ABSTRAKPenelitian tindakan kelas ini bertujuan untuk meningkatkan kualitas prosespembelajaran menulis puisi dan keterampilan menulis puisi melalui penerapanpendekatan kooperatif tipe explicit instruction berbasis media gambar.Subjek penelitian ini adalah guru pengampu pelajaran Bahasa Indonesia dansiswa SMP Warga Surakarta. Siswa yang menjadi subjek penelitian adalah siswa kelasVII-B yang sekaligus ditetapkan sebagai setting kelas. Data berupa RPP, foto, hasil tes,catatan lapangan, catatan hasil dan wawancara. Data diperoleh dari dari informan,proses pembelajaran, dan dokumen. Teknik pengumpulan data dilakukan melaluipengamatan, dialog dan wawancara, telaah dokumen, serta tes. Uji validasi datamenggunakan triangulasi metode dan triangulasi sumber data. Teknik analisis datamelalui teknik analisis kritis dan teknik deskriptif komparatif. Langkah-langkah metodepembelajaran explicit instruction meliputi lima tahapan, yakni (1)menyampaikan danmenetapkan tujuan pembelajaran. (2) mendemonstrasikan pengetahuan atauketerampilan. (3) memberikan latihan dan bimbingan. (4) memeriksa pemahaman danmemberikan umpan balik. (5) memberikan latihan lanjutan berupa latihan mandiri.Hasil penelitian menunjukkan bahwa penerapan pendekatan pembelajarankooperatif tipe explicit instruction berbasis media gambar dapat meningkatkan kualitasproses pembelajaran menulis puisi siswa yang ditandai dengan meningkatnya keaktifan,perhatian, dan keterlaksanaan pembelajaran. Penelitian ini juga menunjukkan bahwadengan menerapkan pendekatan kooperatif tipe explicit instruction berbasis mediagambar dapat meningkatkan keterampilan menulis puisi siswa kelas VII-B SMP WargaSurakarta. Hal tersebut dapat dilihat dari hasil tindakan yang dilakukan selama duasiklus. Pada pratindakan jumlah siswa memperoleh nilai di atas KKM (75) 3 siswa(10%) dengan nilai rata-rata 59,11. Pada Siklus I siswa tuntas meningkat menjadi 14siswa (46,66%) dengan nilai rata-rata 71,56. Pada siklus II siswa yang mencapai KKMsebanyak 25 siswa (83,33%) dengan nilai rata-rata 82,83. Pada siklus II pencapaian nilaibaik secara kualitas proses maupun hasil telah mencapai ketuntasan yang lebih dari80%. Oleh karena itu, dapat disimpulkan bahwa pembelajaran menulis puisi melaluipendekatan kooperatif tipe explicit instruction berbasis media gambar dapatmeningkatkan kualitas proses maupun keterampilan menulis puisi siswa.Kata kunci: explicit instruction, media gambar, keterampilan menulis puisiABSTRACTThe purpose of this classroom action research were to improving the quality oflearning process and skill of writing poem through the implementation of explicitinstructiontype of cooperative learning method based on pictures media.The samples of this research consisted of the Indonesian Language’s teacherand students of SMP Warga Surakarta. The students who become research subject is aclass VII is well estabilished as a class setting. The data of this research consisted of thelesson plan, the photographs, the result of the test, the field note, the dialog and therecord of the interviews. The data of this research were gathered from informant,location and process of learning, and document through observation, interview,document and test. The validity of this research was tested by using the method anddata source triangulations. The data were then analyzed by using the critical analysistechnique and the comparative descriptive technique. There are five stages inconducting explicit-instruction method. They are, (1) delivering and stipulating thelearning objective(s); (2) demonstrating cognition or skill; (3) giving activities andguidance; (4) checking students’ understanding and giving feedback; and (5) givingindependent activity.The research result showed that the implementation of explicit instruction byusing pictures media was able to improve the students’ quality in writing poem. It wassignified by the students’ improvement in terms of activeness, and attention as well asthe fluency of learning-process. This research also showed that by implementingexplicit instruction cooperative learning based on pictures media, students’ skill inwriting poem can be improved. It can be seen from the scores resulted from conductingtwo cycles. In pre-research, there were only 3 students (10%) who passed the minimumscore and the class’ average score was 59.11. In cycle I, the students passing theminimum score raised become 14 students (46.66%) and the class’ score average was82.83. The more significant result can be seen in cycle II where the students’ bothprocess and product scores passing the minimum score reached more than 80%.Accordingly, it can be concluded that students’ skill in writing poem can be improvedby implementing explicit instruction cooperative learning based on pictures media.Keywords: explicit instruction, pictures media, and writing poem skill