465 

 

 

EEJ 13 (3) (2023) 465-475 

 

 

English Education Journal 
 

Http://journal.unnes.ac.id/sju/index.php/eej 

 

The Implementation of Genre-Based Approach Through Project-Based 

Learning in Teaching Writing 
 

Nur Khasanah, Abdurrachman Faridi , Sri Wahyuni  

 

Universitas Negeri Semarang 

Article Info 

_____________ 
Article History: 

Accepted 30 March 

2023 

Approved 8 June 2023 

Published 15 
September 2023 

 

______________ 
Keywords: 

Genre-based approach, 

project-based learning, 

writing skills, recount 
text, perception, 

experience, reflection. 

______________ 
 

Abstract  

_________________________________________________________ 

Writing is one of the six elements of English in the Emancipated Curriculum that 
must be mastered by Phase E (10th-grade) students. It is a productive skill that 

proves challenging for students. Considering this, a genre-based approach and 
project-based learning will be the best techniques for the teacher and students to 
achieve the learning target. This study aimed to explain the implementation of a 

genre-based approach through project-based learning in teaching writing. The 
research design was a qualitative case study conducted at SMKN 1 Temanggung. 

The participants of this study were thirty-six students and one English teacher. The 
instruments used in this study were observation class, interview, questionnaire, 

and document review. The data were analyzed using an interactive analysis model 
based on Miles and Huberman (1994). The results show that the planning stage of 
using a genre-based approach through project-based learning was found in the 

teaching documents (the syllabus, lesson plan, and learning materials), the practice 
of using a genre-based approach through project-based learning was manifested in 

the teaching and learning activities, and the assessment of using it was conducted 
through formative assessment by giving the written test and work performance. 

So, it was concluded that the use of a genre-based approach through project-based 
learning was implemented in teaching writing. This holistic study contributes 
significantly to the understanding of effective pedagogical practices, providing a 

unique perspective on combining these approaches to enhance students' writing 
skills. It underscores the potential of this combined approach, offering a valuable 

contribution to the field of language education, especially in teaching writing skills. 

 
Correspondence Address:  

Kelud Utara 3 Kampus Pascasarjana UNNES 34572  
 E-mail: nkhasanah438@students.unnes.ac.id 

 

 
 

P-ISSN 2087-0108 

E-ISSN 2502-4566 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

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INTRODUCTION 

 
In the National Curriculum, English 

learning plays a pivotal role in shaping 

students into lifelong learners with a 

Pancasila Student Profile characterized by 

qualities such as faith, nobility, 

independence, critical reasoning, creativity, 

cooperation, and global awareness. 

Achieving the Pancasila Student Profile 

involves utilizing written texts, visual and 

oral materials, and integrated activities in 

the learning process. English, challenging 

for students alongside technical terms, 

deviates from their everyday language use. 

Writing, being a productive skill, 

proves challenging for students. Students 

not only need help in learning how to write, 

but also in understanding how texts are 

shaped by topic, audience, purpose, and 

cultural norms (Hayland, 2002). They often 

require more time to complete tasks, 

especially in writing skills, due to various 

factors, such as the difficulty in producing 

quality text quickly. The students need to 

inquire into the details of text types and 

understand their social function, language 

features, and schematic structures 

accurately. Additionally, they often find 

conventional learning models boring. 

Furthermore, writing skills are one of the six 

elements of English in the Emancipated 

Curriculum that must be mastered by Phase 

E (10th-grade) students. Considering this, a 

genre-based approach and project-based 

learning will be the best techniques for the 

teacher and students to achieve the learning 

target. Both of these methods are considered 

optimal techniques for students to achieve 

learning targets, particularly in writing 

skills. 

The genre-based approach was 

regularly used in teaching language as an 

appropriate method for learning writing. 

Therefore, much research has been 

undertaken in this field of study. For 

instance, some researchers found that a 

genre-based approach enhances the 

students' writing skills (Dong & Lu, 2020; 

Herman et al., 2020; Irawansyah, 2016; 

Pham & Bui, 2021). Wijayatiningsih et al. 

