%I UNIVERSITAS SULTAN AGAENG TIRTAYASA
%D 2025
%O Penelitian ini bertujuan untuk menginvestigasi penerapan pendekatan Genre-
Based Approach (GBA) dalam meningkatkan kemampuan berpikir kritis siswa

dalam menulis teks naratif di SMP Pesantren Daarul Qur’an Tangerang, serta
mengidentifikasi tantangan yang dihadapi guru selama penerapannya. Penelitian
ini menggunakan metode studi kasus kualitatif dengan teknik pengumpulan data
berupa observasi kelas, wawancara guru, dan analisis dokumen. Data dianalisis
menggunakan model Miles dan Huberman serta analisis tematik berdasarkan
kerangka Braun dan Clarke dengan bantuan perangkat lunak NVivo 15. Hasil
penelitian menunjukkan bahwa GBA diterapkan secara lengkap melalui empat
tahapan inti: Building Knowledge of the Field (BKoF), Modeling of the Text
(MoT), Joint Construction of the Text (JCoT), dan Independent Construction of
the Text (ICoT). Melalui tahapan ini, siswa dibimbing untuk mengembangkan
keterampilan menulis naratif dan berpikir kritis melalui scaffolding yang
terstruktur, kolaborasi antar teman, pertanyaan terpandu, serta tugas menulis
mandiri. Namun, penelitian ini juga menemukan tiga tantangan utama yang
dihadapi guru: (1) Tuntutan pengajaran tata bahasa di luar bentuk lampau (past
tense), (2) Keterbatasan waktu dan sumber daya, dan (3) Kesulitan dalam
membedakan instruksi bagi siswa dengan kemampuan yang beragam. Meskipun
demikian, studi ini menyimpulkan bahwa GBA memberikan kerangka
pembelajaran yang jelas, mendukung, dan menarik yang membantu keterampilan
menulis naratif dan kemampuan berpikir kritis siswa secara sistematis dan
bermakna.
%K Critical Thinking, GBA, Narrative, Teacher Challenge
Berpikir Kritis, GBA, Naratif, Tantangan Guru
%A Nety Ariyani
%L eprintuntirta51579
%X This study aims to investigate the implementation of the Genre-Based Approach
(GBA) to promote students’ critical thinking in narrative writing at SMP
Pesantren Daarul Qur’an Tangerang, and to identify the challenges faced by the
teacher during its application. Using a qualitative case study method, data were
collected through classroom observations, teacher interviews, and document
analysis. The data were analyzed using Miles and Huberman’s model and
thematic analysis based on Braun and Clarke’s framework with support from
NVivo 15 software. The findings revealed that the GBA was implemented
through its four core stages: Building Knowledge of the Field (BKoF), Modeling
of the Text (MoT), Joint Construction of the Text (JCoT), and Independent
Construction of the Text (ICoT). Throughout these stages, students were guided to
develop both narrative writing skills and critical thinking through structured
scaffolding, peer collaboration, guided questioning, and independent writing tasks.
However, the research also identified three main challenges encountered by the
teacher: (1) Grammar demands beyond the past tense, (2) Time and resource
constraints, and (3) The difficulty of differentiating instruction for mixed-ability
students. Despite these challenges, the study concludes that the GBA provides a
clear, supportive, and engaging framework that helps students’ narrative writing
and critical thinking abilities in a systematic and meaningful way.
%T THE IMPLEMENTATION OF GENRE-BASED APPROACH TO
PROMOTE STUDENTS’ CRITICAL THINKING THROUGH

NARRATIVE WRITING

(A Case Study at SMP Daarul Qur'an Boarding School Tangerang)