<![CDATA[Because writing requires the students to have idea generation, organization, and language system up to date good, it still becomes harder skill for Indonesian junior high school student. This research aimed to investigate the implementation of Genre-Based Approach (GBA) as a way of improving students’ writing ability in recount text viewed from aspects of content, organization and language use. This is a quantitative pre-experimental one-group pre-test and post-test design. Twenty-five students of grade nine formed the participants. Data were collected using writing tests given before and after six treatment meetings. As for the treatment, it was implemented based on core stages of GBA, which are Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text and Independent Construction of the Text. The findings indicated continual progress across all measured areas. The mean score of content from 56 pre-test increased to 80 in the post-test with a percentage difference of 42.86%. Organization went from 53 to 64, which is a 20.75% improvement. But the biggest gain was in language use, which rose from 41 to 73 (an increase of goal achievement of 78.05%). Inferential analysis also highlighted that there are statistically significant differences deviance between pre-test and post-test scores in terms of content (t = 13.66), organization (t = 3.77) and language use (t = 10.42) which were greater than the critical value 2.06 at.05 level of significance. This is evidenced by the finding that GBA improved students’ writing skill in recount text. The intervention provided pedagogy (structured scaffolding), explicit modelling and guided practice that supported the students in inventing ideas, ordering events according to time and using grammatical aspects appropriate for writing.]]>
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