The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill

Authors

DOI:

https://doi.org/10.51278/aj.v7i1.1670

Keywords:

Project-Based Learning, Speaking Performance, Speaking Skill

Abstract

This article aims to investigate the impact of Project-Based Learning (PBL) on the speaking performance and skills of second-semester students in the English Study Program at Universitas Ma’arif Lampung. PBL was employed in this study to address issues encountered in speaking classes. A pre-test was administered to 18 students from the English Study Program as part of the research conducted in March 2024. The analysis of the pre-test revealed a mean score of 54.89, with a standard deviation of 7.738 and a sample size of 18, alongside a minimum score of 44 and a maximum score of 64. The post-test results indicated an increase in the average score of students taught using PBL, suggesting a significant enhancement in both their performance and speaking skills attributable to the project-based learning approach. This underscores the efficacy of this method in yielding notable differences between pre-test and post-test results. The implementation of PBL in speaking instruction encompasses several phases, including the formulation of a project strategy, the establishment of a timeline, monitoring the progress of students and the project, analysing outcomes, and evaluating the overall experience.

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Published

2025-03-19

How to Cite

Agustin N H Wijaya, Umar Al Faruq A Hasyim, Mai Zuniati, Marzia Khatan Smita, Suhono, & Irhamudin. (2025). The Effectiveness of Project-Based Learning Toward Students’ Speaking Performance and Skill . Attractive : Innovative Education Journal, 7(1), 1–16. https://doi.org/10.51278/aj.v7i1.1670

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Vol. 7 No. 1 (2025): Attractive : Innovative Education Journal

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Articles

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Copyright (c) 2025 Agustin N H Wijaya, Umar Al Faruq A Hasyim, Mai Zuniati, Marzia Khatan Smita, Suhono, Irhamudin

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