Abstract:
Abstract: This study investigates the implementation of the Genre-Based Approach (GBA) as a pedagogical strategy to stimulate the writing skills of procedure texts among eleventh-grade students at an Islamic high school in Ciamis. Writing procedure texts presents unique linguistic and organizational challenges to students, which necessitate effective instructional approaches. Using a qualitative case study design, data were gathered through observations and interviews to explore how the GBA was applied by the teacher and its impact on students’ writing performance. The findings reveal that while the teacher implemented GBA through conventional methods, limitations such as the lack of diverse media, insufficient feedback, and a restricted student vocabulary hindered optimal learning outcomes. Nonetheless, the approach significantly improved students' ability to structure and produce coherent procedural texts. The study concludes that the use of varied instructional media, enhanced feedback mechanisms, and vocabulary support can further strengthen the effectiveness of GBA in teaching writing skills. This research contributes valuable insights for educators seeking to improve genre-based writing instruction in similar educational contexts.