(2021) pointed out that genre-based writing 

courses explained that writing was a 

complex skill and required stages of creating 

a coherent text. Simultaneously, the genre-

based approach stands out as a precise 

method for understanding various types of 

texts. That means this method was not only 

for the students but also helped the teacher 

in teaching writing. It has four stages based 

on the texts in English learning and 

discusses the same topic. They are building 

knowledge of the field, modeling of the text, 

joint construction of the text, and 

independent construction of the text 

(Emilia, 2011), as cited in the Standard 

Curriculum and Educational Assessment 

number 008/h/kr/2022 in the Emancipated 

Curriculum.  

Within the Vocational High School 

Curriculum, English is an integral 

component of vocational courses with 

learning objectives focused on tangible 

outcomes. Project-based learning guides 

students to acquire knowledge through 

understanding, application, and action. The 

expectation is that students will develop 

knowledge, skills, and attitudes, serving as 

assessment criteria for teachers (Markham, 

2000, cited in HOTS-Orie’nted Module: 

Project-Based Learning). Project-based 

learning proves to be a fitting model for 

application in all vocational courses, 

including English, aiding students in 

acquiring writing skills more effectively. 

The project-based learning is the central 

activities incriminate new knowledge of 

transformation and construction (Shekar, 

2007, as cited in Sharma et al., 2020). 

Project-based learning can improve 

students’ learning outcomes (Asa, 2020; 

Sudiro, 2020; Prasetya, 2019).  Wahyuni 

(2014) noted that project-based learning 

involves the students' awareness of the 



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

467 

 

benefits of Linguistics and Educational 

Research classes. Rahmawati et al. (2023) 

stated that project-based learning can 

explore students’ creative learning in 

writing skills. In this case, this model could 

help the students get the English product of 

writing skills more easily. Samsiyah et al. 

(2020) claimed that implementing project-

based can improve the students’ 

achievement in social studies of learning. 

Kim (2021) noted that project-based 

learning could demonstrate L2 learners' 

ability to conceptualize, apply, and 

reconstruct scientific knowledge through 

the Invention-Based Learning project and 

their linguistic and conceptual development 

through writing. Rahman (2021) revealed 

that teachers’ perceptions of project-based 

learning were appropriate to their plan, 

implementation, and assessment of it.  

The previous studies consistently 

examined the genre-based approach and 

project-based learning in separate ways. 

Each of the studies demonstrates positive 

outcomes. However, there is a lack of 

studies that combine these two approaches 

in a single learning context. SMKN 1 

Temanggung, designated as a Sekolah Pusat 

Keunggulan (Center of Excellence) by the 

Directorate General of Vocational 

Education, Ministry of Education and 

Culture, has adopted the Emancipated 

Curriculum as its school model. Therefore, 

this study aims to investigate the 

implementation of a genre-based approach 

through project-based learning in teaching 

writing, especially the recount text to Phase 

E (10th-grade) students at SMKN 1 

Temanggung. It is expected that this study 

will contribute positively to both students 

and teachers at the institution. 

 
METHOD 

 
This study aimed to explain the 

implementation of a genre-based approach 

through project-based learning in teaching 

writing to Phase E (10th-grade) students of 

SMKN 1 Temanggung. The research design 

employed in this study was a qualitative 

case study. This approach involves an 

intensive examination of a phenomenon 

over time within its natural setting, typically 

at one or a few sites (Bhattacharjee, 2012). 

The chosen research site for this study was 

SMKN 1 Temanggung, with two primary 

research participants: The English teacher 

and thirty-six students from the X ATP-4 

(Plantation Plant Agribusiness) program. 

The collected data were qualitative, and 

four instruments were used for data 

collection: The observation checklist, 

interview guide, questionnaire, and 

document review.  

The data collection procedures 

consisted of four steps: 

First, it was an observation The 

observation checklist was developed from 

the teaching module (lesson plan). 

Simultaneously, the English teaching and 

learning process was observed to gather 

essential information on implementing the 

genre-based approach through project-based 

learning in teaching the writing of recount 

text. 

Second, an interview was conducted 

with both the teacher and students. This step 

aimed to enrich the data obtained from the 

observations. The interview was a face-to-

face semi-structured interview and the 

questions were developed from the teaching 

documents. Interviews were conducted after 

the observation phase was completed, with 

notes and recordings made to preserve 

authentic information. There were nine 

students participated in this data collection 

process. 

