Promoting Students’ Writing Skill: Genre-Based Approach in Indonesia EFL Context

Mohammad Fajar Mediyawan Gintings


This paper aimed to critically examine the effectiveness of Genre-Based Approach (GBA) to teaching writing in EFL context of Indonesia. Although several studies have discussed the effectiveness of GBA in teaching writing, those studies put emphasize how GBA focuses on genre or text types rather than the basic principles of GBA that aims for socially functioning language skills. This paper draws on the relevant literature to investigates how GBA suits the teaching of writing in EFL context of Indonesia. Moreover, the discussion focuses on the benefits of GBA which mainly derived from five key principles of Genre proposed by Hyland (2007). Through the exploration of existing empirical studies, this paper found that GBA offer three main benefits in teaching writing under the EFL context. These benefits are: (1) the offer of practical writing skill; (2) the build of students’ confidence in English writing; and (3) stimulation on students’ critical thinking as part of their English literacy. Nevertheless, the benefits of GBA in teaching writing could only be attained if teachers implement GBA according to its full-fledged teaching and learning cycles.

Full Text:



Cornelius, S., & Cotsworth, B. (2015). Genre Analysis and Genre-based Approaches to EFL

Writing: A Critical Analysis. 15-21. Retrieved September 20, 2016, from

de Oliviera, L. C., & Lan, S.-W. (2014). Writing science in an upper elementary classroom: a

genre-based approach to teaching English language learners. Journal of Second Language

Writing, 25, 23-39. doi:10.1016/j.jslw.2014.05.001

Depdiknas. (2003). Kompetensi Dasar Mata Pelajaran Bahasa Inggris SMA & MA. Jakarta:

Balitbang Depdiknas.

Emilia, E. (2011). Teaching Academic Writing: A Critical Genre-Based Approach in an EFL

Context. Frankfurt: Lambert Academic Publishing.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of

Second Language Writing, 148-164.

Hyland, K. (2009). Teaching and Researching Writing. Harlow: Pearson Education Limited.

Hyon, S. (1996). Genre in Three Tradition: Implications for ESL. TESOL Quarterly, 30, 693-722.

Kim, M. (2006). Genre-Based approach to teaching writing. TESOL Working Paper Series 4 (2),

-39. Retrieved September 20, 2016, from

Kim, Y., & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process and

the Genre Approach. ASIAN EFL Journal, 7(2), 1-15. Retrieved September 20, 2016, from

Martin, J. R., & Rose, D. (2007). Genre Relations. London: Equinox Publishing.

Myskow, G., & Gordon, K. (2010). A Focus on Purpose: Using Genre approach in an EFL writing

class. ELT Journal, 64(3), 283-292. doi:doi:10.1093/elt/ccp057

Wingate, U. (2012). Using academic literacies and genre-based models for academic writing

instruction: a 'literacy' journey. Journal of English for academic purposes, 11, 26-37.



  • There are currently no refbacks.

Lexeme : Journal of Linguistics and Applied Linguistics Jl. Raya Puspitek No. 11, Serpong, Tangerang Selatan, Banten » Tel / fax : 0812 1035 6273 / WA: 081210356273 (Septian)