A Comparative Study on Teaching Writing Through Task Based Instruction and Group Investigation Method: A Quasy-Experimental Study

Gita Novia Puspitasari, Muh. Asrori, Kristiandi Kristiandi


This paper explains the result of the research conducted in order to find out: (1) whether there is a significant difference in writing achievement between the students taught using Task-Based Instruction and Group Investigation method; and (2) which method has a better result in writing, the group taught using Task-Based Instruction or using Group Investigation method. The method used within this research is quasi-experimental design. This research was led at SMA BATIK 2 Surakarta in the academic year of 2018/2019. The population of this research is the eleventh grade of SMA BATIK 2 Surakarta. The samples of this research are the XI IPA 3 as the experimental class which consists of 28 students and XI IPA 1 as the control class which consist of 28 students. The data within this experiment were gathered by the usage of mechanism to collects it. The data were analyzed using t-test formula. The calculation of the t-test data shows that t observation (to) = 2.02 is higher than t table (54, 0.05) = 1.960. Thus it can be concluded that there is a significant difference in writing achievement between the students taught using Task-Based Instruction and those taught using the Group Investigation method. The average score of the students taught using the Group Investigation is 77.64. Meanwhile, the average score of the student taught using Task-Based Instruction is 75.80. Therefore, it can be concluded that Group Investigation method has a better result in writing than Task-Based Instruction method.


Task-Based Instruction;Group Investigation;Writing Skill

Full Text:



Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice, New York: Cambridge University Press

Adas, D., & Bakir, A. (2013). Writing Difficulties and New Solutions: Blended Learning as an Approach to Improve Writing Abilities. International Journal of Humanities and Social Science, 3 (9), 254-266

Hyland, K. (2002). Teaching and Researching Writing. London: Pearson Education.

Harmer, J. (2004). How to Teach Writing, New York: Longman.

Pamela, J. S. (1991). Test of English as a Foreign Language. (6th Ed). New York: Barron’s Educational Series Inc.

Harris, J.(1993) Introducing Writing. England: Penguin Group.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Markee, N. (1997). Managing Curricular Innovation. Cambridge: Cambridge University Press

Crookes, G. & Gass, S.M. (Ed.). (1993). Tasks and Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters.

Ramirez, A. G. (1995). Creating contexts for second language acquisition: Theory and methods. New York: Longman.

Zingaro, D. (2008). Group Investigation: Theory and Practice. Toronto: Ontario Institutes for Studies in Education

Nunan, D. (2003). Practical English Language Teaching. New York: The McGraw Hill.

Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Ganta. (2015). The Strength and Weakness of Task Based Learning.

Mitchel, M. G., Montgomery, H., Holder, M., & Stuart, D. (2008) Group Investigation as a Cooperative Learning Strategy: An Integrated Analysis of the Literature. The Alberta Journal of Educational Research, 54(4), 388-359

Hosseini, S. M. H. (2014) Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students. International Journal of Instruction, 7(1), 177-188

Parchment, G. L. (2009). A Study Comparing Cooperative Learning Methods: Jigsaw & Group Investigation. New York: Fisher Digital Publications


  • There are currently no refbacks.