Filipino Language cognition is vital in the total development of literacy education and communicative skills among Filipino students under the K12 curriculum. It is supported by the Mother Tongue Based- Multi Lingual Education Program of the Department of Education and the offering of Specialized Filipino subjects in the Senior High School. In these subjects, students are expected to submit academic papers; in which difficulties in writing has been observed. With this concern, teachers need to teach the students the basic grammar and well-formed sentence structures and punctuations. Moreover, teachers found that their teaching strategies are obsolete and ineffective; and exploring more is expected. Explicit instruction is one that will guide and give concrete direction that allow students practice the task independently. Thus, this paper focuses on Explicit Instruction; if gives remarkable increase in the study of Filipino Language. Sequential Explanatory Design was used; structured within the framework of the Quasi- Experimental Design, Focus Group Discussion (FGD) and interview- Triangulation was utilized to gather testimonies and observations on the use of explicit instruction. The study showed that explicit instruction has positive impact and therefore can be used as alternative strategy in teaching Filipino Language.