<![CDATA[This study investigated the use of an SFL Genre-Based Approach (GBA) to improve EFL students’ hortatory exposition writing skills. The study focused on students’ ability in writing structure, coherence, and persuasion. It also explored the challenges faced by students during the learning process. The participants were 30 EFL students, divided into two groups: 15 students in the control group and 15 students in the experimental group. The present study used an explanatory mixed method design. The experimental group was given teaching instructions through the Teaching and Learning Cycle (TLC) stages in GBA, while the control group underwent a different learning method. Both groups completed a pre-test and post-test using the same hortatory exposition topic. The data were analyzed using statistical analysis and qualitative interpretation. The findings showed that students in the experimental group had significant improvement in their hortatory exposition writing after the GBA intervention. The students showed better organization of ideas, stronger coherence between sentences, and more effective persuasive arguments. The result also showed a large effect size, which means the intervention had a strong impact on students’ writing skills. However, some students still faced challenges in grammar, vocabulary choice, and developing persuasive ideas. Overall, the study suggests that the SFL Genre-Based Approach is effective in improving EFL students’ hortatory exposition writing skills.]]>
