Attractive : Innovative Education Journal
Vol. 8 No. 1, March 2025
The Effectiveness of Project-Based Learning Toward Students'
Speaking Performance and Skill
Agustin N H Wijaya1*, Umar Al Faruq A Hasyim1, Mai Zuniati1, Marzia Khatan
Smita2, Suhono1*, Irhamudin1
1 Universitas Ma’arif Lampung, Indonesia
2 University of Chittagong, Bangladesh
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.
ARTICLE INFO A pre-test was administered to 18 students from the English Study
Article history: Program as part of the research conducted in March 2024. The analysis of
Received the pre-test revealed a mean score of 54.89, with a standard deviation of
November 30, 7.738 and a sample size of 18, alongside a minimum score of 44 and a
2024 maximum score of 64. The post-test results indicated an increase in the
Revised average score of students taught using PBL, suggesting a significant
March 02, 2025 enhancement in both their performance and speaking skills attributable to
Accepted
the project-based learning approach. This underscores the efficacy of this
March 19, 2025
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.
Keywords: Project-Based Learning, Speaking Performance, Speaking Skill
Journal Homepage https://www.attractivejournal.com/index.php/aj/
This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/
Published by CV. Creative Tugu Pena
PENDAHULUAN
In the realm of academic inquiry, the domain of speaking skill
research stands as a pivotal avenue for understanding the multifaceted
dynamics of human communication. Speaking is an interactive process
that generates, receives, and processes data to construct meaning,
influenced by various factors such as the conversational environment,
participants, and purpose (Frazier & Brown, 2001). Another opinion states
speaking is a way of saying something with the purpose to convey
opinions or ideas to provide information, entertaining, or encouraging
someone to interact or talk with others in society (Cj, 2018; Nicolls et al.,
2024; Bonnet, 2018; Zou et al., 2024). Speaking is an important skill that
necessitates interaction and performance (Anggini & Arjulayana, 2021;
Yuskar, & Suhono, 2023). However, speaking is one of the abilities
involved in learning English and is also referred to as oral communication.
Attractive : Innovative Education Journal
Vol. 8, No. 1, March 2025
ISSN : 2685-6085
The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
This has grown to be a crucial subject that educators ought to teach
(Indrawati, 2023).
The skill and understanding of correct pronunciation and usage are
not necessarily well able to be controlled by students in this context for
various reasons. The problems experienced by most students are a lack of
confidence and vocabulary. This statement is supported by (Nursiah 2023)
who states that factors that hinder the improvement of English language
skills, especially speaking skills, are due to a low vocabulary and a lack of
courage in practicing in students' daily lives that have not been seen
significantly. The choice of teaching model is also very influential in
learning activities. While assisting students with speaking in the
classroom, teachers may run into a few speaking skill issues. These
include restricted engagement, hesitation, ignorance, and mother tongue
usage (Mido, 2022; Tai et al., 2024; Benning, et al., 2025). During the
process of teaching and learning, the lecturer has an important role in
selecting the model of learning that will be employed in the process of
instruction and learning. Giving students lessons to encourage and assist
them in speaking English is known as teaching speaking (Pratiwi et al.,
2021).
One option is to select a project-based learning model for teachers in
speaking learning activities. This learning paradigm gives students the
autonomy to organize lessons, work together on projects, and ultimately
create finished products that they may share with others (Mahendra,
2017). According to (Patton 2012) with project-based learning, students
can be involved in organizing, constructing, and performing a project that
culminates in a final result that is presented to others. This can help
students solve problems experienced in the learning process provided by
the teacher. Project Based Learning emphasizes on the process of how to
solve problems that are ultimately able to produce a product (Siman,
2023). Project Based Learning may encourage students to speak up and
help them develop their ability to communicate clearly and
enthusiastically (Suryani & Argawati, 2023; Putra et al., 2024; Harya, 2022).
