The Effectiveness of Task Based Instruction to Teach Speaking Viewed from Students' Creativity
The objectives of the research were to investigate whether 1) TBI is more effective than CBI to teach speaking, 2) the students having high learning creativity have better speaking skill than those having low learning creativity, and 3) there is an interaction between teaching approaches and learning creativity to teach speaking. This is an experimental study. The research was carried out at SMA Pangudi Luhur St. Vincentius Giriwoyo in 2016. Quantitative data were obtained from students' creativity and speaking test after having twelve time treatment for each class. The data were analysed using 2 x 2 Multifactor Analysis of Variance (ANOVA) and Tuckey test. The result of the research are: 1) Task Based Instruction is more effective than and Content Based Instruction; 2) students having high creativity have better achievement in speaking competence than those having low creativity; and 3) there is an interaction between teaching approaches and creativity. As the conclusion, Task Based Instruction is an effective approach to teach speaking for tenth grade students. However, to support the use of Task Based instruction, a teacher is recommended to select tasks which suit the level of students' creativity so that the effectiveness of Task Based Instruction can affect the students' speaking competence significantly. Keywords: speaking skill, Task Based Instruction, Content Based Instruction, creativity, experimental research