SUMMARY

ENHANCING REPORT WRITING FOR ELEVENTH GRADE STUDENTS

THROUGH GENRE BASED APPROACH (GBA): AN ATTEMPT TO
CONNECT READING COMPREHENSIOAN AND WRITING ABILITY

All English skills; listening, reading, writing, and speaking, need to be

mastered equally as it is a lingua franca to get involved in the global development.
However in the practice, Suherman (2012) observes that writing skill got less portion
in the syllabus than the other skills. It is due to in kurikulum tingkat satuan
pendidikan (KTSP), English has a tendency called Text Based Learning Curriculum,
so teachers assume that writing is less important and students should get more portion
on reading comprehension.
Another ironic condition, Syarifuddin (2011, p. 66) states that based on
research conducted by Imran (2000) it is proved that students ability in writing in
Indonesia, is at the lowest in Asia. It is due to English teachers mostly have an
opinion that writing is less important since it does not belong to national examination.
It can be seen from many high school students do not have sufficient knowledge and
English language input to write. Alwasilah declares apparently as a whole, the senior
high school students do not have strong basic to write academically, since the national
education in Indonesia does not provide the students sufficient writing skill and
critical thinking skill (2005, p. 6). Within the last decade, however, the demand for
writing in all the academic areas has been increasing owing to the impact of
globalization (Malakul & Bowering, 2006). Students and graduates will become more
aware of how important the writing is in order to apply for employment, their further
education and participate in the world of academia. In other words, the needs to have
writing skill should become a priority in the educational field.
A fact reveals that the low writing ability in Indonesian students is generated
by difficulties in writing. Many high school students find it difficult to write. Warigan
also admits writing is difficult skill to learn by most people in general because of
psychology, linguistics, and cognitive issues (2005, p. 169). If analyzed deeply, those

factors above have two main keys; they are motivation and input. Hence, the study
highlights the GBA to explore report writing to the eleventh grade students at a
Senior High School in South Sumatra. The aims are to find out whether there was a
significant difference in achievement of report writing through GBA. Secondly, this
study demanded to detect whether the approach was quite effective to enhance report
writing.
The GBA embraces the four stages of Teaching and Learning Cycle; Building
Knowledge of Field (BKoF), Modeling of Text (MoT), Joint Construction of Text
(JCoT), and Independent Construction of Text (IcoT).

GBA proposed a highly

articulated relationship between context and text. Halliday developed a specific

terminology in order to describe these relationships or correspondences between
context and text. Moreover, the approach offers a teaching methodology enabling
teachers to present explicit instruction in a highly systematic and logical manner,
which were the factors we believed would assist students with the cognitive
organization of information (Firkins, et al.,2007, p.3).
Sixty five eleventh grade students at a Senior High School in South Sumatra
were involved as the sample and divided into experimental group and control group.
Pretest and posttest were administered to collect the data with the score interval as
follows: 26-30 (excellent), 21-25 (good), 16-20 (fair), 11-15 (poor), and >11 (very
poor).
The result of pretest and posttest administered indicates that GBA definitely
gave significant contribution with the p=0.000 of the independent t-test between the
experimental and control groups. Besides, the independent t-test presented the tobtained was 11.361 and the t-table was 1.998 and also the significance earned was
less than 0.05. The experimental group performed better than the control group with
the mean difference of 4.54.
Genre Based Approach (GBA) was an effective approach to teach writing in
the form of report text since the students eventually found how to organize text in
specific way. The first stage of Building Knowledge of Field (BKoF) gave a good
starting point as preparation for the students before producing a report text since this

stage shares overall knowledge of the cultural and social contexts of the topic built
and developed in order to build comprehensive understanding of the topic. Modeling
of Text (MoT) is exceedingly effective for the students to explore social function and
structure of the text by comparing several examples of text in the same genre.
Furthermore, Emilia Emi (2005) stated Joint Construction of Text (JCoT) has an
important role to enhance awareness of the values of class dialogue, a democratic
atmosphere, and the different roles of the teacher which allowed them to actively
participate in their learning since a deep discussion of the students' contributions and
their appropriateness to the genre as the major focus was available this stage. Finally,
Independent Construction of Text (IcoT) allowed the students increase knowledge
and control of the field and the mode. The good point was that the students had peerproofreading activity which stimulated students confidence, critical thinking and
perspective.
Genre Based Approach helped the students to organize their report writing in proper
way. The stages of GBA definitely beneficial for the students especially to explore the
topic they were going to write. Moreover, the students role as in peer-proofread gave
more motivation and increased their confidence in the class during the activities.
Also, teachers role as facilitator was considered very important in writing class. In
addition, teacher also did some correction and evaluation for students writing draft in
order that the students recognized their errors. GBA provides students requisites to
do independent writing; motivation and input. Furthermore, the writer concluded that
this approach could lead and help the students to do independent writing when they
attend universities or belong to a work life.