In the learning process, students have several problems as explained
above, such as lack of vocabulary, pronunciation, and lack of confidence
(Jaya & Petrus, 2022). Based on pre-survey activities carried out in the
class of the second semester of English education at Maarif University in
Lampung in February 2024, the questions given by the researcher to the
students aimed to find out the students' initial knowledge about project-
based learning. Some students were still unfamiliar with the learning
model. The next question aimed to find out the students' English language
skills. Many of them felt lacking in their English-speaking skill and
performance. This problem is caused by several factors, including the fact
that they feel lacking in grammar, vocabulary, and pronunciation, which
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
makes them less confident in speaking. As well as a lack of
communication with classmates who use English. The results of the
questionnaire obtained are as follows:
Figure 1 Pra-survey Question Result
The previous research discussed the effectiveness of project-based
learning on speaking. Found that PBL interventions improve students'
speaking skills (Firdaus & Septiady, 2023). According (Bakeer et al., 2023)
this study found that project-based learning helped students become
better at speaking, more confident, more independent, and more able to
interact with others. Results showed that project-based learning assisted
by video blogs improved students' speaking skills and encouraged them
to actively participate in language learning (Jusmaya, 2022). In subsequent
research, it was found that Project Based Learning changed the learning
model from traditional to modern, making students more active and
involved in the learning process (Cahyana, 2022). According (Dewi, 2020)
this study found, during the learning process, promoting student
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
autonomy and project-based learning can have a positive impact on
students' speaking skill and their overall proficiency. Hence the aim of this
article was to investigate how Project-Based Learning (PBL) affects
students' speaking performance and speaking skill of the second semester
at English Study Program Universitas Ma’arif Lampuing
METHOD
Research Design
This study used quantitative research methods, the purpose of
which was to identify the effectiveness of project-based learning on
student speaking. The quantitative approach is used so that all observed
phenomena can be measured and converted into numbers so that
statistical analysis can be carried out. The definition of quantitative
research is a crucial component of any study that gathers, examines, and
explains data using research techniques based on numbers and statistics
(Barella et al., 2024).This research uses quasi-experimental method to
prove that project-based learning is an effective method to improve
speaking performance and skill. This research is conducted in one class
without using a comparison or control class (Suharsimi Arikunto, 2006).
The research design is quasi-experimental, meaning that one group pre-
test after-test is used to measure differences before and after treatment
(Rogers & Révész, 2023). To measure the one-group pretest and posttest
research design, a pretest conducted before treatment and a posttest
conducted after treatment were used. The scheme of the one-group pretest
and posttest study is as follows:
Table 1 Research Design
Pre test Treatment Post test
T1 X T2
T1 : The pre-test is conducted before the treatment is given.
X : Treatment is given to students by using project-based learning.
T2 : The final test (post test) is done after being given treatment.
There are three variables in this study: two dependent variables
and one independent variable. The variable that influences, generates, or
results in the appearance of the dependent variable (Y) is known as the
independent variable (X). Project-based learning is the study's
independent variable (X). The variable that is impacted by or results from
the independent variable (X) is known as the dependent variable (Y). The
dependent variables (Y1) in this study are speaking performance and (Y 2)
speaking skills.
4
The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
Figure 2 Model of Research Variable
Y1
Y2
Population and Sample
Population is the overall research component that includes objects
and subjects that have certain characteristics (Amin et al., 2020). The
population and samples in this study were second semester TBI UMALA
students consisting of 18 people.
This research used purposive sampling based on the research
objectives. Researchers purposely select groups of people in the
population who are considered to have relevant information or
characteristics for research. Using the purposeful sampling methodology
as a sample strategy based on certain factors (Sugiyono, 2008). This
technique can be used for quantitative research or those that do not
generalize. Researchers select samples based on their characteristics, and
they select sample members based on characteristics relevant to the study.
