Teacher’s Implementation of Genre Based Reading Instruction in Reading Comprehension Class
Keywords:
Keywords: Genre-Based Reading Instruction, reading comprehension, teacher implementation, English language teaching, Reading-Based PedagogyAbstract
This study investigates the implementation of Genre-Based Reading Instruction (GBRI) in a reading comprehension class and its contribution to students’ understanding of texts. Reading comprehension is considered one of the essential skills in English language learning because it helps students develop critical thinking, vocabulary mastery, and the ability to interpret information effectively. However, many students still experience difficulties in comprehending texts due to limited background knowledge, lack of reading strategies, and monotonous teaching methods. Although Genre-Based Approach has been widely discussed in English language teaching, studies specifically focusing on teachers’ implementation of Genre-Based Reading Instruction in reading comprehension classes remain limited. Therefore, this study aims to explore how teachers implement GBRI and how the implementation supports students’ reading comprehension. This research employed a qualitative descriptive design. The participants were an English teacher and students in a reading comprehension class. The data were collected through classroom observation, interviews, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the teacher implemented several stages of Genre-Based Reading Instruction, including building knowledge of the field, modeling of the text, joint construction, and independent construction. The implementation helped students understand text structures, identify language features, and improve their comprehension of various genres. In conclusion, Genre-Based Reading Instruction provides meaningful support for teaching reading comprehension and encourages active student engagement in the learning process.
References
Aslamiah, S. (2021). Reading Genre in Teaching and Learning English. Al Qalam: Jurnal Ilmiah Keagamaan Dan Kemasyarakatan, 15(1), 39–50. https://doi.org/10.35931/aq.v15i1.462
Budiwati, T. R. (2021). A Descriptive Review of Genre-Based Pedagogy Studies ( Towards Genre Awareness in EFL Context of Indonesia ). 8(1), 59–67.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, and mixed methods approach. SAGE Publications.
Dian Riani, M. (2022). The Use of Genre-Based Approach (GBA) in Teaching Reading Comprehension in Terms of Skimming. Inspiring: English Education Journal, 5(1).
Gunawan. (2022). Teaching reading comprehension through genre-based approach (GBA) at junior high school. Acitya: Journal of Teaching & Education, 4(1), 266–273.
Hanan, A., Muhlisin, M., & Suadiyatno, T. (2020). Actuating reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. Journal of Languages and Language Teaching, 8(4), 402–411. https://doi.org/10.33394/jollt.v8i4.2778
Hu, X. (2024). Genre-Based Instruction of English Reading in a Polytechnic University. 14(6), 1712–1722.
Hudson, A. K., Moore, K. A., Cantrell, E. B.-, & Joshi, R. M. (2021). Elementary Teachers ’ Knowledge of Foundational Literacy Skills : A Critical Piece of the Puzzle in the Science of Reading. 2020. https://doi.org/10.1002/rrq.408
Lailatussifa, N. P., Al Baekani, A. K., & Hakim, P. K. (2025). Implementing Genre Based Approach in Teaching Reading : A Case Study at Vocational High School Students. Journal of Educational Sciences, 9(1), 120–128.
Lestari, N. B., Adia, A., Nirwana, P., & Mapgun, J. A. (2023). Potraying How Genre-Based Approach Was Employed By EFL Teacher Under Kurikulum Merdeka. English Education & Applied Linguistics Journal, 6(3), 147–163.
Mcmaster, K. L., Baker, K., Donegan, R., Hugh, M., & Sargent, K. (2021). Professional Development to Support Teachers ’ Implementation of Intensive Reading Intervention : A Systematic Review. https://doi.org/10.1177/0741932520934099
Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes : Practice and procedures teachers use to help learners with low reading skills Teaching reading skills in EFL classes : Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2093493
Nugraha, I., Emilia, E., & Gunawan, W. (2024). A Genre-Based Approach in Teaching Multimodal Texts. English Review: Journal of English Education, 12(3), 1093–1106. https://doi.org/10.25134/erjee.v12i3.9568
Nurdianingsih, F. (2021). TEACHERS ’ STRATEGIES IN TEACHING READING. 4(2), 285–289.
Paige, D. D., Young, C., Rasinski, T. V, Rupley, W. H., & Nichols, W. D. (2021). Teaching Reading Is More Than a Science : It ’ s Also an Art. 56, 339–350. https://doi.org/10.1002/rrq.388
Puspitaloka, N., & Kholifah, K. N. (2025). Indonesian EFL Teachers ’ Views on Implementing Genre-Based Approach for Reading Classes in Junior High Schools : A Qualitative Study. Borneo Educational Journal (Borju), 7(1), 223–242. https://doi.org/10.24903/bej.v7i1.2352
Review, T. P. (2023). Strengthening Elementary Reading Instruction.
Septiari, F., & Ayu, M. (2026). Integrating Genre Based Approach with Canva to Improve Twelfth Grade Students ’ Reading Comprehension. 6(1), 11–21.
Sharon, V., & Stevens, E. (n.d.). Teaching Reading Comprehension to Students with Learning Difficulties. The Meadows Center for Preventing Educational Risk, The University of Texas at Austin.
Shen, T. (2025). Grounded Theory Coding Quality Assurance Methods. Methodology Insight, 1(March 2025), 1–15. https://doi.org/10.71290/mi01010001
Thaharnunu, M. M., Sulistyanto, I., & Muchyidin, M. S. (2025). COMPARING KWL AND SQ3R MODELS ON ENHANCE JUNIOR HIGHSCHOOL STUDENTNS’READING COMPREHENSION. Premise: Journal of English Education and Applied Linguistics, 14(2), 462-479.
Thi, N., & Phuong, L. (2022). Teachers ’ Strategies in Teaching Reading Comprehension. 1(1), 19–28.
Triastuti, A., Madya, S., & Chappell, P. (2022). Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents. 12(1), 1–15.
