking down
texts into structural elements, helps students anticipate the content
of a listening task and organize information logically. This structure
is particularly helpful for students to comprehend and retain
complex listening material.
2. Collaborative Learning and Peer Interaction: GBA’s joint
construction activities encourage collaboration among students,
helping them to better understand and discuss challenging elements.
When students engage in group listening tasks, they benefit from
peer support and shared insights, which fosters a more interactive
and engaging learning environment.
3. Teacher’s Role and Ongoing Support: Teachers play a critical role
in guiding students through GBA’s stages, from modeling texts to
providing feedback during independent construction activities. By
guiding students through genre-specific language and giving
structured feedback, teachers help build listening comprehension
and confidence.
4. Contextual Practice with Diverse Genres: Exposing students to
various genres (narrative, documentary, procedural, etc.) enables
them to apply listening strategies that are context-specific.
Practicing with real-world content, like narratives and
documentaries, helps learners make connections between the
 classroom and practical, everyday listening situations. GBA
encourages genre awareness, which is beneficial not only in
listening but in building a holistic understanding of language use
across contexts.
Overall, GBA proves to be a versatile and effective approach for
developing listening comprehension by equipping students with
strategies for both structured and contextual understanding of spoken
texts. The focus on genre awareness and scaffolded support enhances
listening skills, encourages engagement, and fosters confidence, making
GBA applicable across various language learning settings and levels.
Benefits of GBA in Listening Skills:
• Enhanced Understanding of Texts: The Genre-Based Approach (GBA)
helps students recognize text structures and language patterns specific
to different genres, making listening tasks more manageable. This
structured approach allows learners to predict and comprehend
information better during listening exercises.
• Incremental Skill Building: By breaking down listening tasks into
stages (Building Knowledge of Field, Modeling of Text, Joint
Construction, and Independent Construction), students can gradually
improve their listening skills. This step-by-step process provides
support at every stage, ensuring students build confidence and
understanding before tackling independent tasks.
• Active Participation: GBA involves collaborative and interactive
listening tasks, such as group discussions and joint construction of texts.
This encourages active listening, where students must pay attention and
engage with what they hear, improving their comprehension skills.
Challenges of GBA in Listening Skills:
• Complexity of Listening Materials: The use of different genres, which
often contain unfamiliar vocabulary and complex structures, can be
challenging for students. This can make it harder for learners to follow
and understand listening tasks.
• Teacher Readiness and Implementation: Teachers may face difficulties
implementing GBA effectively in listening classes, especially if they are
not familiar with how to apply the approach to listening. Proper training
and preparation are necessary to fully realize the benefits of GBA.
• Student Motivation and Engagement: Some students may find listening
tasks challenging and lose motivation, especially if they are not used to
listening activities that require active participation and concentration.
GBA requires students to be fully engaged, which can be difficult to
maintain without the right support.
To overcome the challenges of implementing the Genre-Based Approach
(GBA) in listening skills, consider these strategies:
• Complexity of Listening Materials:
Pre-teach Vocabulary: Before listening tasks, introduce key
vocabulary and phrases to help students become familiar with potential
difficult words and structures.
Use Simplified Listening Texts: Start with simpler texts within the
genre and gradually increase complexity as students gain more
confidence and skills.
Visual Aids and Contextual Support: Provide visual supports like
images, charts, or diagrams to help students connect the audio to a
broader context and improve understanding.
• Student Motivation and Engagement:
Interactive Listening Activities: Design listening tasks that involve
active participation, such as group discussions, problem-solving, or
collaborative listening activities that require students to work together.
Relatable Content: Use listening materials that are relevant to students’
interests or future careers, making the tasks more engaging and
meaningful.
Gamification and Rewards: Incorporate games or competitive
elements into listening exercises, offering small rewards for engagement
and performance, to keep motivation high.
These strategies can help address the challenges of complexity, teacher
readiness, and student motivation, ensuring successful implementation of
GBA in listening skills.
Research Findings on GBA Effectiveness in Speaking Skills
Recent studies illustrate the effectiveness of the Genre-Based Approach
(GBA) in enhancing students' speaking skills across various educational
contexts. A quasi-experimental study at Sekolah Alam CEFA Kampar
indicated significant improvements in students’ speaking performance, with
average pre-test scores rising from 36 (poor category) to 66 (fair category)
after GBA-based instruction focused on procedure texts. This improvement
was noted in fluency, pronunciation, grammar, and comprehension.
Similarly, a case study at MAN Model Jambi highlighted that GBA
facilitated the understanding of spoken genres, which in turn bolstered
students’ confidence and fluency in speaking English. The structured
framework of GBA, encompassing stages like Building Knowledge of the
Field and Joint Construction, was effective in guiding students through
meaningful speaking activities, despite challenges such as limited
vocabulary and resources.
Case Studies
In practical applications, GBA was successfully implemented in various
settings. At Sekolah Alam CEFA Kampar, students engaged in real-life
speaking tasks, such as explaining how to prepare food using procedure
texts. The four GBA stages guided students in understanding and producing
procedural language, leading to enhanced clarity, fluency, and
pronunciation by the end of the intervention. At a high school in Karawang,
Indonesia, students practiced speaking through narrative texts, which
included modeling, group discussions, and individual speaking tasks. This
comprehensive approach enabled students to become more comfortable
with speaking activities over time, culminating in noticeable improvements
in speaking fluency. Additionally, at MAN Model Jambi, teachers utilized
GBA to support speaking development by analyzing and constructing
spoken texts collaboratively, allowing students to gradually build their
confidence through peer feedback and meaningful practice.
