This study focused on investigating the ways the English teacher implemented genre-based approach to improving students' writing skill and creativities as well as exploring students' challenges of EFL teacher implementing Genre Based Approach, the students' writing creativities, and explaining students' challenges during implementing Genre Based Approach to improve their writing skill. The case study was carried out in MAN I Cianjur. The respondents were 36 students and an English teacher who implemented the Genre-Based Approach. They were 6 students chosen purposively to be interviewed in this study. The instruments of data collection were carried out by observing the teaching-learning process of the Genre-Based Approach and interviewing the students relating with their creativities and challenges. The result of the observation showed that the EFL teacher implemented Genre-Based Approach properly. It was proved that the teacher implemented the steps well and the students' average score improved from 70 to 90. Based on the result of interview, it showed that Genre-Based Approach could help students to be craetive by fulfilling the fleuncy including producing great idea, providing solution or feedback, and having option to respond. Besides that, it could help them to fulfil the flexibility including producing various idea and answer} looking for different alternatives} and changing perspective. Moreover. It could facilitate them to make original text including producing new and unique expression, thinking novel and unusual ideas, and combining unusual ideas. Furthermore, it could motivate them to elaborate the text well including developing
ideas and providing details and clarity by stating the clear end of the story,
impression, and conclusion in the last paragraph of recount text. Moreover, there were some students' challenges namely academic challenges, non-academic challenges, and procedural challenges. The academic challenges included lack of receptive and productive skill, lack of rhetorical knowledge, and lack of practice. While the non-academic challenges included physical problems (fatigue, dizziness, headache, sleepiness, and strain). The last was procedural challenges including getting started to wl'ite and building cohel'ent stateni.ent. It is recommended that English teachers should implement Genre-Based Approach for teaching writing. Further study could be conducted to explore how the student's feeling when they write a certain text after using Genre-Based Approach.