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Abstract
Genre-based instruction is one teaching strategy that has attracted a lot of interest lately. GBI seeks to give students the information and abilities they need to create written texts that are both effective and appropriate for their contexts by concentrating on the unique linguistic and structural characteristics of different text genres. The effect of GBI on students' composition abilities is still being studied and discussed, despite its potential. In this study, we examined the impact of genre-based instruction on 18 students composition skills of Sultan Ali Akbar Sinenggayan National High School. Drawing upon the quasi-experimental research design and total enumeration sampling technique, we used genre-based instruction on the Grade 11 students enrolled in the Reading and Writing subject. To examine the potential impact of the treatment, we collected pre- and post-instruction data. Based on the evaluation of the experts, the Genre-Based Instruction module met 91% above quality standards. The results, students who were exposed to GBI showed a statistically significant improvement in their composition abilities, indicating that GBI is a useful teaching strategy for raising secondary school students' writing competency. The “Genre-Based Instruction Module” may adapt by Sultan Ali Akbar Sinenggayan National High School and other public and private schools. Furthermore, teachers in senior high teaching reading and writing may use this module during their class or remedial class.
