An Implementation of Expilicit Instruction Strategy in Teaching Recount Text on the Students Writing Skill

In English learning, there are four skills that need to be mastered by English students, they are listening, speaking, reading and writing. As four skills writing is one of the most important skill for students. Writing becomes one of the most important aspect of the language skills because the students are helped to expand the other language skill through the teaching of writing skill by teacher. The purpose of this research was to find out whether any significant effects of using Explicit Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci. The population of this research was the first grade of SMPN 26 Kerinci, there were 28 students from two classes. The sample used totaling sampling. Based on the result of this research, there is significant effect Explicit Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci. Therefore, the researcher suggested for English teacher to use Explicit Instruction Strategy in teaching writing, especially in teaching of writing recount text. Instruction Totaling Sampling. Explicit Instruction dalam Instruction menulis menulis recount text.


30
Journal on Education, Volume 05, No. 01, September-December 2022, hal. 29-38 writing are regarded as productive skills. According to Oshima and Hogue (1998) "Learning productive skills is more difficult than receptive skill, especially in writing skill because writing is complex activity that it requires the ability to write good sentences and organize logically into paragraph".
In addition, writing skill becomes the most difficult skill for English as Foreign Language students. Especially in Indonesia the most of students get difficulties when they write English.
Because they have to consider about aspects in English language structure, such as grammar, vocabulary, meaning and soon. Based on Ariyanti (216 : 268), it also state that "writing is quite difficult skill for Indonesia students because between Bahasa and English there are some differences such as structural and grammatical term and style".
According to Nunan (1989) "writing is more difficult from other skill such as listening, speaking and reading, because writing is an extremely complex cognitive activity in which the writer is required to demonstrated control of a number variables simultaneously, it includes control of content, format, sentence structure, vocabulary, punctuation, spelling, and letter formation.
Moreover, based on the curriculum of junior high school writing skill is one of the competence that have to achieve in teaching learning process. But in some English learning situation, still many problems faced by students in writing. Based on the preliminary observation at SMPN 26 Kerinci the researchers found that the students low in writing skill, it found that they got confused in grammar, lack of vocabulary and so on.
Besides, the researchers had conducted the interview with the English teacher of SMPN 26 Kerinci, the English teacher explained that the student still had problems in writing skill, most of them were lack of vocabulary that make them got difficulties to express their ideas in written form, and then the students got difficulties in grammar, and difficulties how organize the sentence well into paragraphs, based on those problems it impact to students got low score in writing. Then, the researchers also had conducted the interview with some students, it found that the students got difficulties and bored in learning writing, because teaching strategy that used by the teacher was traditional method, it meant the students got difficulties to develope their writing skill. Therefore, to overcome those problems the interesting ways have to used to get the enthusiasm and high motivation from students to get the achievement of writing in the class.
According Wang (2011) "the teacher should to choose the strategy that can improve the students ability in writing, because the important of paying attention to process of writing that the students should continously rewrite, revise, and edit their writing in order to improve it". It means that, teaching strategy is very influence to get the achievement of learning. There are many kinds of strategy for teaching writing, such as Think Talk Write (TTW), Numbered Head Together (NHT), Jigsaw, Explicit Istruction strategy etc.
In this research the researchers used Explicit Instruction strategy in teaching writing.
According expert opinion Explicit Instruction strategy is students are cognitively engaged through the An Implementation of Expilicit Instruction Strategy in Teaching Recount Text on the Students Writing Skill, Musdizal,Mira Oktivianus,Dairabi Kamil 31 learning encounter. They have opportunities through the lesson to self-monitor and direct their own learning and participation. Aaccording to Huda (2013) "Explicit instruction is one of teaching approach that is designed to increasing students learning process. This strategy relates with declarative and procedural knowledge that can be taught steps by step". According to Tukiran (2014 ) "Explicit Instruction is direct learning that is designed to developed students learning about the procedural and declarative knowledge that is taught step by step".
Moreover according Archer (2018) "Explicit instruction is systematic, direct, engaging, and success oriented and has been shown to promote achievement for all students". Furthermore according Geoge (2018) "Explicit Instruction is the students are cognitively engaged through the learning encounter, they have opportunities through the lesson to self-monitor and direct their own learning participation. Besides, he also state that Explicit Instruction is learning model that is begin with teacher setting the stage for learning, teacher explains of what to do clearly, modeling process, guided practice, independent practice, and assessment".
According Huda (2013), the syntax of Explicit Instruction strategy begins with orientation of the lesson, presentation of the lesson, structured assignment, guiding practice, independent practice.
Based on Suprijono (2009) they are steps in teaching using explicit instructions strategy. First, Teacher informs the objective of lesson to the students. Second, Teacher informs knowledge and skill.
Third, Teacher guiding practice on students. Fourth, Teacher checking the students' understanding and giving feedback. Fifth, Teacher gives chance to students to independent practice.
Furthermore, according Huda (2013) there are some advantages of using Explicit Instruction Strategy in teaching learning process. First, Teacher can controls the material's learning and orders the information that received by student, it makes the teacher can defend focus that have to achieve.
Second, It can help the student when they faced the problems in learning. Third, The students Improving the seriousness and less bored in the teaching learning process. Fourth, inviting the students to focus in the teaching learning process. Fifth, Improving the learning process, build selfcreativity, reaching significance of learning through experience and last, Adding passion and interest student in learning process.
Besides, the researchers found the research that used Explicit Instruction Strategy, the finding of this research showed that there was a significant effect of using Explicit Instruction toward students' reading comprehension on hortatory exposition text at the Second Year Students of Senior High School 2 Teluk Kuantan. But the researchers conducted the research in teaching writing recount text, where recount text was one of genre of the text that has to master by students in junior high school.

