EEJ 8 (4) (2018) 515 - 522 English Education Journal http://journal.unnes.ac.id/sju/index.php/eej Developing Problem-based Speaking Assessment Model to Stimulate Students’ Critical Thinking and Creativity Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujiyanto Universitas Negeri Semarang, Indonesia Article Info ________________ Article History: Recived 5 August 2018 Accepted 13 October 2018 Published 23 December 2018 ________________ Keywords: Assessment, speaking, problem-based, critical thinking, creativity ____________________ Abstract ___________________________________________________________________ The newest curriculum used in Indonesia is 2013 curriculum. 2013 curriculum implementation is not easy, because the teacher has to understand well about it. HOTS (High Order Thinking Skill) is one of the aspects in the 2013 curriculum that must be available. In this aspect, the teacher has to guide the students in having the ability to think critically and creatively, but most of the teachers had difficulty in developing the assessments that could stimulate students’ critical thinking and creativity. This study aims to develop problem- based speaking assessment model to stimulate students’ critical thinking and creativity. Research and Development approach was employed with the students of X IPA 2 of SMA 12 Semarang in the academic year of 2017/2018 as subject. The instruments of collecting data were a questionnaire, interview, observation checklist, and test. The teacher collaborated with the researcher in developing the problem-based speaking assessment module. The module was revised based on the experts before doing field testing. The improvement of the students’ score 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. To know the significance of the research, the researcher used SPSS. The results showed that there was a significant difference between the result of pre-test and post-test. In other words, there is a significant improvement in the students’ speaking, critical thinking, and creativity skill after they used problem-based speaking assessment module. © 2018 Universitas Negeri Semarang Correspondence Address: Kampus Pascasarjana Unnes, Jl. Kelud Utara III Semarang 5023, Indonesia E-mail: aniqmukhoyar@gmail.com p-ISSN 2087-0108 e-ISSN 2502-4566 mailto:aniqmukhoyar@gmail.com Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 516 INTRODUCTION Teaching and learning process in Indonesia deals with the curriculum. The curriculum is fundamental to teaching and learning process, so every teaching-learning activity must follow the curriculum. In addition, it is a structured interaction for students with instructional content, resources, materials, and evaluation processes of the learning objectives. The school must have a good curriculum to create good student and determine the quality of graduates. As a result, good quality of the graduation depends on the curriculum as the guidance in the school. The curriculum is used to developing spiritual, moral, cultural, mental and physical of student both at school and society. Furthermore, it prepares the students for the opportunities, responsibilities, and experiences in the future (White, 2004, p. 2). That is why every teacher has to understand and follow the current curriculum before planning and developing materials and teaching-learning process. The curriculum is a fundamental part of education. It provides about guiding and planning for the teacher to achieve the goal in education. According to Glatthorn (1987) in Seel (2004, p. 131) stated that the curriculum is the guidance for the teacher which is prepared in form of documents, and then it is implemented in the teaching-learning activity in a real situation. Without the guidance of the curriculum, the teacher will have difficulties in reaching the goal. Curriculum in Indonesia is changed many times in order to follow the demands of the society and to face the world challenges. There are several curricula used in Indonesia; curricula 1950 and 1958, curricula 1962 and 1968, curriculum 1975, curricula 1984 and 1994, curricula 2004 and 2006 (Faridi 2012, pp. 2-7). The newest curriculum used in Indonesia is the 2013 curriculum. It hopes that this curriculum can be better in creating the quality of graduates. This curriculum ever used in the academic year of 2013/2014, but the result had not been maximal yet. There were some factors, such as the school, the teacher’s book, the students’ book was not ready. Some teachers had difficulty in applying this curriculum. As a result, the Indonesian Ministry of Education and Culture asked some school in Indonesia to use the KTSP curriculum again. Nevertheless, it happened temporarily and nowadays the 2013 curriculum is used in Indonesia as the national curriculum. 2013 curriculum has been revised in 2015, 2016, and 2017. This curriculum has four aspects namely character building, literacy, 4C (communication, collaboration, critical thinking and problem-based, creativity and innovation), and HOTS (higher-order thinking skill). These aspects must be available in the teaching and learning activity. 