Electronic Theses and Dissertation

The implementation of Project-Based Learning (PJBL) in English language education aims to enhance students' speaking skills through active, collaborative, and authentic tasks. This study investigates the effectiveness of PJBL as a teaching model in improving students' speaking abilities at SMA Negeri 10 Fajar Harapan Banda Aceh. Using a qualitative approach, data were collected through observation sheets, interviews, and documentation of student projects to evaluate the classroom activities and students' speaking performance. The findings indicate that PJBL fosters increased student motivation, confidence, and engagement in speaking English. The systematic process of selecting relevant projects, providing clear instructions, and employing visual supports and peer collaboration contributed significantly to students’ speaking development. Despite some challenges related to time management and language proficiency levels, strategies such as heterogeneous grouping and the use of English-speaking zones effectively mitigated these issues. This research highlights the positive impact of PJBL on improving speaking skills, suggesting its potential as a learner-centered approach in English language teaching. Future studies could explore its long-term effects on language proficiency and student attitude towards speaking English.
Keywords: English Education, Project-Based Learning, Speaking Skills.

The implementation of Project-Based Learning (PJBL) in English language education aims to enhance students' speaking skills through active, collaborative, and authentic tasks. This study investigates the effectiveness of PJBL as a teaching model in improving students' speaking abilities at SMA Negeri 10 Fajar Harapan Banda Aceh. Using a qualitative approach, data were collected through observation sheets, interviews, and documentation of student projects to evaluate the classroom activities and students' speaking performance. The findings indicate that PJBL fosters increased student motivation, confidence, and engagement in speaking English. The systematic process of selecting relevant projects, providing clear instructions, and employing visual supports and peer collaboration contributed significantly to students’ speaking development. Despite some challenges related to time management and language proficiency levels, strategies such as heterogeneous grouping and the use of English-speaking zones effectively mitigated these issues. This research highlights the positive impact of PJBL on improving speaking skills, suggesting its potential as a learner-centered approach in English language teaching. Future studies could explore its long-term effects on language proficiency and student attitude towards speaking English. Keywords: English Education, Project-Based Learning, Speaking Skills.