Third, a questionnaire was 

distributed to both students and the teacher 

to gather additional information. It was 

closed-ended with five statements on the 

Likert Scale to reach the students’ 

responses. The five statements in the 

questionnaire were developed from a 



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

468 

 

teaching document (lesson plan).  This step 

took place on the day following the 

completion of the interviews with students 

and the teacher. 

The final procedure involved 

collecting relevant documents, particularly 

from the document review form of the 

planning stages and the teacher's 

assessments. the document is a set of 

physical evidence that is used by the teacher 

to understand the research phenomenon.  

The planning stages consist of the syllabus, 

lesson plan, and learning materials. 

Moreover, the rubric scoring and 

observation sheets were documents for 

assessment. This step was undertaken after 

the completion of observations, interviews, 

and questionnaires focused on 

implementing the genre-based approach 

through project-based learning in teaching 

the writing of recount text. 

Data analysis was conducted based 

on observation reports, interview 

transcripts, questionnaire notes, and 

document reviews. The analysis followed 

an interactive model, drawing upon the 

framework proposed by Miles and 

Huberman (1994). The data analysis 

process encompassed data reduction, 

display, conclusion drawing, and data 

collection in an interactive cyclical process. 

 
RESULTS AND DISCUSSIONS 

 
The results data was obtained from 

the observation reports, interview 

transcripts, questionnaire notes, and 

document review. The following results and 

discussion of this study as follows: 

 

The Planning Stage of Using a Genre-

Based Approach through Project-based 

Learning. 

In this section, the data were 

collected from the interview and document 

review to obtain the correct answer for the 

first research question. First, based on the 

interview results, it was found that the 

Emancipated Curriculum has been used by 

this school. The English teacher has five 

teaching documents as guidance, which 

include syllabi, lesson plans, learning 

materials, learning media, and learning 

sources. 

Furthermore, the teacher selected the 

genre-based approach and project-based 

learning, as indicated in the teaching 

documents. This choice was aligned with 

the learning materials, especially the type of 

text, and its relation to the genre. The 

teacher stated, "The method and model of 

learning that I used, matches the learning 

materials. Here, I chose the genre-based 

approach and the model of project-based 

learning because it is very understandable 

for the students in learning the recount text." 

These methods are highly suitable for 

teaching writing, with four stages in the 

genre-based approach and eight stages in 

project-based learning outlined in the main 

activities of the lesson plan, facilitating the 

quick delivery of material. 

The teacher explained, ”For the 

method of the genre-based approach, I 

utilized four stages: Building knowledge of 

the field, modeling of text, joint 

construction of the text, and independent 

construction of text. Additionally, for the 

model of project-based learning, I followed 

the eight stages such as giving essential 

questions, choosing a project topic, creating 

the schedule, designing the project, finishing 

the project, monitoring the process, 

presenting the project results, and assessing 

the project because it is helpful and provides 

an easy way to deliver the materials." These 

stages are considered the best steps for 

teaching writing and aiding the teacher in 

material delivery, as recorded in the main 

activities of the lesson plan. 

The teacher taught the recount text 

materials sourced from the X English Book 

and the Internet Link. Notably, there was 

no label for the method and model in these 



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

469 

 

materials. However, the teacher included 

the genre-based approach and project-based 

learning in the syllabus and lesson plan, 

stating, ”For the method and model of 

learning, I wrote directly in the teaching 

documents of the syllabus and lesson plan.” 

This selection of methods and models 

aimed to make learning more exciting is 

documented in both the syllabus and lesson 

plan. 

Second, based on the data analysis, it 

was found that the English teacher prepared 

to teach with documents referring to the 

Emancipated Curriculum, including the 

syllabus, lesson plan, learning materials, 

learning media, and learning sources. The 

data showed that the genre-based approach 

and project-based learning were 

documented in the syllabus's learning 

strategies and the lesson plan's primary 

activities. Learning materials were 

presented through slides, explaining the 

definition, social function, generic structure, 

language features, and types of the recount 

text, all related to the genre on the learning 

side. The learning sources were derived 

from the English Book for X Grade, a 

module, and the Internet. The method and 

model of learning were evident in the 

teaching documents of the syllabus, lesson 

plan, and learning materials, though not 

explicitly stated in the learning sources and 

media. 