ENHANCING REPORT WRITING FOR ELEVENTH GRADE STUDENTS

THROUGH GENRE BASED APPROACH (GBA): AN ATTEMPT TO
CONNECT READING COMPREHENSIOAN AND WRITING ABILITY
Nova Eka Sari

Sriwijaya University, Palembang-Indonesia

Abstract
The truth that students ability in writing in Indonesia is at the lowest in Asia
addressed the writer to conduct a study concerning writing proficiency through Genre
Based Approach (GBA). The study highlights the GBA to explore report writing to the
eleventh grade students at a Senior High School in South Sumatra. The GBA embraces
the four stages of Teaching and Learning Cycle; Building Knowledge of Field (BKoF),
Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent
Construction of Text (IcoT). Sixty five eleventh grade students were involved as the
sample and divided into experimental group and control group. The result of pretest and
posttest administered indicates that GBA definitely gave significant contribution with the
p=0.000 of the independent t-test between the experimental and control groups. Besides,
the independent t-test presented the t-obtained was 11.361 and the t-table was 1.998 and
also the significance earned was less than 0.05. The experimental group performed better
than the control group with the mean difference of 4.54. Finally, in hope this study yields
recommendations for enhancement in report writing, several plausible interpretations are
explored.

Key words: GBA, Teaching and Learning Cycle, report writing

INTRODUCTION
The annual Human Development Index (HDI) report published by United
Nation Development Program (UNDP) in 2011 presents the progress of 187 countries
including Indonesia. This report comprised values of health, education, income,
inequality, poverty, gender, sustainability, and demography. UNDP emphasizes that
education is one of substantial dimensions to determine a complex performance of
development. In contrast, Indonesia only could reach 0.584 value, and rank 119 out of
187 for HDI in education. It proves that education development in Indonesia was still
below the standard of HDI. Hence, the National Ministry of Education demands
Indonesian human resources to have skills of affective, cognitive, and psychometric
(Depdiknas, 2009). Furthermore the National Ministry of Education always
endeavors hard to improve the quality of human resources by implementing
appropriate curriculum in the school, especially to improve students cognitive skill
regarding thinking capacity and intellectuality capacity to explore and master
knowledge and technology.

Cognitive takes a big part to develop human resources since it covers the global
changes throughout the globalization era which requires broad and global thinking
and modern technology. This dimension calls subjects to broaden thinking capacity
and intellectuality capacity to explore and master knowledge and technology. In order
to accelerate this process properly, a global language must be needed to master; it is
English. English is considered as one of the most important means for acquiring
knowledge and information since it has largely contributed to human life in many
ways (Inderawati and Hayati, 2011, p. 517). Moreover, they also emphasize that it
demands both English speaking and writing skills in the process. Therefore, English
as a global language is a big deal to consider as tons of knowledge and technology is
acquired and transferred through English.
All English skills; listening, reading, writing, and speaking, need to be mastered
as it is a lingua franca to get involved in the global development. Hence, English
becomes a major subject in the curriculum for high schools in Indonesia. However in
the practice, Suherman (2012) observes that writing skill got less portion in the
syllabus than the other skills. It is due to in kurikulum tingkat satuan pendidikan
(KTSP), English has a tendency called Text Based Learning Curriculum, so teachers
assume that writing is less important and students should get more portion on reading
comprehension.
Another ironic condition, Syarifuddin (2011, p. 66) states that based on research
conducted by Imran (2000) it is proved that students ability in writing in Indonesia,
is at the lowest in Asia. It is due to English teachers mostly have an opinion that
writing is less important since it does not belong to national examination. It can be
seen from many high school students do not have sufficient knowledge and English
language input to write. Alwasilah declares apparently as a whole, the senior high
school students do not have strong basic to write academically, since the national
education in Indonesia does not provide the students sufficient writing skill and
critical thinking skill (2005, p. 6). Within the last decade, however, the demand for
writing in all the academic areas has been increasing owing to the impact of
globalization (Malakul & Bowering, 2006). Students and graduates will become more

