THE IMPLEMENTATION OF GENRE BASED APPROACH METHOD IN TEACHING ENGLISH: A CASE STUDY IN SMP NEGERI 1 ADILUWIH

RAFIKA ADELIA, PUTRI WAHYUDI (2026) THE IMPLEMENTATION OF GENRE BASED APPROACH METHOD IN TEACHING ENGLISH: A CASE STUDY IN SMP NEGERI 1 ADILUWIH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study was conducted to explore the implementation of the Genre-Based Approach method in teaching English at SMP Negeri 1 Adiluwih, Pringsewu, Lampung. Students often face difficulties in learning English, such as limited vocabulary, low confidence, and fear of making mistakes when using the language in classroom activities. Therefore, teachers need an effective method that guides students systematically in understanding and producing English texts. The Genre-Based Approach is considered appropriate because it provides structured stages and scaffolding to support students’ learning processes. This research employed a qualitative descriptive design. The participants were one English teacher and eighth-grade students at SMP Negeri 1 Adiluwih. The data were collected through classroom observation, interviews, and documentation. Observation was conducted to examine how the teacher applied the stages of Genre Based Approach, namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). Interviews were carried out with the English teacher to explore teaching strategies, challenges, and perceptions related to the implementation of Genre Based Approach. Documentation such as lesson plans, teaching materials, and students’ tasks were used to support the findings. Data analysis followed Miles and Huberman’s model, including data reduction, data display, and conclusion drawing and verification. The findings showed that the teacher implemented the Genre Based Approach systematically. Students became more engaged during modeling and group construction stages, while scaffolding such as modeling, guided questions, and feedback helped them understand the genre more clearly. However, some students still showed low confidence and limited vocabulary, especially during independent tasks. Overall, the implementation of Genre Based Approach helped structure English learning and support students’ participation. This study is expected to provide useful insights for English teachers in applying Genre Based Approach effectively at the junior high school level.

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