THE IMPACT OF PROJECT-BASED INSTRUCTION ON STUDENTS’ ENGAGEMENT AND SPEAKING SKILLS
Main Article Content
Abstract
ABSTRAKTulisan ini bertujuan untuk menyajikan hasil studi tentang Dampak Pembelajaran Berbasis Proyek (PjBL) pada keterampilan berbicara siswa dan bagaimana kegiatan PjBL meningkatkan proses belajar siswa. Siswa kelas VII dari sekolah menengah pertama di Bali-Indonesia dilibatkan untuk bergabung dengan kelas intervensi selama 10 minggu. Penelitian ini menggunakan desain metode campuran yang tertanam dimana data kuantitatif dikumpulkan melalui tes berbicara, dan data kualitatif dikumpulkan melalui wawancara, checklist observasi, dan tes kuesioner terbuka. Paired samples t-test diadministrasikan dalam menganalisis data kuantitatif, sedangkan data kualitatif dianalisis secara deskriptif menggunakan model aliran Miles dan Huberman (1994). Analisis menunjukkan pengaruh yang signifikan terhadap keterampilan berbicara siswa. Peningkatan belajar siswa juga diamati dalam hal antusiasme, kepercayaan diri, kreativitas, kemampuan belajar secara mandiri dan kolaboratif. Penelitian ini mendukung implementasi PjBL yang meningkatkan keterampilan berbicara dan keterlibatan siswa dalam proses belajar.Kata Kunci: Pembelajaran Berbasis Proyek, Bahasa Inggris sebagai bahasa asing, keterampilan berbicara, proses belajar mengajar ABSTRACTThis paper aims to present the result of a study on the effect of Project-Based Learning (PjBL) on students’ speaking skills and how the activities enhance students’ learning process. Grade VII students from a junior high school in Bali-Indonesia were invited to join 10 weeks of the intervention class. This study employed an embedded mixed-method design in which quantitative data were collected through speaking test, and the qualitative data were collected through interview, observation checklist, and open-ended questionnaire test. Paired samples t-test was administered in analyzing the quantitative data, while the qualitative data were analyzed descriptively using Miles and Huberman’s (1994) flow model. The analysis shows a significant effect on students’ speaking skills. Students’ learning enhancement was also observed in term of critical thinking skill, creativity, communicative, and collaborative learning ability. This study supports the implementation of PjBL which enhances students’ speaking skills and learning process.Keywords: Project-Based Learning, English as foreign language, speaking skills, teaching and learning process
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How to Cite
Septyarini Putri Astawa, N. L. P. N. (2018). THE IMPACT OF PROJECT-BASED INSTRUCTION ON STUDENTS’ ENGAGEMENT AND SPEAKING SKILLS. Widya Accarya, 9(2). https://doi.org/10.46650/wa.9.2.664.%p
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References
REFERENCES
Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. In English teaching forum (Vol. 43, No. 4, pp. 10-21).
Ali, M. E. S., & El-Henawy, W. (2015). Using Project-Based Learning for Developing English Oral Performance: A Learner-Friendly Model. In 2nd International Conference, Faculty of Education, Port Said University.
Azra, A (2002). Paradigma Baru Pendidikan Nasional: Rekonstruksi dan Demokrasi. Jakarta: Kompas.
Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme International Journal of Multidisciplinary Research, 2(4), 9-13.
Barrows, H. S., and Tamblyn, R. (1980). Problem-Based Learning: An Approach to Medical Education, Springer, New York.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
Bjork, C (2005). Indonesian Education: Teachers, Schools, and Central Bureaucracy. New York and ondon: Routledge.

Brown, J. K. (2008). Student-centered instruction: Involving students in their own education. Music Educators Journal, 94(5), 
30-35. 