2013 curriculum implementation is not easy, because the teacher has to understand well about it. Based on monitoring and evaluation of 2013 curriculum implementation in senior high school level, the teacher has difficulties in assessing the students’ ability in English subject, because there are many aspects that have to be assessed. Moreover, the teacher doesn’t understand well about the 2013 curriculum. The examples are the content and the aspects that should be assessed in this curriculum. It means that the success of 2013 curriculum implementation based on the school and the teacher’s preparedness in conducting the learning process. According to Jaedun (2014, p. 15), the success of the curriculum will be reached when the teacher and school are ready for preparing the 2013 curriculum implementation in the learning process. The quality of the education system depends on the quality of the teacher. The teacher is the main part in giving treatment and the quality of students’ outcome in the learning process (Jaedun, 2014, p. 15). Moreover, the teacher has to provide four skills in teaching and learning process. One of them is speaking. Speaking is verbal language to communicate with others (Fulcher, 2003, p. 23). In other words, speaking is the activity to talk to the other about anything to give information or knowledge, or it can be said that speaking is an oral communicative activity like transmitting Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 517 information, ideas, or feeling. In addition, Milchatun, Bharati, & Hartono (2018, p. 2) also stated that speaking is the important aspect in the language because it conveys the information from the other and can make the relationship by communicating each other. In measuring the quality of speaking skills, the teacher needs assessment. Assessment is used to achieve a goal by using different methods and techniques; every method has own characteristics and properties (Abosalem, 2016, p. 3). It is to discover the understanding and knowledge of the specific subject. Assessment has 3 purposes; those are to assist learning, to measure students’ achievement, and to evaluate the program (Airasian, 1994 and Pellegrino, Chudowsky and Glaser, 2001) in (Abosalem, 2012, p. 3). Assessment is needed for each skill, include speaking. Speaking assessment is important to be done in order to measure the students’ speaking ability. Nevertheless, it is not easy to be assessed. Based on Hughes (2003) in Ahmed (2014, p. 98) testing speaking is difficult and cannot be assessed as precisely as other language skills. It means that the teacher needs more effort to assess speaking skill. Moreover, the teacher has to provide four aspects of the 2013 curriculum in the teaching-learning process. One of them is HOTS. HOTS is one of the aspects in the 2013 curriculum that must be available. HOTS is the ability in making a decision and building the ideas based on the texts. In this aspect, the teacher has to guide the students in having the ability to think critically, logically, reflectively, metacognitively, and creatively. The 2013 curriculum also requires metacognitive which means that the learners have to be able to predict, design, and estimate the issues. These will emerge when the students face an unfamiliar problem, uncertainties, and question or dilemma (Mainali, 2012, p. 6). Problem-based effects HOTS. Problem-based is critical thinking of learning that seeks the solution and answer of the problem. HOTS involves problem-based where the solutions are possible to use in solving the problem (the National Research Council, 1987) in (Mainali, 2012, p. 6). The student has to have HOTS in every skill including speaking skill. It takes considerable time, effort and training. In addition, communication was promoted by critical thinking (Umami, Saleh, Mujianto, and Fitriati, 2018, p.163). As a result, the researcher is interested in developing problem-based speaking assessment model to stimulate the SMA students’ critical thinking and creativity. METHODS This research used Research and Development (RnD) design in developing problem-based speaking assessment model to stimulate students’ critical thinking and creativity. this research was to develop problem- based (PBL) speaking assessment model. Problem-based learning is used to assess the speaking skill which includes the critical thinking (CT) and creativity of the students. This research used qualitative and quantitative data. The qualitative data was from an interview, observation, and questionnaire, the quantitative data was from test and questionnaire. There were some steps of RnD that applied in this research; information collecting, need analysis, planning and developing, expert and teacher validation, doing the first revision, trying out, doing the second revision, and producing the final product. This research was conducted in SMA 12 Semarang because the school has been implementing the 2013 curriculum. The subject of the study was the English teacher of SMA 12 Semarang. This research used some of the instruments; questionnaire, interview, observation, and test. FINDINGS AND DISCUSSIONS In this phase, the researcher showed the finding of the five questions that had been arranged before. Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 518 Developing PBL speaking assessment model to stimulate the students’ CT In the document observation, the researcher observed the document of the lesson plan and students’ task. When the researcher observed the lesson plan, the researcher didn’t find the problem-based learning (PBL) method. The teacher used discovery learning in most of the lesson plan. In applying this method, the teacher used lecturing, discussing, and giving task. In addition, there was no rubric for speaking skill that could stimulate critical thinking and creativity of students. Then, the researcher observed the teaching and learning activities in the class. The result showed that the teacher prepared the material and lesson plan before teaching the students. The last step of discovery learning wasn’t applied. In addition, there are no activities that could stimulate students’ critical thinking. The next was about the interview. In this step, the researcher gave an interview to the students and English teacher. The result showed that he hadn’t ever applied the PBL method. Based on the English teacher opinion, the portfolio was a good way to improve the students’ critical thinking. Actually, the teacher had ever applied some steps of problem-based learning, but he didn’t know that the method was problem-based learning. Then, the result of students interview showed that the students had difficulty with the speaking and listening skill. Furthermore, the teacher was not familiar with problem-based learning, although he had ever used unintentionally. In addition, the teacher hadn’t ever used the portfolio to improve the students’ critical thinking. The questionnaire showed that the students had difficulties in studying English especially in the listening and speaking skill. The students preferred doing the exercise in the group to doing in an individual. The teacher just used the textbook in the teaching and learning process. So, the teacher and researcher decided to develop problem-based speaking assessment model to stimulate students’ critical thinking. From the explanation above, it can be concluded that the teacher had difficulty in arranging the assessment that could stimulate students’ critical thinking. In this case, the previous researcher also found the same problem. The previous research was done by Hayati, Benri, and Rahmi (2017). They also found that the teacher had difficulty in arranging the assessment based on the 2013 curriculum. Developing PBL speaking assessment model to stimulate the students’ creativity The next is to answer the second research question; the researcher also used observation, questionnaire, an interview. From the result of the observation, the researcher knew that the teacher used the discovery learning method and textbook as the media. When the teacher used discovery learning, the last step was missing, it caused the goal of the learning process wasn’t achieved maximally. The questionnaire and interview showed that the teacher used a blog to stimulate students’ creativity. In fact, the teacher didn’t use any blog to stimulate students’ creativity. It was also proved by the observation in the class that the researcher didn’t use any assessment to stimulate students’ creativity. From the explanation above, it can be concluded that the teacher had difficulty in arranging the assessment that can stimulate students’ critical thinking and creativity in speaking. Kasim, Zulfikar, and Nasriyati (2017) also found the same result. The teacher had difficulty in applying authentic assessment. Anugrahwati and Agustine (2015) also mentioned that the teachers did not do any single assessment to assess the character education. It can be concluded that most of the English teachers were not ready to implement the 2013 curriculum. As the result, the teacher couldn’t improve the students’ creativity. Actually, the result of the documents observation, questionnaire, and interview had explained in the previous part of finding. The PBL Speaking Assessment Model for Stimulating students’ creativity To answer the third question, the researcher helped the teacher to develop the speaking assessment model through problem- Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 519 based learning. By using this method, it could stimulate students’ critical thinking and creativity. The researcher collaborated with the teacher to look at the basic competence in the syllabus. They decided the basic competencies and indicators. There were two basic competencies that were chosen. They were in 3.8 and 4.8. After that, the researcher and the teacher decided the method of teaching and learning activity. They used problem-based learning. There were seven meeting in the teaching and learning activity; every meeting consisted of opening, main activity, and closing. The differences among them were in contain the main activity. The first meeting, the teacher gave pre-test to the students. It was to know the ability of the students. In the main activity of the second meeting, there were observing, questioning, exploring, associating, and communicating. The third meeting, the main activities consisted of observing, questioning, exploring, associating, and communicating. The fourth meeting, the teacher and researcher combined the five steps in the main activity with problem-based learning steps. It was like observation became a basic concept, questioning became defining the problem, exploring became self-learning, associating became exchange knowledge, communicating became assessment. The fifth meeting, there were also four steps of problem-based learning. They were defining problem, self-learning, exchange knowledge, and assessment. The sixth meeting consisted of defining problem, self-learning, and exchange knowledge. In the last meeting, the teacher gave post-test to the students. Before the researcher did the treatment, the researcher asked the experts to validate the problem-based speaking assessment model. There are five suggestions that were added