aware of how important the writing is in order to apply for employment, their further
education and participate in the world of academia. In other words, the needs to have
writing skill should become a priority in the educational field.
A fact reveals that the low writing ability in Indonesian students is generated
by difficulties in writing. Many high school students find it difficult to write. Warigan
also admits writing is difficult skill to learn by most people in general because of
psychology, linguistics, and cognitive issues (2005, p. 169). Actually, the difficulties
can come from several factors, both inside and outside the students. Maslakhah
(2005, p. 21-28) supports this focus that by stating:
The difficulties are not only from the students themselves like
their characters, mentality, and personality but also from the
outside of the students like how to find the topic, to arrange the
sentence effectively, and to master the rule in writing.
The statement above elucidates that students difficulties in writing are
because of inside the students who has lack of motivation to write and also from
outside the students which related to insufficient language input. These factors push
the students to be lazy to write. Furthermore, this laziness becomes an acute mental
issue among the students (Maslakhah, 2005, p.21). If analyzed deeply, those factors
above have two main keys; they are motivation and input. Both of the keys should be
given by teachers. Hence, this point disembogues to one root, i.e. teachers roles in
the class. Teachers need to use proper strategy in teaching writing in order that the
students have to be able to create a well-organized writing. Consequently, a proper
strategy is potentially to encourage students passion in writing and contribute
sufficient knowledge of language to produce good writing in diverse genre of text.
In the other case, the outside factor deals with input the students need to
acquire. The input is derived from reading activities both inside and outside the
classroom. The more students read, the more input of information, technology and
knowledge they gain. From the input, the students can express it through writing. The
students can explore new ideas and modify initial notions they have found. That is
why writing cannot stand alone without reading. However, the pathetic fact of reading

literacy level, is that the Program for International Student Assessment (PISA) in
2009 ranked Indonesia at level 57th out of 65 countries and Indonesia only could
reach the score of 402 (PISA, 2009). This truth proves that Indonesia was below the
average in terms of reading literacy. Furthermore, it is potential to cause Indonesian
students writing below the standard since the students have no sufficient input to
write. Moreover, Diem and Atmanegara, in their research on collaborative learning
emphasize that a comprehensive reading activities can broaden students
comprehension of content-knowledge and allow students to become critical thinkers
(2012, p. 9). In addition, they found the result of their research that writing belongs to
skills which influenced by reading habits (p.14). It means that reading habits and
reading activities can support and contribute to improve students writing skill.
Consequently, this explanation reveals the phenomenon of the outside factor of
writing difficulties. Therefore, writing class should provide reading activities in the
class as well.
After graduating from high schools, students are required to have an adequate
writing skill to get job or continue the study. Therefore, the high school curriculum
introduces diverse kinds of genre probably the students deal with.

One of the

important kinds of genre is Report which included to the eleventh grade curriculum of
senior high school. Moreover, Martin (1985) parses factual genre such as reports,
discussions, and explanations are highly valued in terms of school leaving
examinations and university credentials (as cited in Emilia, 2005, p. 56-57). Instead,
students often get confused between report and descriptive or between report and the
true meaning of report in Bahasa Indonesia. Therefore, this study had prioritized the
report writing in order to give clear explanation and comprehension to the students
through an appropriate approach.
This study was firstly aimed is to find out whether there was a significant
difference in achievement of report writing through GBA. Secondly, this study
demanded to detect whether the approach was quite effective to enhance report
writing.

