Abstrak

Kembali

The aim of this research was to investigate the influence of Differentiated Instruction method and Grammar Translation method on improving students’ writing skill. A quantitative analysis was conducted to answer the questions proposed in the study that covers descriptive statistics: mode, median, range, mean, standard of deviation, and distribution frequency in histogram. The participants of this study were students at XI science level grade at SMAN 8 Tangerang in academic year 2013-2014. The number of students at XI science level grade was 78 students, and was divided into experiment class and control class. To collect data, the researcher used three instruments: try out, pre-test, and post-test. In addition to complete the data, the researcher conducted a treatment for experiment class. The findings of this study showed that Differentiated Instruction and Grammar Translation on improving writing skill shown significant effect. It can prove from the mean pre-test and post-test. The mean of pre-test experimental class was 50,55 and the post-test was 54,24. Whereas the mean of pre-test control class was 46,00 and the post-test was 48,26. So, the researcher concluded that there was significant improvement from the both methods to improve students’ writing ability. Finally, the researcher found that both Differentiated Instruction and Grammar Translation methods had same opportunities in improving writing skill. It can be seen the p-value for both methods were less than α=0.05. p-value of both methods were 0.00, so H0 was rejected and H1 was accepted.