Based on the findings, it was 

identified that the genre approach and 

project-based learning were demonstrated in 

the teaching documents of the syllabus, 

lesson plan, and learning materials, aligning 

with the planning stage in the Emancipated 

Curriculum. These planning stages serve as 

the teacher’s guidelines prepared before the 

beginning of the class, essential for 

achieving the learning target. It relates to the 

theory that strategy in the teaching and 

learning process is a plan that is carefully 

prepared to achieve the learning objective 

(Daud, 2020, as cited in Hermansyah et al., 

2023). The other theory, a genre-based 

approach to socially situated writing 

facilitates learning privileged forms of 

discourse (Martin & Rose, 2008). The 

teacher teaches the recount, a kind of text or 

genre on the learning materials side. 

Abbaszadeh (2013) argued in the research 

that a genre-based approach forward to 

second language pedagogy is open to course 

designers, materials developers, and 

language teachers. 

Furthermore, Blumenfeld et al. 

(1991) elaborate on the processes of PBL: 

Project-based learning is a comprehensive 

perspective focused on teaching by engaging 

students in the investigation. Fernandes 

(2014) described project-based learning as a 

linking of theory to practice of real life. The 

other research showed that project-based 

learning is a vital instrument to push 

students’ motivation and their learning 

(Pedersen, 2022). 

 

The Practice of Using a Genre-Based 

Approach through Project-Based 

Learning. 

In this section, data were collected 

through observation and a questionnaire to 

obtain a valid answer to the second research 

question. Based on the observation results, 

thirty-six students were active in the class, 

with a time allocation of 180 minutes over 

two meetings. 

During the first meeting, the teacher 

implemented three stages of the genre-based 

approach and project-based learning. The 

stages of the genre-based approach included 

building knowledge of the field to 

familiarize students with the recount texts 

related to the given topic, modeling of text 

to understand the social function, language 

features, and structures of the recount text, 

and joint construction of text to enhance 

student’s writing skills by organizing 

jumbled sentences into well-structured 

personal recount texts on their worksheets.  



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

470 

 

In the second meeting, the teacher 

assessed the students using the independent 

construction and project-based learning 

stages. Students worked on the project of 

personal recount text in groups without 

teacher guidance. Initially, they wrote in 

their notebooks and then transferred it to the 

assignment sheet. All groups collectively 

discussed and collaborated on their tasks. 

Finally, each group presented their 

discussion results in front of the class, with 

other students actively participating. The 

teacher provided feedback and assessed 

their work. 

In this case, data were collected from 

the students' questionnaire, consisting of 

five statements on the Likert scale, and 

presented in the percentage model of the 

chart.  

 

 

Figure 1. Questionnaire Result 

 
According to Figure 1, for item 1, “By 

using a genre-based approach and project-

based learning, I could think critically, 

creatively, and innovatively,” 50% of 

students strongly agreed, and 50% agreed. 

For item 2, “Using a genre-based approach 

and project-based learning, I could choose 

the project topic,” 19.4% of students 

strongly agreed, and 80.5% agreed. For item 

number 3, “By using a genre-based 

approach and project-based learning, I 

could design the project of personal recount 

text well,” 61.1% of students strongly 

agreed, and 38.89% agreed. For item 

number 4, “By using a genre-based 

approach and project-based learning, I 

could make the project of personal recount 

text well,” 16.67% of students strongly 

agreed, and 83.3% agreed. For item number 

5, “By using a genre-based approach and 

project-based learning, I could present the 

project result of personal recount text well,” 

27.76% of students strongly agreed, and 

72.2% agreed. Additionally, no students 

gave thick for disagree and strongly 

disagree. 

