{
      "lastmod": "2026-04-18 02:34:09",
      "type": "thesis",
      "ispublished": "pub",
      "metadata_visibility": "show",
      "status_changed": "2026-04-18 02:34:09",
      "institution": "Universitas Pakuan",
      "subjects": [
        20
      ],
      "date_type": "published",
      "thesis_type": "Skripsi",
      "department": "Pendidikan Bahasa Inggris",
      "eprint_status": "archive",
      "rev_number": 6,
      "date": 2025,
      "eprintid": 10468,
      "uri": "http:\/\/eprints.unpak.ac.id\/id\/eprint\/10468",
      "creators": [
        {
          "NPM": 31121039,
          "name": {
            "lineage": null,
            "given": "Ramaliah Mosii",
            "family": "Siti Nafisah",
            "honourific": null
          }
        }
      ],
      "datestamp": "2026-04-18 02:34:09",
      "divisions": [
        "Pro_PBEN"
      ],
      "title": "Examining The Implementation of Genre Based\r\nApproach in English Lesson Plans",
      "contributors": [
        {
          "type": "http:\/\/www.loc.gov\/loc.terms\/relators\/THS",
          "NIDN": 411068205,
          "name": {
            "lineage": null,
            "given": "Halira Vonti",
            "family": "Lungguh",
            "honourific": null
          }
        },
        {
          "type": "http:\/\/www.loc.gov\/loc.terms\/relators\/THS",
          "NIDN": 405088602,
          "name": {
            "lineage": null,
            "given": "Grahadila A",
            "family": "Leora",
            "honourific": null
          }
        }
      ],
      "abstract": "Lesson plans are essential tools that guide teachers in delivering effective classroom\r\ninstruction. With the implementation of the Merdeka Curriculum, the Indonesian\r\nMinistry of Education mandates the use of the Genre Based Approach (GBA) in\r\nEnglish teaching. However, gaps remain in how teachers apply this method in their\r\nlesson plans. This research aims to examine how the Genre Based Approach is\r\nimplemented in English lesson plans and actual classroom practices. The theoretical\r\nfoundation is based on Emilia (2021), who emphasizes that GBA connects language\r\nteaching with social context through structured stages that help students understand\r\nand produce texts in various genres. The data were collected through document\r\nanalysis and semi-structured interviews. Employing a thematic analysis design, this\r\nresearch analyzed lesson plans from five English teachers across different schools.\r\nThe findings reveal that while most teachers included components aligned with\r\nGBA such as general information, lesson design, assessment & feedback, and stages\r\nlike BKoF, MoT, JCoT, and ICoT, some only partially implemented these stages\r\ndue to classroom limitations. The study concludes that teachers require further\r\nprofessional development, particularly workshops on GBA to enhance their lesson\r\nplanning and fully integrate genre-based teaching strategies. This recommendation\r\nis supported by the belief that GBA can promote deep learning by guiding students\r\nto understand how a text is organized and why it is used in a particular social\r\ncontext.\r\nKeywords: English Language Teaching, Genre-Based Approach, Lesson Plan",
      "userid": 48,
      "dir": "disk0\/00\/01\/04\/68",
      "thesis_name": "Sarjana",
      "full_text_status": "none",
      "corp_creators": [
        "Universitas Pakuan",
        "Fakultas Keguruan dan Ilmu Pendidikan",
        "Pendidikan Bahasa Inggris"
      ]
    }