Chen, P., Hernandez, A., & Dong, J. (2015). Impact of collaborative project-based learning on self-efficacy of urban minority students in engineering. Journal of Urban Learning, Teaching, and Research, 11, 26-39.
Churchill, D., (2003). Effective Design Principles for Activity Based Learning: The Crucial Role of “Learning Objectives†in Science and Engineering Education. National Institute of Education. Nanyang Technological University, Singapore.
Darcy, I., Ewert, D. & Lidster, R. (2011). Bringing pronunciation instruction back into classroom: An ESL teachers’ pronunciation “toolboxâ€. Journal of India University, 1-13.
Derwing, T. M., Munro, M. J. & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Erdem, E. & Demirel, Ö. (2002). Program geliştirmede yapılandırmacılık yaklaşımı [Constructivism in curriculum development]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 81-87.
Essien, A. M. (2018). The Effects of Project-Based Learning on Students’ English Language Ability. The 2018 International Academic Research Conference, Vienna.
Febriyanti, E. R. (2011). Teaching speaking of English as a foreign language: problems and solutions. Jurnal Bahasa, Sastra, Dan Pembelajarannya, 1(2), 133-146.
Gurler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Curr Res Soc Sci, 1(2), 14-19.
Hadi, R. (2007). Dari Teacher-Centered Learning ke Student-Centered Learning: Perubahan Metode Pembelajaran di Perguruan Tinggi. Jurnal Pemikiran Alternatif Pendidikan, INSANIA, 12(3), 408-419.
Haury, D. L., & Rillero, P. (1994). Perspectives of Hands-On Science Teaching.
Hoose, S. (2017). The Effectiveness Of Project-Based Learning In Teaching Adult Esl Students How To Locate, Evaluate, And Use Evidence From Texts.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.
Marisah, A., & Robiasih, R. H. (2017). The Implementation of Project-Based Learning to Improve Vocational Students’ Speaking Skills. Journal of English Language and Language Teaching (JELLT), 1(2), 27-32.
Meyer, K. A. (2016). Students' Perceptions of Life Skill Development in Project-Based Learning Schools. Journal of Educational Issues, 2(1), 91-114.
Mihardi, S., Harahap, M. B., & Sani, R. A. (2013). The effect of project based learning model with kwl worksheet on student creative thinking process in physics problems. Journal of Education and Practice, 4(25), 188-200.
Miles, M. B., Huberman, A. M., Huberman, M. A., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 51-75.
Nicaise, M., Gibney, T., & Crane, M. (2000). Toward an understanding of authentic learning: Student perceptions of an authentic classroom. Journal of Science Education and Technology, 9(1), 79-94.
Nurjannah, I., Husniyah, F., & Harjanto, T. (2017). Teacher-Centered Learning and Student-Centered Learning Approaches in Nursing School: Which One is Better?. Belitung Nursing Journal, 3(2), 65-72.
Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), 533.
Putri, N. L. P. N. S., Artini, L. P., & Nitiasih, P. K. (2017). Project-based Learning Activities and EFL Students’ Productive Skills in English. Journal of Language Teaching and Research, 8(6), 1147-1155.
Radjab, D. (2013). Improving Students’ Speaking Skill through Project Based Learning Technique at Class III-B of Third Semester Students. English Language Teaching (ELT), 1(3).
Richards, Jack C., Theodore S. Rodgers. (1986). Approaches and Methods in Language Teaching. A Description and Analysis. Cambridge University
Rochmahwati, P. (2015). Fostering Students’ Critical Thinking by Project-Based Learning. Journal on English as a Foreign Language, 5(1), 37-44.
Schmidt-Jones, C. (2017). Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-Motivated Online Music Learning. European Journal of Open, Distance and E-learning, 20(1), 112-126.
Simpson, J. (2016). Authentic Learning-Does it Improve Pass Rates and Student Satisfaction?. Journal of Perspectives in Applied Academic Practice, 4(2), 62-70.
Thomas,J.W. (2000). A review of research on project-based learning. California: The Autodesk Foundation.


Webb, N. M., and Palincsar, A. S. (1996). Group processes in the classroom. In Berliner, D., and Calfee, R. (eds.), Handbook of Educational Psychology, MacMillan, New York, pp. 841–876.

Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. In English teaching forum (Vol. 43, No. 4, pp. 10-21).
Ali, M. E. S., & El-Henawy, W. (2015). Using Project-Based Learning for Developing English Oral Performance: A Learner-Friendly Model. In 2nd International Conference, Faculty of Education, Port Said University.
Azra, A (2002). Paradigma Baru Pendidikan Nasional: Rekonstruksi dan Demokrasi. Jakarta: Kompas.
Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme International Journal of Multidisciplinary Research, 2(4), 9-13.
Barrows, H. S., and Tamblyn, R. (1980). Problem-Based Learning: An Approach to Medical Education, Springer, New York.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
Bjork, C (2005). Indonesian Education: Teachers, Schools, and Central Bureaucracy. New York and ondon: Routledge.