to the product. Firstly, the teacher and researcher added the instruction to do the exercise. Secondly, the researcher and the teacher added some skill in the product, such as listening, writing, and reading. Thirdly, the researcher and teacher added media in the teaching and learning process. Fourthly, the student needed many exercises to stimulate their critical thinking and creativity. The last suggestion was about critical thinking and creativity rubric. In process of doing treatment, the researcher found some problems. The first problem was about teaching approach. The teacher combined the strategy by using lecturing, such as brainstorming and problem-solving. The previous research that was conducted by Wu, et al (2018) also used it to stimulate students’ creativity. They combine many strategies to get the greater assessment to stimulate students’ creativity. In the process of stimulating students’ creativity, the teacher also used group discussion, because it could stimulate the creativity of the students. The previous research was done by Dewi (2017) also used group discussion. She used it in the process of stimulating students’ creativity. It can be concluded that group discussion is one of the activities that could stimulate students’ creativity. Not only group discussion but also combining strategy with lecturing could improve the students’ creativity too. The PBL Speaking Assessment Model in Stimulating students’ CT The researcher found that students had difficulty in mastering speaking skill because speaking was not easy to be mastered. The teacher also said that speaking was not easy to be mastered, because the students had to listen and think before delivering what they wanted to say. Based on the problem above, the researcher helped the teacher in developing a speaking assessment model by using problem-based learning. The researcher collaborated with the teacher to look at the basic competence in the syllabus. They decided the basic competencies and indicators. After that, the researcher and the teacher decided the method of teaching and learning activity. They used problem-based learning. There were seven meeting in the teaching and learning activity. In the process of stimulating students’ critical thinking, the teacher used individual opinion in the part of teaching and learning Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 520 process. It actually happened in the fifth meeting. The students shared their opinion with the other students in their group. This technique also applied by Mulyono (2018) that he used an individual report to stimulate students critical thinking. Other research also used sharing to stimulate students’ critical thinking. It had been done by Muhlisin, et al. They used sharing activity in process of stimulating students’ critical thinking. From the explanation above it can be concluded that sharing the students’ opinion is one of the activities that can be applied to stimulate students’ critical thinking. The Effectiveness of PBL Speaking Assessment to Stimulate Students’ CT Problem-based speaking assessment model can stimulate the students’ critical thinking. It was proved from the pre-test and post-test result. From the pre-test performance, the researcher got the mean score of 36 students was 67.00, and from the post-test performance, the mean score was 80.03. Based on the post-test score, it could be concluded that the speaking skill of SMA 12 had improved. It was also proved by the sig (2 tailed) value (0.00) is lower than 0.05. It means that there was a significant improvement for the class in mastering speaking skill by using problem- based learning before and after the treatment conducted. To know the effectiveness of problem- based speaking assessment model in stimulating students’ critical thinking, the researcher also used pre-test and post-test. The mean score of the pre-test was 65.56, and the mean post-test score was 76.67. From the explanation above, it can be concluded that there was significant improvement between pre-test and post-test score. It was also proved by the sig (2 tailed) value (0.00) is lower than 0.05. It means that there was the significant improvement for the class in mastering speaking skill by using problem-based learning to stimulate students’ critical thinking before and after the treatment conducted. In other words, the problem-based speaking assessment module is effective to improve students’ critical thinking. Aryulina& Riyanti (2016) also used Problem-based learning in their research. They found that problem-based learning was effective to stimulate students’ critical thinking. It was also in line with Rahman, et al (2016) research. PBL gave positive impacts in enhancing critical thinking skills. The Effectiveness of PBL Speaking Assessment to Stimulate Students’ Creativity To know the effectiveness of problem- based speaking assessment to stimulate students’ creativity, the researcher used pre-test and post- test. The mean score of the students’ creativity was 65.42. After getting treatment, the mean score was 76.81. From the result, it can be concluded that there was significant improvement between before and after getting treatment. It was also proved by SPSS result. The sig (2 tailed) value (0.00) is lower than 0.05. It means that there was a significant improvement for the class in mastering speaking skill by using problem-based learning to stimulate students’ creativity before and after the treatment