THE EFFECT OF TEACHING METHODS AND SELF CONCEPTS ON STUDENTS ACHIEVEMENT IN DESCRIPTIVE WRITING AT STATE SENIOR HIGH SCHOOL 1 MEDAN

The objectives of this study are to investigate whether: (1) Studentsachievement in writing taught by using CBI Teaching Method is higher than studentsachievement taught by using TBLT Teaching Method, (2) the students achievement in writing descriptive of the students with high self concept is significantly higher than that of with low self concept, (3) there is an interaction between students teaching method and self concepts on students achievement in writing. It was an experimental research with the population of students of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 1 Medan of Grade X of 2011/2012. Based on Cluster Ramdom Sampling technique, two classes were chosen, namely X1 and X2. the data were analyzed using Two-way ANOVA with 2 x 2 factorial design. Students self concept was measured using Likert scale (M Nazir, 1983). Students achievement in writing was measured using test writing and the reliability 0.90 by Jacobs et alls (1981). The result reveals that (1)Content Based Instruction and Task Based Language Teaching significantly affect students achievement in writing (Fobserved = 4.43 > Ftable = 3.96). students achievement in writing taught by using Content Based Instruction is higher than students achievement in writing taught by using Task Based Language Teaching (83.13 > 76.68), (2) high and low self concept significantly affect students achievement in writing (Fobserved = 5.04 > F table = 2.75). High self concept students have higher achievement in writing than low self concepts students (84.30 > 75.90) and (3) There is significant interaction between teaching method and self concept on students achievement in writing (Fobserved = 4.16 > F table = 2.75).The Analysis using Scheffee-test reveals that high and low self concept students have higher achievement if they are taught by using Content Based Instruction Method while Task Based Language Instruction is more effective for visual students. Thus, it can be concluded that the application of teaching method and the understanding of students self concept affect students achievement in writing descriptive.It implies that English teachers should apply various teaching methods and pay more attention to the students self concept in their attempt to students achievement in writing descriptive.