Instruments
An oral exam is the tool utilized in this study. The purpose of this
test is to evaluate in students speaking skills and performance. There are
two types of research instruments, namely pre-test and post-test.Before
students receive treatment, their abilities are evaluated via a pre-test. Pre-
testing was done without creating a project. While the post-test was used
to determine the students' skill after using project-based learning. The test
was conducted orally with the task of making a project. Students made
posters in accordance with the provisions given. In this case, the
assessment is carried out according to the indicators of each variable.
Data Analysis
In the analysis of quantitative data obtained from test results. The
instruments' reliability and validity were also examined. The Statistical
Package for Social Science (SPSS) v.16 for Windows software was then
used to do statistical computations in order to ascertain the efficacy of this
investigation.
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
RESULTS AND DISCUSSION
The finding was taken from pre-test and post-test result. The pre-
test was conducted before the students received the treatment as a
comparison to the skill and performance obtained from the post-test
results. The pre-test was given to 18 students majoring in English
education, which was conducted in March 2024. Figure 3 displays the pre-
test results for the students.
Figure 3 Result of the Pre-test
According to the figure, four students received a score of 44, six
received a score of 52, three received a score of 60, and five had a score of
64. The pre-test means, 54.89, with a standard deviation of 7.738 and N of
18, was determined by the researcher using the data collected; the
minimum score was 44, and the maximum score was 64. Prior to receiving
treatment, this was the speaking skill score of the students. A post-test
measuring the students speaking skills following treatment was
administered in April 2024.
Figure 4 Result of the Pre-test
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
Figure 4 above shows that two students received a score of 70, three
received a score of 76, six received an 80, five received an 84, and two
received a 92. The experimental class's average post-test score is 80.67,
with a standard deviation of 5.98 and a N of 18. This demonstrates the
pupils' ability to speak following treatment.
Following data collection, the researcher will concentrate on a
number of hypotheses before employing the paired sample t-test to
examine the data. The way to get the mean is the sum of all values then
divided by the amount of data. While The way to get the standard
deviation is that the group frequency is obtained from the division of the
value, then it is calculated how many students get a value in that range,
for example the value of 41-45 there are 3 students, so the frequency is 3.
The middle value is obtained from the sum of the value ranges then
divided by 2. for example 41 + 45: 2 = 43. the mean value is the same as the
middle value, with the amount of data is the number of students = 18. As
for the formula used to obtain standard deviation:
𝛴𝑓𝑖 (𝑥𝑖 − 𝑥̅ )2
𝑆√
𝑛
Description:
S : Standar Deviation
Fi : Group Frequency
Xi : Center Value
X̅ : Average Value (mean)
n : Total Data
While the way to get the standard error of the mean is the error
value obtained from the number of standard deviations divided by the
square root (take from the pre-test statistics). Example (taken from pre-test
statistics): standard deviation on pre-test scores = 7.738, n : √18= 4.24,
standard error = 1.824. df value obtained from n-1, 18-1= 17.
Table 2 Paired Samples Statistics
Std.
Error
Mean N Std. Deviation Mean
Pair 1 Pre-Test 54.89 18 7.738 1.824
Post-Test 80.67 18 5.980 1.410
Students scored an average of 54.89 on the pre-test and 80.67 on the
post-test. This demonstrates that using the project-based learning
approach led to progress. The average score of students taught using PBL
is higher than it was previously, according to the post-test results. The
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
paired samples t-test, which is helpful in determining the difference
between students' pretest and posttest scores, should be used to compute
the difference between the two tests. The theory that was applied is as
follows: (H1) Speaking proficiency and performance differed before and
after implementing the project-based learning methodology. (H0)
Speaking performance and proficiency are the same before and after
utilizing the project-based learning paradigm. It will be covered in the part
that follows.
However, the following is the formulation of the criterion for
accepting or rejecting the hypothesis: If Sig. (Pvalue) > α = 0.05, then H0 is
acceptable. If Sig. (Pvalue) < α = 0.05, then H1 is accepted.
Which will be discussed in the following section.
Table 3 Paired Sample Test
Paired Differences
95%
Confidence
Interval of
the Sig.
