ENHANCING EFL STUDENTS' ORAL SKILLS THROUGH A GENRE-BASED APPROACH: A CASE STUDY
Abstract
This study investigates how the Genre-Based Approach (GBA) enhances secondary EFL students’ oral proficiency by addressing four specific objectives: (1) to examine the role of lesson planning and scaffolding in oral skill development, (2) to analyze how the stages of GBA support speaking instruction, (3) to investigate students’ improvement in micro and macro oral skills, and (4) to explore students’ responses and engagement during oral activities. Conducted in a private secondary school in Bandung, the study involved five 8th-grade students. This qualitative research employed classroom observations, student interviews, and recorded student videos, with the data analyzed thematically. The findings reveal that well-planned lessons provided effective scaffolding for students’ gradual independence. Furthermore, the implementation of GBA stages facilitated structured oral practice that improved confidence and accuracy. In addition, students showed progress in both micro and macro skills. Finally, interactive tasks and peer feedback fostered engagement, reduced anxiety, and built confidence in oral communication. These findings highlight the potential of GBA as an effective teaching approach for improving students’ oral skills and provide useful insights for teachers looking to implement more structured and interactive speaking activities in the classroom.
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