THE EFFECT OF TEACHING METHODS AND LINGUISTIC COMPETENCE ON THE STUDENTS WRITING ACHIEVEMENT

The objectives of this experimental research were to investigate whether: 1) the students achievement in writing narrative text taught by using task-based learning higher than those taught by direct instruction, 2) the students achievement in writing narrative text with high linguistic competence is higher than those with low linguistic competence, 3) there is interaction between teaching methods and linguistic competence on students achievement in writing narrative text. It was an experimental research with the population of students at State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 2 Kisaran 2012/2013 academic year, Grade XI, Natural Science. The sample was selected by applying multistage cluster random sampling. The first class chosen (XI-IPA1) was taught by using task-based learning while the second class (XI-IPA2) was taught by using direct instruction. The data collected were analyzed by applying two-way analysis of variance (2 x 2 ANOVA) at the level of significance &#945; = 0.05. The findings indicated that: 1) the students achievement in writing narrative text taught by using task-based learning is higher using direct instruction (80 > 67), 2) the students achievement in writing narrative text with high linguistic competence is higher than students with low linguistic competence, (80 > 65), 3) there is interaction between teaching methods and linguistic competence on students achievement in writing narrative text (sig. = 0.00 < 0.05). Based on the findings, it is suggested that task-based learning method should be applied in English teaching to develop the students writing achievement.