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This study aims to develop learning models that are in accordance with the characteristics of reading comprehension learning and can improve reading comprehension skills. The model is Genre-based Inquiry Systemic Functional Linguistic (SFL GBI). The study used a descriptive correlational method, and the samples in this study were 30 grade 11 science students in senior high schools in four areas of Bandung City. This limited trial research was carried out from 6 August-15 September 2018. Data collection is obtained through post-test. The post-test results is used to measure exposition ability of a text. The results showed that the average percentage of the implementation of the SFL GBI syntax of students in the first phase of engagement was the highest, followed by phases of exploration, explanation, elaboration, and evaluation. The average percentage of students' exposition skills was at the highest thesis stage, followed by position "preview", arguments stage, and the lowest reiteration stage. The correlation between the average implementation of the SFL GBI syntax model with the average students' ability shows the significant relationship at the 5% level. Keywords—correlation; inquiry-learning model; GenreSystemic Functional Linguistic; reading comprehension skill; exposition text

Genre Based Inquiry Systemic Functional Linguistic (SFL GBI) to Improve Reading Comprehension Skills of Exposition Text