ABSTRACT
This research aims to verify whether: (1) SAVI is more effective than TSTS to
teach writing; (2) The students who have high critical thinking have better writing
skill than those who have low critical thinking; and (3) There is an interaction
between teaching methods and students’ critical thinking in teaching writing.
This experimental study was conducted at the eleventh grade students of
SMAN 3 Metro in the academic year 2015/2016. The sample of this research was
taken 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 experimental
class was taught using SAVI, while the control class was taught using TSTS. Each
class 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 were
analyzed in term of their frequency distribution, normality of the sample distribution,
and the data homogeneity. Then, the data were analyzed using Multifactor Analysis
of Variance (ANOVA) test 2×2 and TUCKEY test.
Research findings shows that: (1) SAVI differs significantly from TSTS to
teach writing because Fo > Ft and qo (between A1 and A2) > qt; (2) students having
high critical thinking differ significantly from those having low critical thinking
because Fo > Ft and qo (between B1 and B2) > qt; and (3) there is an interaction
between teaching methods and students’ critical thinking in teaching writing because
Fo > Ft, and the result of Tukey test shows that: (a) for the students having high
critical thinking, SAVI method differs significantly from TSTS method to teach
writing because qo (between A1B1 and A2B1) > qt; and (b) for the students having low
critical thinking, TSTS method differs significantly from SAVI method to teach
writing because qo (between A1B2 and A2B2) > qt.
Finally, the results of this research imply that SAVI is an effective method to
teach writing. The research also shows that the effect of SAVI depends on the
students’ critical thinking. Therefore, should the teachers implement SAVI, they have
to be able to improve the students’ critical thinking.
Keywords: writing, Somatic, Auditory, Visual, Intellectual (SAVI), Two Stay Two
Stray, critical thinking, experimental study