Lessons Learned and Best Practices
Key insights and best practices derived from the case studies emphasize the
structured nature of GBA, which progressively enhances students’ speaking
skills:
1. Structured Learning Process: The step-by-step methodology of
GBA, encompassing stages like Building Knowledge of the Field,
Modeling, Joint Construction, and Independent Construction, allows
students to progress gradually. This structure improves their
understanding and speaking performance.
2. Relevance to Daily Life: Incorporating real-life tasks and contexts
into speaking exercises (e.g., explaining how to make tea) helps
students see the practical applications of their learning, increasing
engagement and motivation.
3. Modeling and Structure Familiarization: Introducing clear examples
of spoken genres helps students grasp structural features, supporting
more confident speaking. Teacher guidance during the modeling and
joint construction phases is crucial for skill refinement.
4. Collaborative Learning: Group activities and peer assessments
create a supportive environment where students can practice
speaking without fear of judgment, reducing anxiety and building
fluency.
5. Independent Practice: Encouraging independent speaking tasks,
even as homework, allows students more time to practice. This is
most effective when followed by in-class reviews to reinforce
learning.
6. Resource Utilization: Despite challenges related to resources,
traditional materials can be effectively leveraged to facilitate genre
learning and provide opportunities for speaking practice.
In summary, GBA proves to be a valuable approach in improving
 students' speaking skills, fostering confidence, and preparing them for
real-life communication. The integration of structured, genre-based
instruction with practical application enhances overall speaking
proficiency across various educational contexts.
Benefits of GBA in Speaking Skills:
• Real-World Communication: GBA helps students use language in real
communication contexts, such as when working with procedure texts
(e.g., giving instructions), which enhances their ability to apply English
in daily life.
• Structured Learning: The approach guides students through clear
stages, helping them gradually develop their speaking performance.
This structure reduces anxiety and improves fluency, as students are
more prepared for speaking tasks.
• Motivation: GBA encourages active student participation and increases
motivation by focusing on practical, real-life applications of language.
Challenges of GBA in Speaking Skills:
• Mispronunciation and Fluency Issues: Some students struggle with
pronunciation and fluency when speaking, especially when they haven't
had enough practice or exposure to English. This was observed in
students who felt awkward when pronouncing English words.
• Teacher Readiness: Teachers may find it challenging to implement
GBA if they lack sufficient training or understanding of its principles.
The approach requires teachers to be knowledgeable about various
genres and adept at guiding students through them.
• Limited Class Time: Implementing the GBA in speaking activities can
be time-consuming, as students need ample time to practice and apply
the language, especially in classes with limited instructional time.
To overcome the challenges of implementing the Genre-Based Approach
(GBA) in speaking skills, the following solutions can be applied:
• Mispronunciation and Fluency Issues:
Increased Practice Time: Provide more opportunities for speaking
 practice in and outside the classroom, such as role-playing or group
discussions.
Phonetic Drills and Pronunciation Exercises: Use targeted
pronunciation exercises to help students improve their articulation of
specific sounds.
Listening Activities: Incorporate listening exercises where students can
hear native speakers, improving both their pronunciation and fluency
through imitation.
• Limited Class Time:
Prioritize Key Speaking Tasks: Focus on the most essential speaking
tasks and genres relevant to the students' needs, allowing for deeper
engagement with fewer tasks.
Use Group Work: Organize group speaking activities to maximize
participation and practice opportunities within limited time.
Flipped Classroom Approach: Encourage students to prepare for
speaking tasks outside of class (e.g., practicing dialogues at home) to
free up more in-class time for interactive activities.
Overall, The Genre-Based Approach is most suitable for writing and
reading skills. This is because it focuses on understanding the structure,
purpose, and characteristics of different types of texts (genres) like
narratives, reports, expositions, etc., which are more directly applicable in
writing and reading. In writing, students learn to structure their text based
on a specific genre, while in reading, they understand how genre structure
and context support comprehension.
However, this approach can also benefit speaking and listening,
especially when using genre-specific materials, like listening to or speaking
about narrative or expository texts.
D. CONCLUSION
The Genre-Based Approach (GBA) offers a structured and effective
method for teaching language, particularly in reading and writing. By
focusing on specific text types and their social functions, GBA enables
learners to gain a deeper understanding of how language operates within
different contexts. The approach's scaffolded stages, from modeling to
independent construction, provide students with clear guidance and support,
helping them gradually build their confidence and proficiency.
While GBA presents significant benefits, including enhanced
vocabulary, comprehension, and motivation, it also poses challenges, such
as the need for well-prepared teachers and the time-intensive nature of its
implementation. Moreover, GBA’s emphasis on context can sometimes
make it difficult to find suitable materials for diverse classrooms. However,
when effectively applied, GBA proves to be a versatile and powerful tool,
particularly for teaching writing and academic skills in English as a Foreign
Language (EFL) settings.
Ultimately, GBA’s emphasis on the relationship between language,
purpose, and audience not only fosters better communication skills but also
equips students with the practical knowledge needed for real-world
applications. Its continued adaptation to modern educational needs, such as
digital literacy, ensures that GBA remains a relevant and valuable approach
for language instruction.
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