Std. Std. Difference (2-
Deviatio Error Lowe Uppe tail
Mean n Mean r r t df ed)
P Pre-Test
- -
ai - Post- .00
-25.778 5.652 1.332 28.58 22.96 -19.349 17
r Test 0
9 7
1
The difference between the two means was calculated by paired t-test
analysis. A significance level of 0.05, or 95% confidence, is the criterion for
rejecting or accepting the null hypothesis. There is a statistically significant
difference between two conditions—posttest and pre-test—if the sig. value is
less than 0.05 (p<0.05). Based on the calculation results, there is a significant
value of 0.000, which means H0 is rejected and H1 is accepted. This indicates
that Project-Based Learning has a significant impact on students' performance
and their speaking skill. These results show that this treatment effectively
differentiates significant post-test and pre-test.
This research applied project-based learning to help solve a problem in a
speaking class. The researcher designed a project that was considered familiar
to students. The project was to create a poster with the themes of education,
environment, and mental health. Students chose one of these themes. Then they
describe the content of the poster and the reason they chose the theme in the
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
form of a video. The results of the video description were shared on their social
media platforms.
Starting with the key question, creating a strategy, scheduling, tracking
students' and the project's progress, analyzing the results, and assessing the
experience are the processes involved in the methodical use of project-based
learning in speaking instruction.
In the first meeting, the researcher used two steps of project-based
learning. It started with asking important questions and making a project plan.
To start the project, questions were asked about what tasks had been given to
students in the previous meeting. By linking the previous tasks with the tasks
that had been prepared for the class, the researcher tried to encourage students
to work on a broader task. At this step, there was interaction with students. This
showed that the researcher wanted to be involved in the students' activities in
the previous meeting. In addition, this conversation aims to raise awareness
that they are the creators of the project. As a result, this question is a very
important one for the project.
In this section, students are asked to discuss with their friends making a
project plan. This is after students have completed the assignment given by the
lecturer in the first meeting. In this section, instructions are given on how to
work on the given project. The topic is given by the researcher, students then
have to choose the most appropriate and interesting topic for themselves.
In the third step, students are asked to determine their schedule planning,
determining the dates of work and materials needed in the project. At this
stage, students are asked to work on the project individually. In this activity,
the researcher is responsible for monitoring students' activities while
completing the project. Furthermore, consider deadlines when students have to
submit and share their projects on social media. In the section on assessing
results, the researcher assesses the The assessment of the speaking component
is in line with Brown's theory that the criteria for students' speaking scores can
be measured by five criteria (Brown, 2001): pronunciation, grammar,
vocabulary, fluency, and comprehension. Before uploading the project to their
social media, the researcher tried to remind them about each material.about
each of the materials. How the content should be created, the duration of the
content. In the evaluating the experience, students were asked to present the
results of the project they made in front of the class. They explained their
process in making the project before uploading it to social media. As for the
pre-test results before treatment, that is :
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
Figure 2 Student Score in pre-test
Pronunciation :3
Grammar :2
Vocabulary :2
Fluency :3
Comprehension :3
Score : 52
As for the results of the students' post-test in front of the class, as the
project-based learning stage is evaluation, which is done in class as follows:
Figure 3 Student Score in Post-Test
Pronunciation :4
Grammar :5
Vocabulary :4
Fluency :5
Comprehension :5
Score : 92
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
As for the pretest results uploaded via the youtube platform, as follows:
Figure 4 Student Score In Post-Test
Pronunciation :5
Grammar :4
Vocabulary :4
Fluency :5
Comprehension :3
Score : 84
DISCUSSION
The main findings of this study show that project-based learning
significantly benefits students' speaking skills and performance, including
confidence, comprehension, fluency, and pronunciation, improved as students
took part in project-based learning activities. Project-based learning makes
students more motivated and engaged in the learning process as it gives them
the opportunity to practice their speaking skills in actual situations. In addition,
project-based learning projects encourage students to collaborate and speak
actively with their friends, which helps them learn to communicate with others.
