ABSTRACT
This research is aimed to find outwhether: (1)Project based Learning is more effective than Role play technique 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 techniques and students’risk-taking in teaching speaking.
The research was conducted at SMA 1 Gebog Kudus which consists of nine classes in the academic year of2013/2014. The samples were taken by cluster random sampling. There were two classes used as sample, namely class XI IPA1 as the experimental group taught by using project based learning and class XI IPA2 as control group taught by using Role play technique. The data of the research were collected using questionnaire and speaking test. The questionnaire was used to classify students into two groups: the students who had high risk-taking and those who had low risk-taking. The speaking test was used to investigate the students’ speaking skill. After normality and homogeneity test were conducted, the hypothesis tests were done. The data of speaking test were analyzed by using multifactor analysis of variance 2x2 and Tukey test.  
The research findings are: (1) Project based Learning is more effective than Role playTechnique to teach speaking; (2) the students who have high risk-taking have better speaking skill than those who have low risk-taking; and (3) there is interaction between teaching techniques and students’ risk-taking in teaching speaking.
Keywords: Speaking, project based learning, role play, risk-taking, experimental study.