The objective of the research is to indentify whether; (1) Dyadic Essay Technique is more effective than Mind Mapping Technique in teaching writing to the tenth grade of SMAN 1 Bojonegoro; (2) the tenth grade of SMAN 1 Bojonegoro having high creativity have better writing skill than those who have low creativity; and (3) there is interaction between teaching technique and students’ creativity to teach writing.
This experimental study was carried out in SMAN 1 Bojonegoro in the academic year of 2015/2016. Two samples of the research were X-2 as control class and X-3 as experimental class. Each class consists of 30 students. The control class was taught by using Mind Mapping Technique and the experimental by using Dyadic Essay Technique.
In collecting the data, several steps were applied: (1) tried out creativity test to non-sample class; (2) giving creativity test; (3) implementing teaching techniques to control and experimental class; (4) conducting post-test; (5) analyzing students’ writing. The data were gained from creativity test and writing test. Then, the data were analyzed by ANOVA and Tukey Test.
The result comes to the conclusion that; (1) Dyadic Essay technique is more effective than Mind Mapping Technique (2) students who have high creativity have better writing skill than students who have low creativity; (3) there is an interaction between teaching techniques and students’ creativity in teaching writing for tenth grade of SMAN 1 Bojonegoro.
Finally, the results of this research imply that Dyadic Essay Technique is an effective technique in teaching writing and, creativity gives strong influence to students’ writing skill. Thus, it is recommended that teacher should know an appropriate technique and consider the level of students’ creativity in applying technique in teaching writing.
Keywords:Dyadic Essay Technique, Mind MappingTechnique, creativity