Abstrak

This research is aimed to find out whether:(1) Guided Imagery is more effective than Direct Instruction to teach writing; (2) the students having high creativity have better writing skill than those having low creativity; and (3) there is an interaction between teaching methods and students’ creativity in teaching writing to the seventh grade students of SMP N 2Karangmalang in the academic year of 2013/2014.
The method which was applied in this research was experimental study. The population of this research was the seventh grade students of SMP N 2 Karangmalang in the academic year of 2013/2014 which consists of 238 students. The sample of the research was two classes; the first class was used as the experimental class taught by using Guided Imagery and the second class as the control class taught by using Direct Instruction. The sampling used was cluster random sampling. Each class was divided into two groups based on their level of creativity (high and low). The techniques of collecting data were writing test for collecting the data of students’ writing skill and creativity test for collecting data of students’ creativity level. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test.
The result of data analysis shows that: (1) Guided Imagery is more effective than Direct Instruction to teach writing; (2) students having high creativity have better writing skill than those having low creativity; and (3) there is an interaction between teaching methods and students’ creativity in teaching writing.
Based on the result of the research, it can be concluded that Guided Imagery is an effective method to teach writing to the seventh grade students of SMP N 2 Karangmalang in the academic year of 2013/2014. The research also shows that Guided Imagery is effective to teach writing for both groups (students having high creativity and low creativity).

Keywords : Guided Imagery; Writing Skill; Creativity