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The purpose of this research was to find out whether there is any significant difference result of students who is using Computer-Assisted Language Learning (CALL) and Task-Based Learning (TBL), and whether there is a significant interaction of gender and learning method (CALL and TBL). A quantitative analysis that included descriptive statistic (mode, median, range, mean, standard, deviation and the distribution of frequency in histograms), and inferential analysis (ANOVA) tests word conducted to answer the research questions of this study. The respondents of this study were grade XI students of 46 Senior High School Jakarta academic years 2015/2016. Out of 224 students of the population, 40 (20 females and 20 males) were chosen as the samples based on the cluster random sampling. To collect data, the study used of instrument that is writing test. The result of the study revealed that out of two independent variables, only the variables of learning methods (p – value < 0.05) with mean score CALL were higher than TBL. However, the gender factor did not give significant effect on the students’ writing achievement (p – value > 0.05). For the third factor, that is interaction factor between learning methods and gender (p – value > 0.05), it means that there is no significant difference on interaction factor. Only one alternate hypothesis was accepted in this study. Finally, the result of the study showed a fact that writing achievement of grade XI 46 Senior High School Jakarta academic year 2015/2016 is still in inadequate level. Therefore, teacher should teach not only writing skill, but also how to make the students be acquainted with learning methods and the latest technology.