conducted. It could be said that the problem-based speaking assessment module is effective to improve students’ creativity. Anizifa & Zuhri (2012) also used problem-based learning in their research. The result of their research showed that problem- based learning was effective to stimulate students’ creativity. Furthermore, the problem- based learning also found in the research that had done by Huang and wang (2012). Their research found that PBL had stimulated the students’ creativity. CONCLUSION AND SUGGESTION This study focused on developing problem-based speaking assessment model to stimulate students’ critical thinking and creativity. The English teacher used discovery learning method in teaching and learning process, but the last step of discovery learning method was missing. So the teacher couldn’t Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 521 stimulate students’ critical thinking. He thought that the suitable assessment for increasing critical thinking and creativity were portfolio and blog. Although he knew the assessment to increase the students’ critical thinking, he was not able to stimulate students’ critical thinking and creativity. To make the suitable assessment to the students, the researcher collaborated with the teacher to arrange the problem-based speaking assessment module. After that, the researcher and the teacher asked the experts to validate the module before applying the module. In stimulating the students’ critical thinking and creativity of speaking skill, the students used performance retelling story. The result indicated that problem-based learning was effective for speaking skill and stimulating critical thinking and creativity. It was proved by the score result of pre-test and post-test. From the pre-test performance, the mean score was 67.00. And from the post-test performance, the mean score was 80.03. the mean score of students’ critical thinking in the pre-test was 65.56, and in the post-test was 76.67. The mean pre-test score of the students’ creativity was 65.42, and the post-test of students’ creativity was 76.81. It was also proved by SPSS result. The sig (2 tailed) value (0.00) is lower than 0.05. It means that there was a significant improvement for the class in mastering speaking skill by using problem-based learning to stimulate students’ creativity and critical thinking before and after the treatment conducted. It could be said that the problem- based speaking assessment module is effective to improve students’ creativity. Considering to the research findings, the teacher especially English teacher can use this problem-based speaking assessment and the most important that the teacher should develop their own assessment then it can stimulate students’ critical thinking and creativity as one of the objectives in the 2013 curriculum. The other researchers can use this thesis as one of their references in conducting their further research on developing the problem-based speaking assessment for other genres or at other educational levels. REFERENCES Abosalem, Y. (2016). Assessment techniques and students’ Higher-Order Thinking Skills. International Journal of Secondary Education, 4(1), 1-11. Anazifa, R. D. & Djukri. (2017). Project-based learning and problem-based learning: are they effective to improve student’s thinking skills?. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355. Anugrahwati, Y. & Helena, I. R. A. (2015). The integration of second core competence (KI 2) of curriculum 2013 in english classes. Journal of English Language Teaching, 4(1), 1-8. Aryulina, D. & Riyanto. (2016). A problem- based learning model in biology education courses to develop inquiry teaching competency of preservice teachers. Cakrawala Pendidikan, (1), 47-57. Dewi, C. L. (2017). Improving students’ creativity in writing recount text by using mind mapping. Jurnal Managemen Pendidikan, 12(2), 128-138. Faridi, A. (2012). Language Teaching Theories. Semarang: Unnes Press. Fulcher, G. (2003). Testing Second Language Speaking. New York: Pearson Education Limited. Hayati, A., Alwen, B., & Ulfia, R. (2017). Analyzing the issues in the implementation of authentic assessment in the 2013 curriculum. Al-Ta’lim Journal, 24(1), 53-59. Huang, K. & Tzu-pu, W. (2012). Applying problem-based learning (PBL) in university english translation classes. The Journal of International Management Studies, 7(1), 121-127. Jaedun, A., Hariyanto, V.L., & Nuryadin, E.R. (2014). An evaluation of the implementation of Curriculum 2013 at the building construction department of Aniq Mukhoyyar, Dwi Anggani Linggar Bharati, Januarius Mujianto/ EEJ 8 (4) 2018 515 - 522 522 vocational high schoos in Yogyakarta. Journal of Education, 7 (1), 14-22. Kasim, U., Teuku, Z., & Nasriati. (2017). Classroom practice: applying the scientific approach based on the 2013 curriculum. English Education Journal (EEJ), 8(4), 518-535. Mainali, B.P. (2012). Higher order thinking in education. Academic Voices a Multidisciplinary Journal, 2(1), 5-10. Sarigoz, O. 2012. Assessment of the high school students’ critical thinking skill. Procedia- Social an Behavioral Sciences, 46. 