MODEL PEMBELAJARAN SPEAKING BERBASIS MULTILITERASI MELALUI PROJECT-BASED LEARNING

IDA ROSMALINA, . (2026) MODEL PEMBELAJARAN SPEAKING BERBASIS MULTILITERASI MELALUI PROJECT-BASED LEARNING. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mengembangkan model pembelajaran Speaking berbasis multiliterasi melalui Project-based Learning (PjBL) bagi mahasiswa Program Studi Pendidikan Bahasa Inggris, FKIP Universitas Sriwijaya. Studi ini dilatarbelakangi oleh terbatasnya integrasi pendekatan multiliterasi melalui PjBL dalam pembelajaran Speaking, padahal kedua pendekatan ini berpotensi mengembangkan kompetensi komunikatif multimodal dan kapasitas pedagogis di era digital. Penelitian ini menggunakan metode Research and Development (R&D) dengan model Successive Approximation Model (SAM) yang menempuh tiga fase, yaitu persiapan, desain iteratif, dan pengembangan iteratif. Data dikumpulkan melalui tujuh teknik, yaitu (1) angket kebutuhan (112 mahasiswa), (2) wawancara dosen (5 orang), (3) analisis dokumen RPS, (4) observasi kelas, (5) validasi pakar, (6) uji satu-satu, serta (7) pre-test dan post-test. Analisis kebutuhan menunjukkan dominasi pembelajaran presentasi-sentris di tengah kebutuhan mahasiswa terhadap pembelajaran multimodal dan otentik. Berdasarkan temuan tersebut, dikembangkan model SPEAK-M Framework (Strategic Project-based English with Authentic Knowledge through Multiliteracy) dengan sintaks lima fase, yaitu SPARK (memantik), PRACTICE (melatih), PRODUCE (memproduksi), PERFORM (menampilkan), dan PRESENT (menyajikan), yang diimplementasikan dalam empat belas pertemuan pada satu semester. Model dinyatakan layak dan praktis dengan rerata penilaian gabungan 88,7% dari validasi pakar, penilaian dosen, dan respons mahasiswa. Uji efektivitas pada 30 mahasiswa dengan desain one-group pretest-posttest menunjukkan peningkatan signifikan kemampuan Speaking (rerata pra-tes 55,3 menjadi pasca-tes 74,4; t = 26,679; p < 0,001) dengan ukuran efek sangat besar (Cohen's d = 2,00). Peningkatan tertinggi terjadi pada dimensi Multimodal Integration (51,0%) dan Audience Engagement & Confidence (41,4%), dan analisis kualitatif mengidentifikasi empat mekanisme pedagogis yang menjelaskan efektivitas model selama implementasi. Kebaruan penelitian terletak pada integrasi multiliterasi-PjBL yang dirumuskan ke dalam sintaks orisinal lima fase untuk pembelajaran Speaking EFL, disertai komponen transfer pedagogis sebagai nilai tambah kontekstual bagi mahasiswa. /**** This study aimed to develop a Speaking instructional model based on multiliteracies through Project-based Learning (PjBL) for students of the English Education Study Program, Faculty of Teacher Training and Education (FKIP), Sriwijaya University. The research was motivated by the limited integration of multiliteracies through PjBL in Speaking instruction, despite their potential to develop multimodal communicative competence and pedagogical capacity in the digital era. This study employed the Research and Development (R&D) method using the Successive Approximation Model (SAM) across three phases: preparation, iterative design, and iterative development. Data were collected through seven techniques, namely (1) a needs questionnaire (112 students), (2) lecturer interviews (5 participants), (3) course-document (RPS) analysis, (4) classroom observation, (5) expert validation, (6) one-to-one evaluation, and (7) pre-tests and post-tests. The needs analysis revealed a presentation-centred instructional pattern alongside students' demand for multimodal and authentic learning. Drawing on these findings, the study produced the SPEAK-M Framework (Strategic Project-based English with Authentic Knowledge through Multiliteracy), a five-phase syntax comprising SPARK, PRACTICE, PRODUCE, PERFORM, and PRESENT, implemented across fourteen meetings within one semester. The model was found feasible and practical, with a combined rating of 88.7% across expert validation, lecturer assessment, and student response. An effectiveness test on 30 students using a one-group pretest- posttest design showed a significant improvement in Speaking ability (pre-test mean 55.3 to post-test mean 74.4; t = 26.679; p < 0.001) with a very large effect size (Cohen's d = 2.00). The largest gains occurred in Multimodal Integration (51.0%) and Audience Engagement & Confidence (41.4%), and the qualitative analysis identified four pedagogical mechanisms explaining the model's effectiveness during implementation. The novelty of the study lies in integrating multiliteracies and PjBL into an original five-phase syntax for EFL Speaking instruction, complemented by a pedagogical-transfer component as a contextual added value for students.

Item Type:	Thesis (Doktor)
Additional Information:	1. Prof.Dr. Endry Boeriswati, M.Pd. 2. Prof.Dr. Ratna Dewanti, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Kualifikasi dan Profesionalitas Guru Pendidikan > Media Pembelajaran Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	PASCASARJANA > S3 Linguistik Terapan
Depositing User:	IDA ROSMALINA .
Date Deposited:	24 Aug 2026 03:09
Last Modified:	24 Aug 2026 03:09
URI:	http://repository.unj.ac.id/id/eprint/71926

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