Based on the findings, it was 

determined that the teacher adhered to the 

lesson plan as a guideline for teaching. A 

significant percentage of students, 88.9%, 

fell into the outstanding category, with 

11.1% in the excellent category regarding its 

utilization. The teacher employed the four 

stages of the genre-based approach: 

Building knowledge of the field, modeling 

of text, joint construction of the text, and 

independent construction of the text, which 

were integrated into the main activities in 

the lesson plan. The teaching model of a 

genre-based approach proposed by 

Hammond (1992) involves four stages: 

Building knowledge of the field, modeling 

of text, joint construction of the text, and 

independent construction of the text 

(Emilia, 2016, p. 37, as cited in Luhur, 

2023). Dirgeyasa (2016) viewed that a 

genre-based approach to writing covers 

distinctive dimensions in teaching and 

learning writing. 

Furthermore, the teacher instructed 

the stages of project-based learning, such as 

giving essential questions, choosing a 

project topic, creating the schedule, 

designing the project, finishing the project, 

monitoring the process, presenting the 

project results, and assessing the project. 

The stages of project-based learning for 

language learning consist of three main 

stages: Planning, implementation, and 

18

7

22

6
10

18

29

14

30
26

0
5

10
15
20
25
30
35

Strongly…
Agree



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

471 

 

reporting (Stoller, 2006, as cited in HOTS-

Oriented Module: Project-Based Learning, 

2020). Garcia (2016) observed that project-

based learning could improve students’ 

meaningful learning during their course of 

study. Additionally, using project-based 

learning and quizizz was effective in 

teaching the writing of recount text and 

students were enthusiastic in writing lessons 

(Septiyani et al., 2023). It was found that the 

teacher used the stages of a genre approach 

combined with project-based learning in 

teaching writing. 

The Assessment of Using a Genre-

Based Approach through Project-Based 

Learning. 

Based on the interview transcript 

results, both formative and summative 

assessments were conducted. Formative 

assessments were carried out at every 

meeting, while summative assessments 

were performed at the end of the learning 

materials evaluation. The teacher 

emphasized that the assessments were 

conducted independently for the English 

course. Formative assessments included 

writing and presenting performances, as 

well as class discussions. Additionally, skills 

assessments in writing and presenting were 

conducted through written tests and work 

performances. 

The assessment for students' 

involvement in discussion sessions was 

conducted both in groups and individually, 

examining their active participation and 

providing feedback. The teacher explained 

that the written test, presented as the project 

form of the personal recount text, was given 

during the second meeting. Students 

worked in teams to complete their projects, 

and each group presented their discussion 

results in front of the class. The teacher 

provided feedback, acknowledging students 

who actively participated in the discussion. 

The teacher clarified, "There were two 

assessments, formative and summative. The 

formative assessment included the written 

test in project form and work performance 

with a presentation in front of the class. The 

summative assessment, with an evaluation 

form in the written test, was conducted at 

the end of the learning material." These 

assessments were used to measure students' 

comprehension of the materials, specifically 

in English. The formative assessment 

involved the written test in the form of a 

personal recount text project, conducted 

after completing the materials. The teacher 

added, “The assessment was done 

independently, especially for English, in the 

project form where students created the text 

of a personal recount with their languages.” 

The project was done in a group, and the 

assessment guidelines used the rubric 

scoring of the attitude and skills 

assessment." The assessment was given 

solely for English material and conducted in 

groups of six, using rubric scoring. 

Additionally, the teacher evaluated spiritual 

and social attitudes through observation 

during the learning process using 

observation sheets. Writing-presenting skills 

were assessed by evaluating project results 

and discussion outcomes during 

presentations. 

Based on the observation results, it 

was found that the teacher assessed the 

written test and work performance on the 

personal recount text project for writing 

skills. Students were instructed to complete 

the project in a group and present it to the 

class. Furthermore, the teacher assessed a 

genre-based approach by giving a written 

test on personal recount text writing skills, 

combined with the project-based learning 

model by creating a project form. The 

teacher employed three assessment steps: 

Preparation, process, and the end of the 

assessment process. In the preparation 

stage, the teacher informed students of the 

points that would be assessed and instructed 

them to prepare the necessary materials for 

the project. The students chose the project 

topic of the personal recount text, and the 



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472 

 

teacher provided assignment sheets and 

guidance. The teacher explained the project 

assessment criteria, including data 

processing, relevance, authenticity, 

creativity, and innovation. In the process 

stage, the teacher allowed time for group 

discussions and project completion, 

monitoring and observing students' 

progress. In the end, the teacher provided 

scores for the students’ project results, 

evaluations, and conclusions. 

