The Effectiveness Of Task-Based Language Teaching (Tblt) To Teach Writing Viewed From The Students’ Interest (An Experimental Research In The Tenth Graders Of Sma Negeri 1 Binangun, Cilacap Regency In The Academic Year Of 2012/2013)

Oleh :
Tri Wahyuni Diyah Vitriyanti - S89120206 - Sekolah Pascasarjana

This research was conducted with the objectives to prove whether (1) TBLT is more effective than Direct Instruction (DI) to teach writing, (2) students having high interest have better writing skill than those having low interest; (3) there is an interaction between teaching methods and students’ interest to teach writing. The research was conducted at the tenth graders of SMA Negeri 1 Binangun in the academic year of 2012/2013. The research method was quasi experimental research. The population in this research was the tenth graders of SMA Negeri 1 Binangun. The writer used cluster random sampling to get the sample. The sample consists of 64 students which are divided into two classes, XA consisting of 32 students, as an experimental class and XB consisting of 32 students, as a control class. The instruments used to collective data were writing test to get the students’ writing score and questionnaire to get the score of students’ interest. Before the instruments were used, the tryout was done to know the readability of writing test. The writer analyzed the data in term of their normality and homogeneity. Then, the data were analyzed by using multifactor analysis 2x2 (ANOVA), then followed by Tukey Test. The findings in this research lead some conclusions: (1) TBLT is more effective than DI for teaching writing; (2) the students having high interest have better writing skill than the students having low interest; and (3) there is an interaction between teaching methods and students’ interest for teaching writing. TBLT is suitable for the students having high interest and DI is suitable for students having low interest. Therefore TBLT is an effective method to teach writing for the tenth graders of SMA Negeri 1 Binangun in the academic year of 2012/2013. Finally, it can be concluded that: (1) TBLT is more effective than Direct Instruction (DI) to teach writing, (2) students having high interest have better writing skill than those having low interest; (3) there is an interaction between teaching methods and students’ interest to teach writing. Hopefully, the result of this research will be considered by an English teacher to select and determine an appropriate teaching method to teach writing for the students who have low or high interest.