THE APPLYING OF COGNITIVE STRATEGY INSTRUCTION IN WRITING (CSIW) TO INCREASE THE STUDENTS’ WRITING ABILITIES

This research is based on students’ problems related to learning English, especially writing English. This is due to the very poor quality of their writing. therefore, the purpose of this study was to find out whether the use of strategy CSIW in learning English can help improve students’ writing skills in class X TITL B SMK Negeri 2 Parepare. The researcher applied a pre-experimental method using a one-group pretest and post-test design, using the sample X TITL B, which consisted of 36 students from SMK Negeri 2 Parepare by using cluster sampling of 72 students from the population. The results of the data analysis showed that the students’ writing ability increased significantly. This is indicated by the average score of students from the pre-test results (48.77) and the average score of students from the post-test is 80.03. This indicated that the writing ability of students in class X TITL B at SMK Negeri 2 Parepare has progressed by the use of the strategy CSIW to improve students’ descriptive writing skills. This is proved by the t-test value (3.11) which is higher than the t-table value (1.689).


INTRODUCTION
English as a foreign language in Indonesia is becoming a second language. English has become an international language, so many people are learning the language (Syarif and Sunubi 2019). English is so important to learn that it has been widely taught in schools ranging from elementary to college, and some people have even opened formal schools or courses. As an international language, it's also used to communicate between people in different countries. Because English is not our native language, students find it difficult to learn. therefore, based on that statement, English is taught with many methods to make students easily learn English as their second language (Wahyuni and Naim 2019).
It is known that English is not our native language, due to the fact that its mastery is not easy.
English components and skills are important for language learners (Kalsum and Maghdalena 2019).
skill. This refers to the ability to communicate by reading and writing. Reading refers to producing spoken language. Sometimes students can speak English fluently but they do not understand when it comes to writing or making descriptive text.
From the results of observations at SMK Negeri 2 Parepare, they were given texts to write descriptive texts through WhatsApp groups. This is evidenced by the results of observations made by researchers that students' writing skills are at an average score of 55% and are considered missing. From these results to my students' lack of interest in writing English.
The strategy given by the teacher is less attractive to students. English is important but because students are not motivated to maximise learning to write English, so they do not care about what teachers and researchers have given them. this is evidenced by giving questions to respondents that 60% of students are not interested in the method and 40% of students are not interested in the material. From various different opinions so that researchers can conclude the problems that exist in students.
Researchers conducted observations at SMK Negeri 2 Parepare. Researchers found several problems related to teaching activities. These problems include: students' having very poor writing skills and teachers still using inappropriate teaching techniques. So, it might be caused by students who are not interested in the lesson, because there is no variation in teaching English from the teacher in today's condition of having to study online. Researchers want to apply the right method to improve students' abilities. One way to improve students' writing skills is that students should be more active than teachers. By using the pre-experimental method, the researcher chose the eleventh grade students of SMK Negeri 2 Parepare as the subjects of this research.
The strategy CSIW embeds metacognitive or self-regulating strategies in structured cognitive routines that help students monitor and evaluate their understanding. ability to recognize, recognize, and use effectively Strategizing is a necessary skill for academic success.

RESEARCH METHOD
The research was conducted by using a preexperimental design, which only includes one group or class that is given a pre-test and post-test. The pretest and post-test of this one group were designed in one group without a control or comparison group. Researchers provide care to students of class X at SMK Negeri 2 Parepare. The researcher uses a preexperimental design that applies a pre-test and posttest to one group design. The design is illustrated as follows:

A. Population
The populace in this study were class X students of SMK Negeri 2 Parepare in the 2021-2022 academic year. There are classes. Class X TITL Persis A has 36 students, while class X TITL Persis B has 36 students. So the total population is 72 students.

B. Sample
Samples were taken using cluster sampling from 72 students of the population. The researcher chose one of the class X (TITL B) of 36 students from SMK Negeri 2 Parepare as a sample.

C. Instrument of The Research
Research instruments play an important role in research projects. The instrument was used to achieve data accuracy and showed the researcher success in his research. His research used a written test as an instrument to obtain data. To collect data, the researcher was give two tests to the students, namely a pre-test and a post-test. The pre-test aims to measure their prior knowledge and writing achievement before they enter the experimental circle. The post-test aims to find out the data that needs to be evaluated after receiving the experiment.

FINDING AND DISCUSSION
A. Findings    The researcher concludes that descriptive text describes an object in the form of people, objects, and places that can be seen and felt by the reader. (2002), who state that descriptive text is like painting pictures with words. By using descriptive text, readers feel that seeing the description was like seeing the image.

This research is in line with Wren and Watts
Descriptive text has the purpose of describing an object or the person the author is interested in.
While in the content, the writing must be clear to the reader so that they can understand the message conveyed and get information from it (Jacob in Syadaria, 2011). Content-wise, students are able to develop their ideas quite clearly, although they still cannot develop their ideas using supporting details so that the text is easy to understand (Prastiwi, 2013).
The researcher conducted a post-test after being given treatment by the students. The average score of the students on the post-test was 80.03. This shows that the researcher found that the students' writing skills improved. Researchers carried out 1 month with 4 meetings.

CONCLUSION
Based on the findings and discussion, the researcher concludes that this study targets to determine students' ability to write descriptive text before being given treatment and after being given treatment using the strategy CSIW. The method used in this research is pre-experimental with one group pre-test and pos-ttest.
Researcher gave a pretest to students before being given treatment, and the average value obtained by the researcher in their ability to write descriptive text is in a very poor classification. After being taught to use strategy CSIW by the researcher, the average score of students is in a good classification, so it can be concluded that the use of the strategy CSIW can improve students' descriptive text writing skills. The results of the post-test checks were higher than the students' pretest test scores, and hypothesis testing by the researcher revealed that the t-test fee (3.11) is greater than the t-table value (1.689).