Why Genre Based Approach (GBA)

A genre-based approach based on a functional model of language was
introduced by Halliday in 1978 (Knapp & Megan, 2005, p. 18). This approach
proposed a highly articulated relationship between context and text. Halliday
developed a specific terminology in order to describe these relationships or
correspondences between context and text. Besides, Knapp and Megan (2005) also
explain the theory developed by Martin in 1987 and Rothery in 1986. They made a
curriculum model which then developed by Callaghan and Rothery (1988). The find
the curriculum circle has the fundamental stages; Modeling, Joint Negotiation Text,
and Independent Construction of Text. The stage model involves modelling the
context and text under examination, additional activities in preparation for the joint
construction of this text, and then finally a stage of independent construction of the
text by students. Moreover, the approach offers a teaching methodology enabling
teachers to present explicit instruction in a highly systematic and logical manner,
which were the factors we believed would assist students with the cognitive
organisation of information (Firkins, et al.,2007, p.3).
In the development of the GBA theory, Wray and Lewis (1998) parse that the
three-stage model afterwards became a four-part model or called the Teaching and
Learning Cycle. The cycle of Teaching and Learning was introduced by Hammond et
al in 1992 which includes; Building Knowledge of Field (BKoF), Modeling of Text
(MoT), Joint Construction of Text (JCoT), and Independent Construction of Text
(ICoT).

Figure 1: Teaching and learning cycle (Hammond et al, 1992, p. 17)

Genre-Based Approach offers classroom programming four stages in a

Curriculum Cycle or Teaching-Learning Cycle (adapted from Hammond et al, 1992).
These stages are identified in the diagram below (figure 2.4). The selection and
sequencing of classroom tasks and starting points of topic or type of text activities are
introduced by these stages. The four stages are; Building the context or field of the
topic or text-type or Building Knowledge of Field (BKoF), Modelling of Text (MoT),
Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT).
Each stage of the Teaching-Learning Cycle has particular strategies to implement
during the class activities as follows.
Building Knowledge of The Field (BKoF) is the first stage in GBA. This stage
is extremely important for students since it shares overall knowledge of the cultural
and social contexts of the topic built and developed. The extent of the students'
English language development and the level of their familiarity with the topic or the
text type influence the range and nature of this stage. It is important for all students to
have a comprehensive understanding of the topic before being expected to write
about it. The students can explore cultural similarities and differences related to the
topic, practise grammatical patterns relevant to the topic or text type, and build up
and extend vocabulary relevant to the topic or text type. The teacher can use visuals
or photographs to build context, then share, discuss and argue about aspects of the

topic. Language lessons focus on vocabulary or grammatical patterns. In addition, the

teacher can modify any strategy to implement in this stage.
The second stage is Modeling of Text (MoT). This stage involves introducing
the learners to a model of the genre they will write. It differs from the work done in
the first stage, which aims at building students' knowledge of the general context of
the topic. Furthermore, Kongpetch (2006, p.12) states that the purpose of this stage
was to explicitly teach students the generic structure and grammatical features of the
text, so that the students became aware of how it is structured to achieve its purpose.
In this second stage, there is an explicit focus on analyzing the genre through a model
text related to the course topic. This involves preparing the students to write by
focusing on the genre as a written or `crafted' object, discussing the social function of
the genre and the purpose intended by the writer, and analyzing characteristic
schematic structure and grammatical patterns. Commonly, this stage addresses the
students to answer the following questions:
1.) Questions concerning the context of the text:
a. What is the text about?
b. How do you know?
c. Who wrote it?
d. Why did he/she write it?
e. Where do you think you would find a text like this one?
2.) Questions concerning the overall organization of the model text to find out
what the writer did in order to present an argument and how he/she organized
each paragraph:
a. What did the writer do first, next and last?
b. What does the first sentence of the first paragraph give information
about?
c. What does the second sentence of the first paragraph give information
about?
d. What does the last paragraph give information about?

Besides, the teacher can present schematic outlines of report text on the
whiteboard or make it in PowerPoint form. Then, it is also suggested to make a group
discussion among students in order to analyze the text and derive better
understanding of the text given.
The stage three is Joint Construction of Text (JCoT). At this stage, the teacher
does work with the students to construct a similar text. The teacher first needs to
assess the extent of the students' knowledge and understanding of the field. Further
some work may need to be done before the actual construction of the text begins.
These may include, for example, gathering relevant information, researching the topic
through additional reading, or preparing a series of notes to be used as the basis for
the text.
The major focus at this stage is the discussion of the students' contributions and
their appropriateness to the genre. Therefore, the activities need to enable the students
to explore further the purpose of the genre and its relation to the topic or field,
contribute knowledge of the field in the shared construction of text, negotiate with
teacher and other students regarding the most, appropriate organization of knowledge
about topic into a written text, draw on knowledge of schematic structure and
linguistic features of the genre (from analysis of models of the genre in Stage 2 of
the teaching learning cycle) in negotiations about appropriate organization of the
genre develop an understanding of some of the differences between talking about a
topic and writing about it. In the discussion, the students can do several activities
such as paraphrasing, summarizing, probing, elaborating, and analyzing before
concluding the result of the discussion. Discussion also demands the students
participation to share their ideas and respect the opinions of others. This shows the
contributions of the students during the discussion.
The last stage is Independent Construction of Text (ICoT). Basically, the aim of
this stage is enable students to practise their writing skills and demonstrate their
understanding of the report genre writing. Before going to this stage, the teacher has
to make sure if the students are ready to construct the text independently. Generally,
independent construction occurs only after group or pair construction has shown that