5315- 5319. Milchatun., Dwi, A. L. B., & Rudi, H. (2015). Improving students’ personal self concept through role play technique in teaching speaking skill. English Education Journal, 5(1), 1-9. Mulyono, Y. (2018). Improving creativity of the future physics teachers through general biology learning based on CTL with experimental method. Indonesian Journal of Science and Education, 2(1), 62-68. Rahman, M. A., et al. (2016). The impact of problem-based learning approach in enhancing critical thinking skills to teaching literature. International Journal of Applied Linguistics & English Literature, 5(6), 249-255. Retnawati, H., Hadi, S., & Nugraha, A.C. (2016). Vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in Yogyakarta province of indonesia. International Journal of Instruction, 9(1), 33- 48. Seel, N. M and Sanne, D. (2004). Curriculum, Plan, and Processes in Instructional Design. London: Lawrence Erlbaum Associates. Umami, et al. (2018). The implementation of Hybrid Computer Mediated Collaborative Learning (HCMCL) for promoting students’ critical thinking at IAIN Salatiga, Indonesia. Arab World English Journal, (4), 160-173. White, John (Ed). (2004). Rethinking the School Curriculum: Values, aims and purposes. New York: Routledge Falmer. Wu, M., et al. (2018). Creative thinking curriculum infusion for students of teachers’ education program. Jurnal Pendidikan Teknologi dan Kejuruan, 24(1), 1-12. Introduction Teaching and learning process in Indonesia deals with the curriculum. The curriculum is fundamental to teaching and learning process, so every teaching-learning activity must follow the curriculum. In addition, it is a structured interaction for stude... The curriculum is a fundamental part of education. It provides about guiding and planning for the teacher to achieve the goal in education. According to Glatthorn (1987) in Seel (2004, p. 131) stated that the curriculum is the guidance for the teacher... Without the guidance of the curriculum, the teacher will have difficulties in reaching the goal. Curriculum in Indonesia is changed many times in order to follow the demands of the society and to face the world challenges. There are several curricula ... The newest curriculum used in Indonesia is the 2013 curriculum. It hopes that this curriculum can be better in creating the quality of graduates. This curriculum ever used in the academic year of 2013/2014, but the result had not been maximal yet. The... 2013 curriculum implementation is not easy, because the teacher has to understand well about it. Based on monitoring and evaluation of 2013 curriculum implementation in senior high school level, the teacher has difficulties in assessing the students’... Speaking is verbal language to communicate with others (Fulcher, 2003, p. 23). In other words, speaking is the activity to talk to the other about anything to give information or knowledge, or it can be said that speaking is an oral communicative acti... Assessment is used to achieve a goal by using different methods and techniques; every method has own characteristics and properties (Abosalem, 2016, p. 3). It is to discover the understanding and knowledge of the specific subject. Assessment has 3 pur... Speaking assessment is important to be done in order to measure the students’ speaking ability. Nevertheless, it is not easy to be assessed. Based on Hughes (2003) in Ahmed (2014, p. 98) testing speaking is difficult and cannot be assessed as precisel... HOTS is one of the aspects in the 2013 curriculum that must be available. HOTS is the ability in making a decision and building the ideas based on the texts. In this aspect, the teacher has to guide the students in having the ability to think critical... Problem-based is critical thinking of learning that seeks the solution and answer of the problem. HOTS involves problem-based where the solutions are possible to use in solving the problem (the National Research Council, 1987) in (Mainali, 2012, p. 6)... METHODS This research used Research and Development (RnD) design in developing problem-based speaking assessment model to stimulate students’ critical thinking and creativity. this research was to develop problem-based (PBL) speaking assessment model. Problem... This research was conducted in SMA 12 Semarang because the school has been implementing the 2013 curriculum. The subject of the study was the English teacher of SMA 12 Semarang. This research used some of the instruments; questionnaire, interview, obs... FINDINGS AND DISCUSSIONS In this phase, the researcher showed the finding of the five questions that had been arranged before. Developing PBL speaking assessment model to stimulate the students’ CT In the document observation, the researcher observed the document of the lesson plan and students’ task. When the researcher observed the lesson plan, the researcher didn’t find the problem-based learning (PBL) method. The teacher used discovery learn... The next was about the interview. In this step, the researcher gave an interview to the students and English teacher. The result showed that he hadn’t ever applied the PBL method. Based on the English teacher opinion, the portfolio was a good way to i... The questionnaire showed that the students had difficulties in studying English especially in the listening and speaking skill. The students preferred doing the exercise in the group to doing in an individual. The teacher just used the textbook in the... From the explanation above, it can be concluded that the teacher had difficulty in arranging the assessment that could stimulate students’ critical thinking. In this case, the previous researcher also found the same problem. The previous research was... Developing PBL speaking assessment model to stimulate the students’ creativity The next is to answer the second research