METHOD
This research was a quasi-experiment research, According Creswell (2012) "experiment research is determined whether an idea with which to experiment influences an outcome or dependent variable". The researchers did the research to find whether any significant effect of using Explicit 32 Journal on Education, Volume 05, No. 01, September-December 2022, hal. 29-38 Instruction strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci.

Pre-test
The control class was taught without using Explicit Instruction Strategy in teaching recount text on students' writing skill. In this class, there were 13 students. Before teaching learning was done, the researchers gave pre-test for the control class to know the students score before teaching learning process about writing recount text. Then, to calculate the students score of recount text test, the researchers used 3 raters. From the first rater was gotten the mean score of pre-test in control class was 43,69. It was consisted 3 students got fair category, 6 students got weak category and 4 students got poor category. Besides, from the second rater the mean score of pre-test in control class was 43,07. It was consisted 3 students got fair category, 6 students got weak category and 4 students got poor category. Then, from the third rater the mean score of students pre-test in control class was 43,07. It was consisted 3 students got fair category, 6 students got weak category and 4 students got poor category.

Post-test
Post-test of control class purposed to know the outcomes of learning the writing recount text was taught without using Explicit Instruction Strategy. After teaching learning recount text was done, the researchers gave post-test to the control class to know the last students score after teaching learning process, to look how far the improvement the score. Then, to calculate the students score of recount text in post-test, the researchers also used 3 raters.
From the first rater was gotten the mean score of post-test in control class was 67,07. It was consisted of 3 students got good category, and 10 students got fair category. Besides, from the second rater was gotten the mean score was 68. It was consisted of 3 students got good category, and 10 students got fair category. Then, from third rater the mean score was gotten 68. It was consisted of 3 students got good category, and 10 students got fair category.

