A Genre-Based Approach Strategies on Teaching Writing Comprehension: A Systematic Literature Review

Nurun Navisatil Husna; Salsabila Eviva Kamila; Sri Wahyuni

doi:10.31004/basicedu.v10i1.11204

Authors

Nurun Navisatil Husna UIN Syekh Wasil Kediri, Indonesia
Salsabila Eviva Kamila UIN Syekh Wasil Kediri, Indonesia
Sri Wahyuni UIN Syekh Wasil Kediri, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v10i1.11204

Keywords:

genre-based approach, writing comprehension, english language teaching

Abstract

Menulis merupakan keterampilan bahasa yang kompleks dan masih menjadi tantangan bagi pembelajar EFL, sehingga diperlukan pendekatan pembelajaran yang mampu membantu siswa memahami struktur dan fungsi teks secara sistematis. Penelitian ini bertujuan untuk mengevaluasi efektivitas dan kegunaan Genre-Based Approach (GBA) dalam pembelajaran menulis Bahasa Inggris melalui pendekatan Systematic Literature Review (SLR). Kebaruan utama kajian ini terletak pada sintesis sistematis bukti empiris yang memetakan pola efektivitas dan kegunaan GBA berdasarkan tahapan siklus pembelajaran genre (BKOF–Modeling–Joint Construction–Independent Construction) lintas jenjang pendidikan dan desain penelitian. Penelitian ini menggunakan prosedur PRISMA 2020 terhadap artikel jurnal empiris yang dipublikasikan pada periode 2015–2025 dan diperoleh dari Google Scholar serta Semantic Scholar. Dari 24.365 artikel awal, sebanyak 30 studi memenuhi kriteria inklusi dan dianalisis lebih lanjut. Hasil penelitian menunjukkan bahwa GBA secara konsisten meningkatkan kemampuan menulis siswa, khususnya dalam pengorganisasian teks, penguasaan struktur genre, koherensi, dan ketepatan kebahasaan. Studi kuantitatif melaporkan peningkatan signifikan dalam kualitas tulisan setelah penerapan tahapan pembelajaran genre, sementara studi kualitatif dan mixed-method menunjukkan bahwa GBA meningkatkan keterlibatan, kepercayaan diri, dan kesadaran genre siswa sebagai fondasi kognitif bagi pengembangan kemampuan menulis. Dengan demikian, GBA terbukti sebagai pendekatan yang efektif dan fleksibel dalam pembelajaran menulis. Namun, dominasi konteks Indonesia, jenjang pendidikan K–12 dan desain kuantitatif dalam studi yang direview menjadi keterbatasan utama yang perlu diperhatikan dalam menggeneralisasi temuan ke konteks EFL lainnya.

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