the students have gained control of the field and the mode. This stage allows the
students increase knowledge and control of the field and the mode as well as the
models of texts produced in Stages 2 and 3 of the cycle.
Students need to consult with teacher individually as they require assistance or
feedback in order to determine their writing progress. The teacher's role is to provide
constructive comments to the learners on what further development may be
necessary. Teacher should analyze and identify through whole class, group or
individual work, where and why problem areas are occurring in the texts and whether
they relate, including schematic structure or to grammatical patterns, spelling or
punctuation. Also, before the teacher helps the students correct their writing draft; the
teacher can have the students to do peer proofreading among them since peer
response will give positive response each other. Dana Ferris (2003, p. 87) analyzed
deeply a number of benefits of peer for L2 writers suggested by various authors as
she presents as follows:
1. Students gain confidence, perspective, and critical thinking skills from
being able to read texts by peers writing on similar tasks.
2. Students get more feedback on their writing than they could from the
teacher alone.
3. Students get feedback from a more diverse audience bringing multiple
perspectives.
4. Students receive feedback from nonexpert readers on ways in which their
texts are unclear as to ideas and language.
5. Peer review activities build a sense of classroom community.
Ferris concludes that peer response is considered very important for the
students. Peer response is not only applied during the proofreading, but also in the
class discussion or group presentation. The most important thing is that it can gain
students confidence, perspective, and critical thinking skills which rise students
motivation in writing skill.
METHODOLOGY

Technique for Collecting the Data

The instrument was writing test. he score range was 1 up to 6, which meant the
minimal score was 6 and the maximum score was 30. The tests were given to the
participants twice, pretest and posttest to both experimental group and control group.
For the pretest, the participants were supposed to write a simple writing in form of
report based on their prior knowledge. Then, the experimental group was taught by
using GBA for about sixteen meetings. Finally, for the posttest, the writer got them to
create new report writing product.

Technique for Analyzing the Data

In analyzing data, the writer applied the t-test formula. The results of pretest
and posttest were calculated and compared. For the writing score, the score interval as
follows: 26-30 (excellent), 21-25 (good), 16-20 (fair), 11-15 (poor), and >11 (very
poor).

RESULTS AND DISCUSSION

Score Distribution
After teaching report text through Genre Based Approach (GBA) to the
experimental group, the writer did not find any student was either in excellent level or
in very poor level. However, twenty five students went up to the category of good and
no one of the students belonged to poor level anymore. The other seven students were
included into the fair level. Furthermore, the mean significantly increased from 16.12
to 21.73. Thus, it proved a progress occurred in the experimental group.
Table 1. The Score Distribution of Pretest and Posttest of the Experimental Group

Score Interval
26 30
21 25
16 20
11 15
< 11

Level of
Achievement
Excellent
Good
Fair
Poor
Very poor

Pretest
Freq
%
1
3.03
16
48.48
16
48.48
-

Posttest
Freq
%
26
78.78
7
21.21
-

Total

33

100

33

100

For the control group, in the post-test, there was only one student got the score
ranging from 21-25 (3.12%) and no student was in excellent level (0%). Nevertheless,
twelve students rose up to the fair level (78.13%) and the poor level had the rest of
six students included (18.75%). It indicated some students made a progress from poor
level to the fair level. They made improvement even though the control group was not
taught through GBA as the writer taught in the experimental group.
Table 2. The Score Distribution of Pretest and Posttest of the Control Group

