Abstract:
This research aims to investigate how the implementation of the Genre-Based
Approach (GBA) carried out by teachers in the learning process of writing
descriptive texts supported by visual media, and to analyze students' perceptions
of the use of GBA supported by visual media in learning to write. This research
uses a qualitative case study method for data collection, utilizing observation and
interviews. Participants in this research were selected through purposive sampling,
including an English teacher and 9 students in class XI who have various levels
of English proficiency in one Islamic Senior High School in Tasikmalaya. The
results of this research revealed that; (1) Observations during class showed that
the teacher applied all stages of GBA systematically starting from BKOF, MOT,
JCOT, and ICOT, and used visual media assistance in the form of picture, except
at the ICOT stage students had the freedom to describe anything; (2) Students
responded positively to the implementation of GBA supported by visual media in
learning to write descriptive text. The picture displayed stimulates students'
thinking in developing ideas and expanding vocabulary. Additionally, the stages
of GBA also help improve students' understanding of the structure of descriptive
text. However, this study still found some students who had difficulties applying
grammatical aspects, especially in the use of tenses and subject-verb agreement.
Therefore, the researcher concluded that although this approach has not fully
overcome the language barriers for all students, GBA with visual media still
makes a positive contribution to students' writing development and learning
motivation.
