Menulis adalah salah satu keterampilan produktif dalam belajar bahasa Inggris. Ada berbagai macam pendekatan untuk meningkatkan keterampilan menulis. Salah satunya adalah dengan pendekatan Genre Based Approach. Menulis adalah salah satu keterampilan yang susah dikuasai peserta didik, oleh karena itu penelitian ini dilakukan untuk mengatasi masalah keterampilan menulis dengan mengimplementasikan pendekatan Genre based approach dalam menulis teks explanation. Metode penelitian yang digunakan adalah penelitian tindakan kelas. PTK akan berjalan dalam dua siklus. Fokus dalam penelitian ini akan dibatasi pada hasil unjuk kerja menulis peserta didik yang akan dinilai menggunakan rubrik menulis. 19 orang peserta didik kelas 11 IIS 1 di SMA Laboratorium Undiksha dipilih menjadi subjek penelitian. Pre-test dan post-test digunakan untuk mengambil data nilai hasil unjuk kerja menulis peserta didik. Sebagai tambahan, data yang diperoleh akan dianalisis dengan dukungan dari lembar observasi.. Hasil dari penelitian yang dilakukan menunjukan bahwa masalah peserta didik dalam kurangnya keterampilan menulis dapat teratasi dengan digunakannya pendekata Genre based approach. Ini ditunjukkan dengan adanya lebih dari 75% peserta didik memiliki nilai diatas KKM dan memiliki peningkatan nilai keterampilan menulis pada post-test.
Students' problems in writing explanatory texts start from understanding the structures of explanatory texts, determining topics, making themes so that they become an essay outline, to developing an essay outline that is directed at making texts. In addition, students' interest in writing is still low. The purpose of this study was to analyze the problem-based learning model on the quality of explanation text learning in English subjects for high school students. This research is qualitative. This study uses a problem-based learning model based on lesson study. There are three stages carried out in lesson study activities, namely: planning (plan), implementation (do), and reflection (see). The subjects selected were 11th-grade students in high school. The results showed that giving the text model to students, dissecting the text, and summarizing the text could be followed by students smoothly, however, 15 minutes to respond to the content of the video presented was felt to be lacking. In general, student participation was good during the learning activities, and the skills that were trained were also successfully seen from the worksheet results. Based on the results of the study, it can be concluded that the problem-based learning model based on lesson study is considered effective in teaching explanation text in high school students.
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