Level of
Achievement
Excellent
Good
Fair
Poor
Very poor

Score Interval
26 30
21 25
16 20
11 15
< 11

Pre-test
Freq
%
13
40.62
19
59.38
32
100

Total

Post-test
Freq
%
1
3.12
25
78.13
6
18.75
32
100

The result of paired sample t-test of the experimental group indicates the tvalue was 15.864. At the significance level of two-side test p<0.025 and the degree of
freedom (df) 32, the t-table was 2.037. Besides, the significance was less than 0.05.
The t-obtained was higher than the t-table and the significance was less than 0.05.
Statistical Analyses
Table 3. Summary of paired sample test of experimental group and control group

Group

Test

Mean

Experimental

Pre-test
PostPre-test
Post-

16,12
21,73
15,44
17,19

Control

Std.
Deviation
2,274
1,587
1,216
1,635

Std.
Error
,276
,396
,289
,215

df

15,864 32
7,956

31

Sig, (2tailed)
,000
,000

Table 4. Summary of Independent Sample T-Test of Experimental and Control Groups

Group

Mea
n

Std.
Deviatio
n

Std.
Error
Mea

df

Sig.
(2tailed

Mean
Differenc
e

Std. Error
Differenc
e

n
Experimenta
l

21,7
3

1,587

Control

17,1
9

1,635

,276
,289

11,36
1

6
3

.000

4.540

.400

According to the result of the independent sample t-test of post-test of

experimental group and control group, the t-obtained was 11.361, meanwhile the ttable was 1.998 at 0.025 significance level of 2-side test. Besides, at 0.05 significance
level of 2-side test, the significance earned was less than 0.05. It proved that there
was a significant difference in writing achievement. The writer took an assumption
that the Genre Based Approach was effective to enhance students report writing
ability.
Discussion
Initially, there was no significant difference between the experimental group
and the control group. In the pretest, the experimental group had sixteen students in
each fair and poor level of achievement, and only one student belonged to good level.
Instead, the control group had thirteen students in fair level and nineteen students in
poor level. Furthermore, the mean of the experimental group was 16.12, while the
control group was 15.44. It meant the both groups had the same writing achievement
average. Therefore the writer assumed that the both groups had the same prior
knowledge of writing skill.
In the posttest, the experimental group performed better than the control group.
The writer analyzed the posttest and found a significant difference between the
groups. The experimental group had the mean 21.73 for the posttest they submitted;
meanwhile the control group had the mean 17.19. the mean difference was 4.54.
Hence, it can be stated that the experimental group taught by using GBA did better
work than the control group.
According to the findings of the study, it can be declared that the Genre Based
Approach (GBA) was an effective approach to teach writing in the form of report text

since the students eventually found how to organize text in specific way. It was in the
line with Brown and Hood (1989) reveal that the procedure of has three main stages;
preparation to write, drafting, and revising. GBA requires stages to do including the
main stages introduced by Brown and Hood. Besides, they also explain writing
process depends on several elements namely; who the writer is writing for or to
(reader), why the writer is writing (purpose), what the writer is writing about
(content), and where the writer is, how much time the writer has, etc (situation). In
addition, Gabrielatos (2002) also states writing needs good process and he outlines
four steps of writing process, they are title analysis, planning, writing the first draft,
and evaluating and improving the first draft. GBA provides these elements during the
writing activities. In GBA activities, the students are introduced to social function,
generic structure, and grammatical features of the text. Therefore, it can develop
students writing by making them aware of the different ways texts are organised for
different communicative purposes.
In the study, it can be seen both groups had the same writing ability at first, but
the experimental group then performed better than the control one. It proved that
GBA could improve their writing ability. The four stages of GBA definitely helped
the students to produce good writing of report text. The writer assumed each stage of
GBA gave particular contribution to improve report writing skill, especially in
correlating context and text since the students could follow all the activities in the
stages. Moreover, the approach offered a teaching methodology enabling teachers to
present explicit instruction in a highly systematic and logical manner, which were
factors we believed would assist students with the cognitive organization of
information (Firkins, et al., 2007). In addition, the first and the second stages include
reading activities which can broaden students input to write.
Instead, the writer assumed the first stage of Building Knowledge of Field
(BKoF) gave a good starting point for the students before producing a report text
since this stage shares overall knowledge of the cultural and social contexts of the
topic built and developed in order to build comprehensive understanding of the topic.
As indicated earlier, the purpose of this stage is as a preparation. It focuses more on

