variable that was given different name based on the point of view. Creativity as the third variable can be moderator variable. Moderator variable is defined by
Tuckman 1978: 63 as the factor which is measured, manipulated, or selected by the experimenter to discover whether it modifies the relationship of the
independent variable to an observed phenomenon. This variable is also assumed as secondary independent variable that is selected to determine if it affects the
relationship between the primary independent variable and dependent variable.
B. Experimental Design
Experimental study is chosen in conducting this research. According to Goddard and Melville 2007: 8 experimental research is primarily concerned
with cause and effect. Researcher identifies the variables of creativity, and tries to determine if changes in one variable called the independent variable, or cause
result in changes in another called the dependent variable, or effect. The purpose of an experimental study is to investigate the correlation between cause and effect
and how far its correlation is by giving certain treatment to experimental class and control class as comparison.
The most appropriate experimental design of this research is a simple factorial design 2 x 2. This research design allows a researcher to study the
interaction of an independent variable with one or more variables. The simple factorial design is illustrated in table 3.1
Table 3.1. Sample Factorial Design 2 X 2
Main Effect Simple Effect
Discovery Learning Method Group A1
Direct Method Group A2
High Creativity B1
Students having high creativity taught using Discovery Learning
Method Group A1B1
Students having high creativity taught using Direct Method
Group A2B2
Low Creativity B2
Students having low creativity taught using Discovery Learning
Method Group A1B2
Students having low creativity taught using Direct Method
Group A2B2
Table 3.1 shows that there are some conclusions that can be drawn when doing simple factorial design of experimental study. The conclusions are
determined by some comparing as follows: 1
By comparing the observations under treatment variable, DLM AІ and the observation under DIM A
Ї, it is possible to contrast the effectiveness of those methods to teach writing skill for the tenth grade students viewed from
their creativity to learn. 2
By comparing high creativity BІ and low creativity BЇ, it is possible to contrast the high creativity students and low creativity.
3 By comparing the individual cell effects, group AІBІ versus AЇBІ, group AІBЇ
versus A ЇBЇ, it is possible to identify the interaction of teaching methods and
students’ creativity to teach writing.
C. Time and Place of Study
