GENRE-BASED APPROACH IMPLEMENTATION IN TEACHING LISTENING: A CASE STUDY IN SENIOR HIGHSCHOOL IN BLITAR

This study aims to investigate the implementation of the Genre-Based
Approach (GBA) in teaching listening to 10th-grade students at SMA Negeri 1
Sutojayan, Indonesia. The Genre-Based Approach offers a structured framework
for enhancing listening skills by emphasizing different text genres, but its practical
application in engaging students and improving comprehension has shown mixed
results.
This study employed a qualitative case study methodology, collecting data
through observations, and interviews to assess the approach's effectiveness.
Findings reveal that while GBA provides a theoretically robust method, its success
depends on thorough preparatory activities, including pre-listening tasks to build
vocabulary and context. The study highlights the need for differentiated teaching
strategies to cater to varying student proficiency levels and recommends more
targeted pre- and post-listening activities to enhance comprehension and
engagement. The research underscores the potential of GBA, suggesting that its
effectiveness can be significantly improved through careful implementation and
support.
The result of this research showed the implementation of Genre-Based
Approach in teaching listening at SMAN 1 Sutojayn in the Academic Year
2023/2024. According to the data of observation and interview, teaching writing
using Genre-Based Approach involves four phases. The stages were Building
Knowledge Field, Modelling of the text, Joint construction of the text, and the last
was Individual Construction of the text. The teacher applied the phases in GenreBased Approach properly, teaching-learning done by teacher was appropriate with
the rule on the cycle of Genre-Based Approach. The researcher found some
challenge that teacher faced during the implementation of Genre-Based Approach
such as lack of material and media, lack of student’s motivation, and limited time
study.
Future research should explore additional strategies to further adapt the
approach to diverse student needs and increase overall engagement in listening
activities