question; the researcher also used observation, questionnaire, an interview. From the result of the observation, the researcher knew that the teacher used the discovery learning method and textbook as the medi... From the explanation above, it can be concluded that the teacher had difficulty in arranging the assessment that can stimulate students’ critical thinking and creativity in speaking. Kasim, Zulfikar, and Nasriyati (2017) also found the same result. Th... The PBL Speaking Assessment Model for Stimulating students’ creativity To answer the third question, the researcher helped the teacher to develop the speaking assessment model through problem-based learning. By using this method, it could stimulate students’ critical thinking and creativity. The researcher collaborated w... After that, the researcher and the teacher decided the method of teaching and learning activity. They used problem-based learning. There were seven meeting in the teaching and learning activity; every meeting consisted of opening, main activity, and c... Before the researcher did the treatment, the researcher asked the experts to validate the problem-based speaking assessment model. There are five suggestions that were added to the product. Firstly, the teacher and researcher added the instruction to ... In process of doing treatment, the researcher found some problems. The first problem was about teaching approach. The teacher combined the strategy by using lecturing, such as brainstorming and problem-solving. The previous research that was conducted... The PBL Speaking Assessment Model in Stimulating students’ CT The researcher found that students had difficulty in mastering speaking skill because speaking was not easy to be mastered. The teacher also said that speaking was not easy to be mastered, because the students had to listen and think before delivering... The researcher collaborated with the teacher to look at the basic competence in the syllabus. They decided the basic competencies and indicators. After that, the researcher and the teacher decided the method of teaching and learning activity. They use... In the process of stimulating students’ critical thinking, the teacher used individual opinion in the part of teaching and learning process. It actually happened in the fifth meeting. The students shared their opinion with the other students in their ... From the explanation above it can be concluded that sharing the students’ opinion is one of the activities that can be applied to stimulate students’ critical thinking. The Effectiveness of PBL Speaking Assessment to Stimulate Students’ CT Problem-based speaking assessment model can stimulate the students’ critical thinking. It was proved from the pre-test and post-test result. From the pre-test performance, the researcher got the mean score of 36 students was 67.00, and from the post-t... Based on the post-test score, it could be concluded that the speaking skill of SMA 12 had improved. It was also proved by the sig (2 tailed) value (0.00) is lower than 0.05. It means that there was a significant improvement for the class in mastering ... To know the effectiveness of problem-based speaking assessment model in stimulating students’ critical thinking, the researcher also used pre-test and post-test. The mean score of the pre-test was 65.56, and the mean post-test score was 76.67. From the explanation above, it can be concluded that there was significant improvement between pre-test and post-test score. It was also proved by the sig (2 tailed) value (0.00) is lower than 0.05. It means that there was the significant improvement ... The Effectiveness of PBL Speaking Assessment to Stimulate Students’ Creativity To know the effectiveness of problem-based speaking assessment to stimulate students’ creativity, the researcher used pre-test and post-test. The mean score of the students’ creativity was 65.42. After getting treatment, the mean score was 76.81. From the result, it can be concluded that there was significant improvement between before and after getting treatment. It was also proved by SPSS result. The sig (2 tailed) value (0.00) is lower than 0.05. It means that there was a significant improv... CONCLUSION AND SUGGESTION This study focused on developing problem-based speaking assessment model to stimulate students’ critical thinking and creativity. The English teacher used discovery learning method in teaching and learning process, but the last step of discovery learn... To make the suitable assessment to the students, the researcher collaborated with the teacher to arrange the problem-based speaking assessment module. After that, the researcher and the teacher asked the experts to validate the module before applying ... The result indicated that problem-based learning was effective for speaking skill and stimulating critical thinking and creativity. It was proved by the score result of pre-test and post-test. From the pre-test performance, the mean score was 67.00. A... Considering to the research findings, the teacher especially English teacher can use this problem-based speaking assessment and the most important that the teacher should develop their own assessment then it can stimulate students’ critical thinking a... REFERENCES Abosalem, Y. (2016). Assessment techniques and students’ Higher-Order Thinking Skills. International Journal of Secondary Education, 4(1), 1-11. Anazifa, R. D. & Djukri. (2017). 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