ENHANCING STUDENTS’ WRITING ABILITY THROUGH GENRE-BASED LEARNING IN THE TENTH GRADE OF SMKN 3 KEDIRI

PURNAMA, NAYA CANDRIKA (2026) ENHANCING STUDENTS’ WRITING ABILITY THROUGH GENRE-BASED LEARNING IN THE TENTH GRADE OF SMKN 3 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This research was motivated by observations and the researcher's experience during the Pengenalan Lapangan Persekolahan (PLP) at SMKN 3 Kediri, which revealed that tenth-grade students experienced difficulties in writing descriptive texts. These difficulties included problems in generating and developing ideas, organizing texts systematically, using appropriate vocabulary, and applying correct grammar. As a result, students' writing ability remained low, and they lacked confidence and participation in writing activities. The research problems of this study are (1) How is genre-based learning implemented in teaching writing to the tenth-grade students at SMKN 3 Kediri? (2) How are the results of students' writing ability after the implementation of genre-based learning at SMKN 3 Kediri? This research employed Empirical Classroom Action Research (CAR) following the Kemmis and McTaggart model, consisting of four stages: planning, acting, observing, and reflecting. The subjects of this study were 36 tenth-grade students of Culinary 1 at SMKN 3 Kediri. The research was conducted from September 8 to September 10, 2025, during the 2025/2026 academic year. The instruments used included observation sheets, and writing test covering five aspects: content, organization, vocabulary, grammar, and mechanics. The findings of this research are (1) Genre-Based Learning was implemented systematically through 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) (2) Students achieved an average writing score of 85, exceeding the teacher KKTP (Kriteria Ketercapaian Tujuan Pembelajaran) of 75% to 80%, indicating that Genre-Based Learning successfully improved students' writing ability in descriptive texts. Based on the conclusion of this research, it is recommended: (1) Teachers should provide clear, step-by-step instructions at each stage of Genre-Based Learning, to help students understand what is expected and reduce confusion during writing activities. (2) Teachers should allocate instructional time for each stage and integrate writing activities consistently across multiple learning sessions to support sustained writing development. (3) Future researchers are encouraged to conduct similar studies with larger and more diverse participant samples and longer implementation periods to obtain more comprehensive findings.

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