The findings of this research are consistent with studies carried by
(Wuntuet et al., 2022) The article explores at how Project-Based Learning (PBL)
is used to teach English as a foreign language in Indonesia and shows how well
it works to increase speaking, critical thinking, and student involvement.
Further research by (Nugroho & Anugerahwati, 2019) the research tenth-grade
accounting students at a vocational school saw a considerable improvement in
speaking skills when project-based learning (PBL) was implemented using
Vlog. Fluency, grammatical accuracy, pronunciation, vocabulary, and content
11
The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
all improved among the pupils. Similarly, research conducted by (Wahyuni et
al., 2018) the study's findings, the students' speaking skills improved in a
number of domains, such as grammar, vocabulary, fluency, confidence, and
pronunciation. These components were strengthened by a variety of speaking
activities, such as oral presentations, voice recordings, interviews, and group
discussions. Research conducted by (Mafruudloh & Fitriati, 2020) the research
indicate that there was a significant effect of project-based learning (PBL) on
students' speaking ability in a non-English class (Management class) and to find
out the effect of PBL on students' speaking ability. According to (Iin, 2022) state
that students' speaking skills improve as a result of project-based learning. The
experimental group's post-test results demonstrated a notable improvement,
demonstrating the efficacy of video project-based learning as a technique for
improving speaking proficiency. Research by (Widiyati & Pangesti, 2022) also
state that students' speaking skills as well as their motivation, inventiveness,
and excitement for studying English were greatly enhanced by project-based
learning (PBL). The study's findings demonstrated the efficacy of project-based
learning with English presentations in enhancing students' English-speaking
skills (Sirisrimangkorn, 2021). On research by (Misbahun Haidir Firmansyah et
al., 2023) According to the study, ninth-grade students at SMPN 3 Surabaya can
improve their speaking skills by combining Quizizz digital media with Project-
Based Learning. Based on the research by (Riswandi, 2018) findings of this
study, it can be said that using PBL to teach speaking can help students become
more motivated and proficient speakers. According to (Huang & Sun, 2022) the
study's findings, Project-Based Learning (PBL) improves the speaking skills of
learners, especially in terms of vocabulary and fluency.
This research different from previous studies in several important ways.
First, this study focuses on Umala's TBI second semester students, which allows
for learning more about how project-based learning (PBL) interacts with local
elements such as learning culture and curriculum. Second, this study
specifically emphasizes the impact of PBL on speaking skills, allowing for the
study of details such as accuracy and fluency, which may not have been the
main focus of previous research.
This research can strengthen our understanding of how PBL affects
speaking performance and skill, and what factors play a role in its successful
implementation. Socially, improving students' speaking performance and skill
will have a positive impact on their ability to communicate effectively in
academic and professional contexts. There are of course the possible drawback
is that the sample size can be small, thus care must be taken when extrapolating
the results to a larger population. Furthermore, this study might have trouble
regulating outside factors like prior learning experiences or personal motivation
levels that could influence students' speaking abilities. Comparative research
can be conducted to compare project-based learning with other English
teaching approaches, such as task-based learning or content-based learning, but
this study has provided insights into how project-based learning improves
students' speaking ability.
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
CONCLUSION
Students’ speaking skills improved as a result of using project-based
learning. The paired t-test analysis revealed a statistically significant difference
between the two circumstances, and the post-test scores were higher than the
pre-test levels. As a result, the hypothesis that performance and speaking
abilities differ before and after utilizing project-based learning was approved.
Project-Based Learning is an effective method to improve speaking
performance and skill. This study found that Project-Based Learning
significantly impacts students' speaking skill, making them more confident and
able to interact with others. Therefore, incorporating Project-Based Learning
into English-speaking teaching and learning can benefit students' language skill
and performance.
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The Effectiveness of Project-Based Learning Toward Students' Speaking Performance and Skill
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