Linda Septiyana. S891408022. 2015. Somatic, Auditory, Visual, Intellectual (SAVI):Its Effectiveness to Teach Writing from the Perspective of Students’ CriticalThinking (An Experimental Study at the Eleventh Grade Students of SMAN 3Metro in the academic year 2015/2016). A Thesis. First Consultant: Dra. DewiRochsantiningsih, M.Ed, Ph.D.; Second Consultant: Dr. Ngadiso, M.Pd. EnglishEducation Department, Graduate Progam, Sebelas Maret University.This research aims to verify whether: (1) SAVI is more effective than TSTS toteach writing; (2) The students who have high critical thinking have better writingskill than those who have low critical thinking; and (3) There is an interactionbetween teaching methods and students’ critical thinking in teaching writing.This experimental study was conducted at the eleventh grade students ofSMAN 3 Metro in the academic year 2015/2016. The sample of this research wastaken using cluster random sampling. The sample of this research was two classes;XI-IPA-2 as an experimental class and XI-IPA-1 as a control class. The experimentalclass was taught using SAVI, while the control class was taught using TSTS. Eachclass consisted of two groups based on the level of critical thinking (high and low).The instruments for collecting the data were writing test (to measure the writing skill)and critical thinking test (to measure the critical thinking level). The data wereanalyzed in term of their frequency distribution, normality of the sample distribution,and the data homogeneity. Then, the data were analyzed using Multifactor Analysisof Variance (ANOVA) test 2×2 and TUCKEY test.Research findings shows that: (1) SAVI differs significantly from TSTS toteach writing because Fo > Ft and qo (between A1 and A2) > qt; (2) students havinghigh critical thinking differ significantly from those having low critical thinkingbecause Fo > Ft and qo (between B1 and B2) > qt; and (3) there is an interactionbetween teaching methods and students’ critical thinking in teaching writing becauseFo > Ft, and the result of Tukey test shows that: (a) for the students having highcritical thinking, SAVI method differs significantly from TSTS method to teachwriting because qo (between A1B1 and A2B1) > qt; and (b) for the students having lowcritical thinking, TSTS method differs significantly from SAVI method to teachwriting because qo (between A1B2 and A2B2) > qt.Finally, the results of this research imply that SAVI is an effective method toteach writing. The research also shows that the effect of SAVI depends on thestudents’ critical thinking. Therefore, should the teachers implement SAVI, they haveto be able to improve the students’ critical thinking.