IMPLEMENTING A GENRE-BASED APPROACH FOR NARRATIVE WRITING DEVELOPMENT AMONG GRADE SEVEN STUDENTS

Abstract

This study is designed to examine the implementation of the Genre-Based Approach (GBA) in teaching narrative writing to Grade VII junior high school students, describe students’ responses, and analyze their narrative writing ability after the approach is implemented. The study employs a qualitative descriptive orientation supported by non-participant observation, in-depth semi-structured interviews, documentation, and a narrative writing test. Data are to be analyzed through Miles and Huberman’s procedures of data reduction, data display, and conclusion drawing, while source and technique triangulation are used to strengthen credibility. The analytical framework follows the four GBA stages: Building Knowledge of the Field (BKOF), Modelling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). Because the source document presents a research proposal and does not report completed empirical results, this article does not claim numerical improvement or treatment effects. Instead, it specifies how implementation, scaffolding, student responses, and writing performance will be examined. The study is expected to contribute a process-sensitive account of GBA in Indonesian-language narrative writing under the Merdeka Curriculum and to provide a practical framework for staged, contextual, and learner-centered writing instruction.