 Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners’ CreativitySelamet Jaelani English Language Teaching, 2017, vol. 10, issue 11, 156 Abstract: The objectives of the research are to examine- (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL Learners’ creativity in teaching writing.The research method of this research was quasi-experimental research. The techniques of collecting data were creativity test and writing test given to the both classes. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 × 2 and Tukey test.The result of data analysis showed that- (1) Content-Based Instruction was more effective than Problem-based learning to teach writing (2) the EFL Learners having high creativity have better writing than the EFL Learners having low creativity and (3) there was an interaction between teaching methods and EFL Learners’ creativity in teaching writing. Based on the finding, it can be concluded that Content-Based Instruction was an effective method to teach writing. Date: 2017 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:10:y:2017:i:11:p:156 Access Statistics for this article More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC. |
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