This research was aimed at finding out whether: (1) Blended-learning 

is more effective  than Direct Instruction in teaching writing to 

the second semester students of P2B UIN Sunan Kalijaga Yogyakarta on 

the Academic Year of 2014/2015; (2) the second semester students of 

P2B UIN Sunan Kalijaga Yogyakarta having high self-esteem have 

better writing skill than those having low self-esteem; and (3) 

there is interaction between teaching methods and students’ self-

esteem in teaching writing.
The method which was applied in this research was experimental 

study. The research was conducted at UIN Sunan Kalijaga Yogyakarta 

in the academic year of 2014/2015. The population of the research 

was the second semester students of UIN Sunan Kalijaga Yogyakarta. 

Two samples were taken by using cluster random sampling technique. 

Class B1 was used as the experimental class and class B2 as the 

control class. Each of classes consists of 20 students. In 

collecting the data, the researcher made some steps: (1) 

distributing self-esteem questionnaire to know the students’ self-

esteem; (2) applying teaching methods to the students; (3) 

distributing post-test, and analyzed the students’ writing skill. 

The data were obtained from self-esteem questionnaire and writing 

test. Furthermore, to analyze the data, the researcher applied 

descriptive and inferential statistics using ANOVA and Tukey test.
The result of the study leads to the findings that: (1) Blended-

Learning is more effective than Direct Instruction to teach writing 

for the second semester students of UIN Sunan Kalijaga Yogyakarta in 

the Academic Year of 2014/2015; (2) The students who have high 

self-esteem have better writing skill than those who have low self-

esteem; and (3) There is an interaction between teaching methods and 

students’ self-esteem to teach writing at the second semester 

students of UIN Sunan Kalijaga Yogyakarta. 
Finally, the results of this research imply that Blended-learning is 

more effective than Direct Instruction to teach writing. Thus it is 

suggested that: (1) it is better for English teachers to apply 

Blended-learning in teaching writing to improve the students’ 

writing skill; (2) the students must be aware of the importance of 

active involvement in teaching learning process, and (3) the other 

researchers who would like to conduct a research of the same kind 

with different sample and different attributive variables, this 

result of the study can be used as reference. 

Keywords: Writing, Blended-learning, Direct instruction, Self-esteem