Explicit instruction is introduced by Archer and Hughes instruction as an organized, methodical, and successful approach to teaching academic skills. This method requires students guided through the learning process with clear statements about the introduction of the knowledge until independent mastery is achieved to the students. This study consists of a combination of explicit instruction and a set of activities called peer-assisted as the alternative strategy for guiding in writing a narrative text for EFL students. Peer-assisted activity is applied in one of the stages of explicit instruction which gives students the opportunity to work independently.
Problems focus on this research are 1) How is the explicit instruction delivered by Archer and Hughes? 2) How does explicit instruction come when it is combined with peer-assisted activity? 3) How do the students and teacher respond toward explicit instruction combined with peer-assisted activity?
This study is qualitative descriptive research with a focus on the description of the explicit instruction and peer-assisted strategy, then doing the direct application in the class. This research is followed by students’ and teacher responses toward the strategy. The data is collected by documentation and interview, and followed by a set of activities applied in the tenth grade and fifteen small groups were conducted to follow. The result shows that both of students and teacher show good feedback, and giving rise to hope that the activities in this study can be applied in the EFL classroom as an alternative strategy for writing narrative text.