Based on the findings, it was revealed 

that the teacher conducted attitudes and 

skills assessments using rubric scoring 

through the written test and work 

performance of the personal recount text 

project. These assessments aimed to 

measure students' mastery of the learning 

materials. Formative assessments, such as 

the written test of the personal recount text 

project, were given to gauge students’ 

understanding. The study supports the idea 

that the success of productive skill tasks 

depends on how teachers organize and 

respond to students’ work (Harmer, 2007). 

Additionally, it aligns with the notion that 

writing serves various purposes and takes 

different forms (Harmer, 2004). The 

formative assessment in project-based 

learning is based on the learning process 

stages (Palupi, 2016, as cited in HOTS-

Oriented Module: Project-Based Learning, 

2020). Putra (2021) stated having good 

experience in implementing formative 

assessment, teachers figured out the 

importance of assessment. The assessment 

used a genre approach and project-based 

learning in the formative assessment 

through written tests and work 

performances of personal recount text 

projects with rubric scoring.  

The above findings demonstrate that 

a genre-based approach through project-

based learning enhances students' writing 

skills, particularly in personal recount text 

projects for Phase E (10th-grade) students of 

the ATP-4 Program at SMKN 1 

Temanggung. A notable difference from 

previous studies is the methodology and 

model, with the unique combination of a 

genre-based approach and project-based 

learning in one learning context. Moreover, 

this study contributes positively to both 

students and teachers at the institution. 

The above findings demonstrate that 

the use of a genre-based approach through 

project-based learning was implemented in 

teaching writing. A notable difference from 

previous studies is the methodology and 

model, which in the study found the 

combination of a genre-based approach and 

project-based learning in one learning 

context. The novelty lies in this study’s 

integration of a genre-based approach and 

project-based learning offering a unique 

pedagogical perspective, and a holistic and 

systematic learning process. This study 

contributes significantly to the 

understanding of effective pedagogical 

practices and provides a different 

perspective on combining these approaches 

to enhance students' writing skills. It sheds 

light on how these two combined 

approaches have potential value in 

developing students’ writing skills. 

Moreover, this study is also valuable for the 

teachers to implement this combined 

approach to their teaching activity.  

 
CONCLUSION  

 
The study explores the 

implementation of a genre-based approach 

through project-based learning in teaching 

writing, particularly focusing on personal 

recount text projects among 10th-grade 

students in the ATP-4 program at SMKN1 

Temanggung. The research has uncovered 

significant insights across various 

dimensions of the teaching process. The 

planning stage, as outlined in the 

emancipated curriculum, emphasizes the 

integration of both the genre-based 

approach and project-based learning into 



Nur khasanah, et al./ English Education Journal 13 (3) (2023) 465-475 

473 

 

syllabi, lesson plans, and learning materials. 

This combination provides a 

comprehensive teacher guide, aligning with 

the theory that a genre-based approach 

instructs learners on language patterns for 

coherent composition. Moving to the 

practice stage, the study reveals that the 

teacher effectively implemented the four 

stages of the genre-based approach: 

Building knowledge of the field, modeling 

of text, joint construction of the text, and 

independent construction of the text. 

Notably, these stages were seamlessly 

integrated into the lesson plan, showcasing 

the teacher’s adept utilization of both 

pedagogical methods. Furthermore, the 

incorporation of project-based learning 

stages, such as posing essential questions, 

selecting project topics, scheduling, 

designing, and presenting, demonstrated a 

holistic and systematic learning process. 

Assessment practices aligned with the 

formative evaluation of the personal recount 

text project, employing rubric scoring, a 

technique proven to measure students' 

mastery effectively. For other researchers 

interested in expanding on the insights 

provided by this study, there is a need for in-

depth investigations into the long-term 

impacts of integrating a genre-based 

approach through project-based learning.  

Longitudinal studies can provide valuable 

insights into sustained benefits and potential 

challenges associated with this innovative 

pedagogical approach. Other researchers 

can also explore variations in the combined 

approach across different educational 

settings, cultural contexts, and linguistic 

backgrounds.  

 

 

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