Genre-based Learning To Teach Procedure Text

Abstract

This best practice study explores the implementation of Genre-Based Learning (GBL) in teaching procedure texts to vocational high school (SMK) students majoring in electrical engineering. Grounded in Teaching and Learning Cycle (TLC) by Feez and Joyce, the study employed the four GBL 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). The instructional design integrated digital tools like Padlet and PowerPoint to enhance student engagement, collaborative learning, and independent performance. Teaching activities were contextualized using real-life tasks such as technical procedures involving electrical equipment. The findings indicate that the GBL approach improved students’ ability to structure procedure texts, use passive voice appropriately, and understand the communicative functions of technical writing. Moreover, the approach boosted motivation and relevance by connecting English to students’ vocational disciplines. Overall, the study concludes that genre-based pedagogy, when integrated with multimedia and contextual teaching, is an effective strategy to improve writing skills and prepare students for workplace communication.