The main objective of this research is to know whether: (1) PBLT approach is more effective than 3P approach to teach speaking to the second semester students of Nursing Department; (2) the students having high risk-taking have better speaking skill than those having low risk-taking for the second semester students of Nursing Department; and (3) there is an interaction between teaching approaches used to teach speaking and students’ risk-taking for the second semester students of Nursing Department.
This experimental research was conducted at University of Muhammadiyah Purwokerto in the academic year of 2016/2017. The sampling used in this research was cluster random sampling. The sample of this research was 60 students including 30 students of experimental class and 30 students of control class. Each class was divided into high and low levels of risk-taking. To collect the data, there were two instruments used in this research namely speaking test and risk-taking questionnaire. Speaking test was used to find out students’ speaking skill, while risk-taking questionnaire was conducted to know students’ risk-taking levels. After treatment was given to both classes in eight meetings, the researcher conducted a post test of speaking to get the data. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey test.
Based on the summary of multifactor analysis of variance, it can be concluded that: (1) PBLT approach is more effective than 3P approach to teach speaking; (2) students having high risk-taking have better speaking skill than those having low risk- taking; and (3) there is an interaction between teaching approaches and risk-taking to teach speaking. It means that the use of PBLT approach is effective to teach speaking for the second semester students of Nursing Department of University of Muhammadiyah Purwokerto. Therefore, it is recommended for the English teacher to apply PBLT approach in speaking activity, to promote an effective teaching speaking skill.
