Tutik Lestari, 0203516050 (2018) THE DEVELOPMENT OF PROJECT-BASED WRITING ASSESSMENT MODULE TO STIMULATE THE STUDENTS’ CRITICAL THINKING AND CREATIVITY. Masters thesis, Universitas Negeri Semarang.

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Abstract

Lestari, Tutik. 2018. The Development of Project-Based Writing Assessment Module to Stimulate the Students‟ Critical Thinking and Creativity (The Case of SMA N 12 Semarang in Academic Year of 2017/2018). A Thesis. English Language Education, Graduate Program, State University of Semarang. First Advisor: Dr. Dwi Anggani Linggar Bharati, M.Pd., Second Advisor: Prof. Dr. Dwi Rukmini, M.Pd. Keywords: Project-Based, writing, assessment, critical thinking, creativity Assessment cannot be separated from teaching and learning activities since it is the process of getting data to know about the students‟ progress and achievement in gaining the learning objectives. Otherwise, the teacher gets difficulty in developing a higher-order thinking assessment which can stimulate students‟ critical thinking and creativity. Hence, this study aimed at describing the realization of assessment to stimulate the students‟ critical thinking and creativity, explaining the type of assessment needed by SMA students to stimulate their critical thinking and creativity, explaining the development of project–based writing assessment to stimulate the students‟ critical thinking and creativity, and explaining the effectiveness of project-based writing assessment in stimulating critical thinking and creativity of SMA students. This study used Research and Development (R&D) which was done through seven steps. The subjects of this study were the students of X IPS 2 of SMAN 12 Semarang in the academic year of 2017/2018. Questionnaire, interview, observation checklist, and test were used as the instrument in collecting the data. The teacher collaborated with the researcher in developing the project- based writing assessment module. After the module was revised based on the experts‟ suggestions, main field testing was conducted. The module was utilized during the treatments. The result of this study revealed that there was a significant improvement of the students‟ writing skill, critical thinking skill, and creativity skill. These skills improved after they were given treatments. It is proven by the mean score results of the pre-test and post-test. The students‟ score improvement of the writing skill was 67.55 to 80.11, critical thinking skill was 67 to 78, and creativity skill was 65.39 to 78.55. Moreover, the paired sample test results show that there is significant different between the result of pre-test and post-test. In other words, there is a significant improvement on the students‟ writing skill, critical thinking skill, and creativity skill after they did project-based writing assessment module during the teaching learning process.

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