Brown, J. K. (2008). Student-centered instruction: Involving students in their own education. Music Educators Journal, 94(5), 
30-35. 

Chen, P., Hernandez, A., & Dong, J. (2015). Impact of collaborative project-based learning on self-efficacy of urban minority students in engineering. Journal of Urban Learning, Teaching, and Research, 11, 26-39.
Churchill, D., (2003). Effective Design Principles for Activity Based Learning: The Crucial Role of “Learning Objectives†in Science and Engineering Education. National Institute of Education. Nanyang Technological University, Singapore.
Darcy, I., Ewert, D. & Lidster, R. (2011). Bringing pronunciation instruction back into classroom: An ESL teachers’ pronunciation “toolboxâ€. Journal of India University, 1-13.
Derwing, T. M., Munro, M. J. & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Erdem, E. & Demirel, Ö. (2002). Program geliştirmede yapılandırmacılık yaklaşımı [Constructivism in curriculum development]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 81-87.
Essien, A. M. (2018). The Effects of Project-Based Learning on Students’ English Language Ability. The 2018 International Academic Research Conference, Vienna.
Febriyanti, E. R. (2011). Teaching speaking of English as a foreign language: problems and solutions. Jurnal Bahasa, Sastra, Dan Pembelajarannya, 1(2), 133-146.
Gurler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Curr Res Soc Sci, 1(2), 14-19.
Hadi, R. (2007). Dari Teacher-Centered Learning ke Student-Centered Learning: Perubahan Metode Pembelajaran di Perguruan Tinggi. Jurnal Pemikiran Alternatif Pendidikan, INSANIA, 12(3), 408-419.
Haury, D. L., & Rillero, P. (1994). Perspectives of Hands-On Science Teaching.
Hoose, S. (2017). The Effectiveness Of Project-Based Learning In Teaching Adult Esl Students How To Locate, Evaluate, And Use Evidence From Texts.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.
Marisah, A., & Robiasih, R. H. (2017). The Implementation of Project-Based Learning to Improve Vocational Students’ Speaking Skills. Journal of English Language and Language Teaching (JELLT), 1(2), 27-32.
Meyer, K. A. (2016). Students' Perceptions of Life Skill Development in Project-Based Learning Schools. Journal of Educational Issues, 2(1), 91-114.
Mihardi, S., Harahap, M. B., & Sani, R. A. (2013). The effect of project based learning model with kwl worksheet on student creative thinking process in physics problems. Journal of Education and Practice, 4(25), 188-200.
Miles, M. B., Huberman, A. M., Huberman, M. A., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 51-75.
Nicaise, M., Gibney, T., & Crane, M. (2000). Toward an understanding of authentic learning: Student perceptions of an authentic classroom. Journal of Science Education and Technology, 9(1), 79-94.
Nurjannah, I., Husniyah, F., & Harjanto, T. (2017). Teacher-Centered Learning and Student-Centered Learning Approaches in Nursing School: Which One is Better?. Belitung Nursing Journal, 3(2), 65-72.
Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), 533.
Putri, N. L. P. N. S., Artini, L. P., & Nitiasih, P. K. (2017). Project-based Learning Activities and EFL Students’ Productive Skills in English. Journal of Language Teaching and Research, 8(6), 1147-1155.
Radjab, D. (2013). Improving Students’ Speaking Skill through Project Based Learning Technique at Class III-B of Third Semester Students. English Language Teaching (ELT), 1(3).
Richards, Jack C., Theodore S. Rodgers. (1986). Approaches and Methods in Language Teaching. A Description and Analysis. Cambridge University
Rochmahwati, P. (2015). Fostering Students’ Critical Thinking by Project-Based Learning. Journal on English as a Foreign Language, 5(1), 37-44.
Schmidt-Jones, C. (2017). Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-Motivated Online Music Learning. European Journal of Open, Distance and E-learning, 20(1), 112-126.
Simpson, J. (2016). Authentic Learning-Does it Improve Pass Rates and Student Satisfaction?. Journal of Perspectives in Applied Academic Practice, 4(2), 62-70.
Thomas,J.W. (2000). A review of research on project-based learning. California: The Autodesk Foundation.


Webb, N. M., and Palincsar, A. S. (1996). Group processes in the classroom. In Berliner, D., and Calfee, R. (eds.), Handbook of Educational Psychology, MacMillan, New York, pp. 841–876.