Pre-test
The experiment class that a class was taught using Explicit Instruction Strategy in teaching recount text on students writing skill. In this class, the students consisted of 15 students. Before teaching learning recount text was done using Explicit Instruction Strategy, the researchers gave pretest to the experiment class to know the students score before teaching learning process about recount text. The pre-test of experiment class was conducted to know the students score before doing the treatment. Then, to calculate the students score of recount text test in pre-test of experiment class, the researchers also used 3 raters.
From the first rater the mean score of pre-test in experiment class was gotten 41,60. It was consisted of 1 students got fair category, 9 students got weak category and 5 students got poor category. Besides, the mean score of pre-test in experiment class from second rater was 41, 60. It was consisted of 1 students got fair category, 9 students got weak category and 5 students got poor category. Then, from the third rater the mean score of pre-test in experiment class was gotten 42,13. It was consisted of 1 students got fair category, 9 students got weak category and 5 students got poor category.

Post-test
A post-test of experiment class was a class purposed to know the outcome of the effect of using Explicit Instruction Strategy in teaching recount text on students writing skill. After teaching learning recount text was done using Explicit instruction strategy, the researchers gave post-test to the experiment class to know the last students score after teaching learning process, to look how far the improvement the score and then compared to the students score was gotten from the control class score. To calculate the students score of recount text in post-test, the researchers also used 3 raters.
From the first rater the mean score of post-test in experiment class was 91,73. It was consisted of 12 students got very good categories and 3 students got good categories. Besides, from the second rater the mean score of post-test in experiment class was 91,73. It was consisted of 12 students got very good categories and 3 students got good categories. Then, from the third rater the mean score of post-test in experiment class was 92,27. It was consisted of 12 students got very good categories and 3 students got good categories. Therefore, based on the both scores from control and experiment classes, the average of score from the students who was taught Using Explicit Instruction Strategy in teaching recount text were higher than the students who were not. It can conclude that using Explicit Instruction Strategy in teaching recount text on students writing skill at the first grade of SMP Negeri 26 kerinci was successful.

Normality Test
The normality of test is conducted to know the data of pre and post-test of control and experiment class is distributed normal or not. In this research, the researchers was done the normality test used Shapiro-Wilk Formula. To calculate the normality test using Shapiro -Wilk formula, there were some steps to got it.
First step, the researchers determining the value D by making the table distribution and input students' scores from lowest to highest score, then calculate ( -̅ ) 2 to get the D value. After value D was gotten the next step calculated Value T by ( − +1 -), and the last step determining the normality of data by the Shapiro-Wilk formula. Moreover, the data was distributed normal if the P value > 5%, so H 0 was received; H a was rejected. The following were normality of test result.

Hypothesis Test
After scoring the students' test of writing recount text, to see whether significant effect of using Explicit Instruction Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci. In this research, the researcher was used hypothesis test by t-test formula.
From the calculation of t-test, it was shown that t Count >t   (2013), which research showed that lower performing readers benefit from explicit direct instruction with independent practice of reading comprehension strategies and higher performing readers from explicit direct instruction with cooperative learning groups to practice reading comprehension strategies.
Therefore, the researchers assumed that the used of Explicit Instruction Strategy also gave good contribution and strategy in learning writing recount text at the first grade of SMPN 26 Kerinci.
It proved by after conducted the research using Explicit Instruction Strategy in teaching writing recount text, it was increased the writing recount text of students. It proved by the statistical data that had explained; besides from this strategy the students also got different experience in learning writing.

38
Journal on Education, Volume 05, No. 01, September-December 2022, hal. 29-38 CONCLUSIONS Based on the finding and discussion, it concluded that the effect of using Explicit Instruction Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci was effective. It was proved by the t-count score of t-test. The t-test showed that t-count (15,5683) was higher than t-table (1,7011). It meant that H1 was accepted and Ho was rejected.
Since the t-count higher than the t-table, there were significant difference in the achievement between students in class experiment who were taught using Explicit Instruction Strategy and students in control class who were not. The mean score of experimental group was 91,73 and the mean score of control class was 67,07. It meant that the experiment class was better than the control class.
Therefore, it concluded that Explicit Instruction Strategy had a positive effect on text on students writing skill in recount text at the first grade of SMP N 26 Kerinci academic years 2017/2018.