An Exploration of the Genre-Based Approach in Teaching Recount Texts: A Case Study At MA Al-Amien Based on the Merdeka Curriculum

Rohmah, Dewi Nikmatul (2025) An Exploration of the Genre-Based Approach in Teaching Recount Texts: A Case Study At MA Al-Amien Based on the Merdeka Curriculum. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

This study employed a qualitative case study to explore the implementation of the Genre-Based Approach (GBA) in teaching recount texts to tenth-grade students at MA Al-Amien, an Islamic boarding school that applies the Merdeka Curriculum. The data were collected through classroom observation, student text analysis, and interviews with the English teacher and selected students. Purposive sampling was used to select four participants representing different achievement levels and communication abilities. The research instruments included observation guides, interview sheets, and documentation guides. The study employed a qualitative case study design, allowing for an in-depth exploration of GBA implementation in its natural classroom context. Data were collected through classroom observations, interviews with the teacher and students, and analysis of students’ recount texts. These multiple sources provided a comprehensive understanding of how GBA was applied, the challenges encountered, and students’ learning outcomes. The findings showed that the Genre-Based Approach was implemented through its four stages: Building Knowledge of the Field (BKoF), Modeling of the Text (MoT), Joint Construction of the Text (JCoT), and Independent Construction of the Text (ICoT). During the process, the teacher faced several challenges, including limited class time due to pesantren activities, varied student proficiency levels, low mastery of grammar and vocabulary, and lack of motivation during independent writing. To address these challenges, the teacher applied several practical strategies, such as using videos to build background knowledge, asking students to search for their own model texts, forming balanced groups, and giving one-on-one support. While these strategies are not entirely new, their combination and adaptation in a pesantren-based school provide a fresh perspective on how GBA can be applied in structured and time-limited learning environments. This study contributes a contextual insight into GBA practice and offers pedagogical value for English teachers who aim to apply genre-based instruction in classrooms with similar challenges.

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