DEVELOPING PROBLEM-BASED SPEAKING ASSESSMENT MODULE TO STIMULATE THE STUDENTS’ CRITICAL THINKING AND CREATIVITY


Aniq Mukhoyyar, 0203516059 (2018) DEVELOPING PROBLEM-BASED SPEAKING ASSESSMENT MODULE TO STIMULATE THE STUDENTS’ CRITICAL THINKING AND CREATIVITY. Masters thesis, Universitas Negeri Semarang.

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Abstract

Mukhoyyar, Aniq. 2018. Developing Problem-Based Speaking 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. Januarius Mujiyanto, M.Hum. Keywords: Problem-based, speaking, assessment, critical thinking, creativity The 2013 curriculum is used in Indonesia as the national curriculum. HOTS (higher-order thinking skill) is one of 2013 curriculum aspects must be available on the teaching and learning activity. In the teaching and learning process, the teacher need assessment to measure the students’ achievement. Beside that, the teacher get difficulty in developing assessment that can stimulate students’ critical thinking and creativity. this study aimed to: describe the realization of assessment in English learning to stimulate students’ critical thinking and creativity, explain the development of problem-based speaking assessment module to stimulate the students’ critical thinking and creativity, and explain the effectiveness of problem-based speaking assessment module to stimulate the students’ critical thinking and creativity. Research and Development (RnD) approach was employed with the students of X IPA 2 of SMA 12 Semarang in the academic year of 2017/2018 as subject. This study used quantitative and qualitatve data through questionnaire, interview, observation checklist, and test as the instrument in collecting the data. The teacher collaborated with the researcher in developing the problem-based speaking assessment module. Then, the module was revised based on the experts before doing field testing. The result of this study showed that the English teacher never developed the asessment that can stimulate students’ critical thinking and creativity. By using the problem-based speaking assessment module there was improvement. It was proved by the students’ score of each skill. The speaking skill was 67 to 80.03, critical thinking skill was 65.56 to 76.67, and creativity skill was 65.42 to 76.81. It can be concluded that there was a significant different between the result of pre-test and post-test. To know the significance of the research, the researcher used SPSS. The results were (0.00), it is lower than 0.05. It means there was a significant improvement in the students’ speaking, critical thinking, and creativity skill after they used problem-based speaking assessment module in the treatment process.

Item Type: Thesis (Masters)
Uncontrolled Keywords: Keywords: Problem-based, speaking, assessment, critical thinking, creativity
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > Assessment of Learning
L Education > LB Theory and practice of education > Assessment of Learning
P Language and Literature > PE English
Fakultas: Pasca Sarjana > Pendidikan Bahasa Inggris, S2
Depositing User: S.S Eko Handoyo
Date Deposited: 03 Nov 2020 03:37
Last Modified: 03 Nov 2020 03:37
URI: http://lib.unnes.ac.id/id/eprint/40869

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