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Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity

English Education Journal · Vol. 8 No. 3 (2018) · hlm. 301–307

DOI
10.15294/eej.v8i2.24152
ISSN
2087-0108, 2502-4566
Terbit
2018-07-26
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Most of English teachers do not comprehend how to construct items and develop High Order Thinking (HOT) project-based-speaking assessment to stimulate the students’ critical thinking and creativity. Therefore, this study is conducted to develop project-based-speaking assessment to stimulate the students’ critical thinking and creativity in English learning. This study uses research and development (R & D) at X IPA 1 of SMA N 15 Semarang. The data are gathered through interview, questionnaire, and observation which are aimed to know the existing of the implementation of HOT project assessment. Meanwhile, the data from pre-test and post-test are mini-drama performance to measure the students’ learning achievement. During the implementation of assessment, the students prepare the concept and perform mini-drama performance. The results indicate that the implementation of project-based-speaking assessment successfully stimulate the students’ critical thinking and creativity in English learning. Further, the results also show the students’ scores improvement of pre-test and post-test where the speaking skill is 70.11 to 82.11, the critical thinking is 60.69 to 87.50, and the creativity is 62.08 to 85.83. Moreover, the students participate in the process of teaching and learning actively. They are able to work in a group discussion to write the drama script and arrange the concept of drama cooperatively. Finally, they can perform the drama performance successfully. In conclusion, the HOT project-based-speaking assessment is applicable to stimulate the students’ critical thinking and creativity in English learning.

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  • Universitas Muhammadiyah Semarang
  • Institut Teknologi Sepuluh Nopember
  • State University of Semarang
  • Sebelas Maret University
  • Institut Ilmu Sosial dan Manajemen STIAMI
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  • Organisasi berbeda
  • Organisasi sama
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Dwi RukminiAfiliasi tidak diketahui5
Januarius MujiyantoAfiliasi tidak diketahui3
Fahrur RoziInstitut Teknologi Sepuluh Nopember2
Puji AstutiAfiliasi tidak diketahui2
Ani RusilowatiState University of Semarang2
Diana HardiyantiUniversitas Muhammadiyah Semarang1
Lilis SetyowatiSebelas Maret University1
Nurul Farrah IzzatunaUniversitas Muhammadiyah Semarang1
Issy YuliasriAfiliasi tidak diketahui1
Afief FakhruddinAfiliasi tidak diketahui1
Agus PrayogoAfiliasi tidak diketahui1
Puspa WijayantiAfiliasi tidak diketahui1
Pamujo Effa KusdianangAfiliasi tidak diketahui1
Zuhrian Ivan ArviantoAfiliasi tidak diketahui1
Abdurrahman FaridiAfiliasi tidak diketahui1
Nurlaila TuananyAfiliasi tidak diketahui1
Manikowati ManikowatiAfiliasi tidak diketahui1
Kiki Nuriska DenhasAfiliasi tidak diketahui1
Yulianti YuliantiInstitut Ilmu Sosial dan Manajemen STIAMI1
Rifki Nurlaili HidayatAfiliasi tidak diketahui1
Roni WahyudiAfiliasi tidak diketahui1
Setyani Rohmatul MuthohharohAfiliasi tidak diketahui1
Suwandi SuwandiAfiliasi tidak diketahui1
Ali Akbar RafsanjaniAfiliasi tidak diketahui1
Oktianti Dwi AryaniAfiliasi tidak diketahui1
Eva RahmatunnisaAfiliasi tidak diketahui1
Diana Novietasari BedagamaAfiliasi tidak diketahui1
Dian Fathur RahmanAfiliasi tidak diketahui1
Aldin RamdaniAfiliasi tidak diketahui1
Silvia Nanda Putri EritoAfiliasi tidak diketahui1
Mursid SalehAfiliasi tidak diketahui1
kifti halimah islamiAfiliasi tidak diketahui1
Rudi HartonoAfiliasi tidak diketahui1
Ade Dwi CahyantiAfiliasi tidak diketahui1
Fitria Uswatun AzizahAfiliasi tidak diketahui1
Sri Wuli FitriatiAfiliasi tidak diketahui1
Imaduddin Abil FidaAfiliasi tidak diketahui1
Modi Nur KholisohAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity</dc:title>
	<dc:creator>Setiawan, Anjar</dc:creator>
	<dc:creator>Linggar Bharati, Dwi Anggani</dc:creator>
	<dc:description xml:lang="en-US">Most of English teachers do not comprehend how to construct items and develop High Order Thinking (HOT) project-based-speaking assessment to stimulate the students’ critical thinking and creativity. Therefore, this study is conducted to develop project-based-speaking assessment to stimulate the students’ critical thinking and creativity in English learning. This study uses research and development (R &amp;amp; D) at X IPA 1 of SMA N 15 Semarang. The data are gathered through interview, questionnaire, and observation which are aimed to know the existing of the implementation of HOT project assessment. Meanwhile, the data from pre-test and post-test are mini-drama performance to measure the students’ learning achievement. During the implementation of assessment, the students prepare the concept and perform mini-drama performance. The results indicate that the implementation of project-based-speaking assessment successfully stimulate the students’ critical thinking and creativity in English learning. Further, the results also show the students’ scores improvement of pre-test and post-test where the speaking skill is 70.11 to 82.11, the critical thinking is 60.69 to 87.50, and the creativity is 62.08 to 85.83. Moreover, the students participate in the process of teaching and learning actively. They are able to work in a group discussion to write the drama script and arrange the concept of drama cooperatively. Finally, they can perform the drama performance successfully. In conclusion, the HOT project-based-speaking assessment is applicable to stimulate the students’ critical thinking and creativity in English learning.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-07-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/24152</dc:identifier>
	<dc:identifier>10.15294/eej.v8i2.24152</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 8 No 3 (2018): September 2018; 301-307</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v8i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/24152/11113</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 English Education Journal</dc:rights>
</oai_dc:dc>