Dwi Amalia Putri, 2003512064 (2018) DESIGNING THE MODEL OF STUDENT ENGAGING ACTIVITIES FOR SPEAKING ASSESSMENT OF PROCEDURE TEXT BY MINIMIZING STUDENTS’ ANXIETY. Masters thesis, Universitas Negeri Semarang.

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Abstract

Putri, D. A. 2018. “Designing the Model of Student Engaging Activities for Speaking Assessment of Procedure Text by Minimizing Students’ Anxiety”. Thesis. English Language Education. Program Pascasarjana. Unviersitas Negeri Semarang. Advisor I: Dr. Dwi Anggani Linggar Bharati, M.Pd., Advisor II: Prof. Dr. Januarius Mujiyanto, M.Hum. Key words: Designing, Engaging Activities, Speaking, Assessment, Anxiety, Procedure Texts. In Indonesia, English is learned as a foreign language. English becomes one of compulsory subjects that students need to learn in school. Students begin to learn English since they are studying in junior high school. Most Indonesian students speak Indonesian language and some students even speak in local language in their daily life. As a result, they lack of opportunities to use English and this situation may influence their English performance in school. English teacher may find out that their students do not feel confident in speaking English. Some students feel nervous or anxious every time they are asked to speak in English. Those situations are commonly found in foreign language class as described by Horwitz, Horwitz & Cope (1986). Moreover, in speaking assessment, students may feel more anxious and this feeling may hinder their speaking skill (Liu & Jackson, 2008; Phillips, 1992; Wilson 2006; and Woodrow, 2006). This research aimed to design a model of student engaging activities for speaking assessment, specifically in procedure text. This study used the research and development (R&D) to create an assessment handbook that provided some engaging activities for speaking assessment purpose. Some instructional design models from different experts were adopted and adjusted in order to develop the product. There were five phases to be done in this research: defining, designing, developing, implementing and evaluating phase. The results of the research showed the engaging activities were not effective for speaking assessment. The average of students’ speaking in the experimental group was lower than in the control group. It is also obtained that the t-test < t table (0,167 < 1,697). Related to students’ anxiety level, there were less students with low anxiety in experimental group. There were only 2 students with low anxiety level in the experimental group while there were 6 students with low anxiety level in the control group. From students’ response, it was found that students in both groups enjoyed all the activities in speaking assessment. Students in the experimental group enjoyed the games and role play. Similar to control group, student enjoyed the class and found the reading activities useful. Students in both groups argued that the video project was little bit complicated.

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