the readers, and on the conventions that a piece of writing needs to follow in order to
be successfully accepted by its readership (Muncie, 2002). Hence, it can help students
to become familiar with and to have sufficient knowledge of the topic given.
Furthermore, the next stage; Modeling of Text (MoT) is exceedingly effective
for the students to explore social function and structure of the text by comparing
several examples of text in the same genre. This stage encompassed the generic
structure and grammatical of features of the text which needed by students to
comprehend how the text is structured and to achieve its purpose (Kongpetch, 2012).
Also, the writer supposed that the GBA was good approach to implement since
it could encourage students self-confidence and the students could enjoy the
activities during the stages. The teacher did not only explain the material, but
packaged it in fascinating activities to run, for example, after presenting some visual
of the topic, the students were required to work in a group and made their
presentation of their discussion result. Moreover, the teacher got the students to
observe the similar text outside the side; it could be from magazine, newspaper, or
other mass media available, then they needed to perform what they had discovered
through interesting visual and creative medium. Besides, the teacher also was as the
facilitator who gave the guidance during the writing process. Furthermore, the
students showed their enthusiasm during the class activities.
To support this, Emilia Emi (2005) stated that the Genre Based Approach could
enhance awareness of the values of class dialogue, a democratic atmosphere, and the
different roles of the teacher which allowed them to actively participate in their
learning. In this case, the stage of Joint Construction of Text (JCoT) has the important
role since a deep discussion of the students' contributions and their appropriateness to
the genre as the major focus was available this stage. Besides, Hyland (2003) stresses
that the learning evolves from verbal interaction and task negotiation with a more
knowledgeable person, and the teacher have a central role in scaffolding this
development. Accordingly, this stage definitely can help students improve their
motivation to be more actively involved in class activities like discussion and
information sharing. This assumption is also consistent with the study of Babalola

and Litinin (2012) found the teachers were able to provide situations for learners to
identify the purpose, mode, field and tenure of the writing and with adequate support
and motivation, learners were able to develop and use appropriate writing skills.
Hence, GBA definitely can encourage and motivate the students to be actively
involved in class activities confidently.
The last, Independent Construction of Text (IcoT) allowed the students increase
knowledge and control of the field and the mode as well as the models of texts
produced in Stages 2 and 3 of the cycle. The good point was that the students had
peer-proofreading activity which stimulated students confidence, critical thinking
and perspective. Ferris provides an argumentation that peer-response will give a
number of benefits since students get more feedback from more diverse audience
which bring multiple perspective (2003). Afterwards, the students could consult with
teacher individually as they required assistance or feedback. The teacher's role is to
provide constructive comments to the learners on what further development may be
necessary. As Hyland states above, the teacher has a central role in scaffolding this
development. It shows that the teacher is the facilitator and the guidance during the
writing activities. Thus, the GBA was considered very effective to implement in
writing class.
In conclusion, there was a significant difference between the experimental
group and the control group in writing achievement. In addition, the Genre Based
Approach is effective to teach writing in order to improve the students report writing
achievement. This approach does not only encourage the students to produce better
writing, it also can make the students more active in the class and cooperative with
the others since they have discussion and proofread the writing products each other.
Hence, the Genre Based Approach (GBA) is considered as good teaching approach to
teach report writing.
Conclusions
Based on the results, it is concluded that Genre Based Approach (GBA) showed
a significant difference in report writing achievement. The independent t-test

presented in table 4.6 identified the significant difference between the two groups.
Even though the findings of paired t-test of the control group indicated the students
who were not taught by using GBA yielded significance p=0.000 as well, but the
mean difference showed that there was a significant difference between the two
groups. The posttest results of the experimental group performed better than the
control group with the mean difference was 4.54.
Genre Based Approach helped the students to organize their report writing in
proper way. The GBA overwhelms; building knowledge of field, modeling of text,
joint construction of text, and independent construction of text were definitely
beneficial for the students especially to explore the topic they were going to write.
Moreover, the students role as in peer-proofread gave more motivation and increased
their confidence in the class during the activities. Also, teachers role as facilitator
was considered very important in writing class. In addition, teacher also did some
correction and evaluation for students writing draft in order that the students
recognized their errors. Furthermore, the writer concluded that this approach could
lead and help the students to do independent writing when they attend universities or
belong to a work life.

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