The aims of this research are to find out whether : (1) Dialogue JournalsMethod is more effective than Direct Instruction Method to teach writing; (2) Thestudents having low writing apprehension have better writing skill than thosehaving high writing apprehension; and (3) There is an interaction betweenteaching methods and students’ writing apprehension in teaching writing.This experimental research was conducted at the eighth grade of SMPTa’Mirul Islam Surakarta.The samples were two classes, one class as theexperimental group and one as the control group. The number of the students ineach class is 20 students. Cluster random sampling technique was administered inthis research to select the sample.Data of the research were collected throughwriting test and writing apprehension questionnaires. The data were, then,analyzed by descriptive statistics to describe the research data and inferentialstatistics namely multifactor Analysis of Variance ANOVA 2x2 and Tukey test totest the hypotheses.The findings of this research are: (1) Dialogue Journals Method is moreeffective than Direct Instruction Method to teach writing; (2) The students havinglow writing apprehension have better writing skill than those having high writingapprehension; and (3) There is an interaction between teaching methods andstudents’ writing apprehension in teaching writing. However, in theimplementation of the method, a teacher must consider about the students’ level ofwriting apprehension. As proved in this research, writing apprehension influencesthe students’ writing skill. By considering students’ level of writing apprehension,a teacher can choose the method he/she uses properly in teaching writing toreduce writing apprehension in order to improve students’ skill in writing.Keywords: experimental research, teaching methods, writing skill, writingapprehension.