Abstrak

This  purpose  of  this  research  is  to  find  out  whether:  (1)  Flipped Classroom is more effective than Direct Instruction; (2) the students having low writing apprehension have better writing skill than those having high writing apprehension and (3) there is interaction between methods of teaching and students’ writing apprehension in teaching writing skill to the eleventh grade students of SMAN 1 Ponorogo in academic year 2016/2017.
The technique of research used was experimental research with factorial design. The sample of this research were two classes of eleventh grade that were XI MIA 8 (the experimental class) and XI MIA 9 (control class). The sampling technique used was cluster random sampling. Each class consisted of two groups (the students having low and high writing apprehension). The technique of collecting data were a questionnaire of writing apprehension and
writing test. The data were analyzed using Multifactor Analysis of Variance
(ANOVA) test 2 x 2 and Tukey test.
The result of data analysis shows that: (1) Flipped Classroom is more effective than Direct Instruction to teach writing skill; (2) students having low writing apprehension have better writing skill those having high writing apprehension; (3) there is an interaction between methods of teaching and students  writing  apprehension  to  the  eleventh  grade  students  of  SMAN  1
Ponorogo in academic year 2016/2017.

Keywords :  Flipped  Classroom,  Direct  Instruction,  Writing  Skill,  Writing

Apprehension