THE EFFECTIVENESS OF PROJECT-BASED LEARNING ON STUDENTS' SPEAKING SKILLS AT ELEVENTH GRADE OF SMK PANCA BHAKTI BANJARNEGARA

Abstrak

Keterampilan berbicara merupakan salah satu keterampilan berbahasa yang paling kompleks karena menuntut penguasaan kosakata, tata bahasa, pelafalan, serta kepercayaan diri untuk berkomunikasi secara spontan. Observasi awal di SMK Panca Bhakti Banjarnegara menunjukkan bahwa kelancaran berbicara bahasa Inggris siswa kelas XI masih rendah akibat kurangnya rasa percaya diri, minimnya latihan, dan dominasi pembelajaran yang berpusat pada guru. Penelitian ini bertujuan menguji efektivitas Project-Based Learning (PjBL) berbasis poster biografi dalam meningkatkan kelancaran berbicara siswa. Penelitian menggunakan desain true experimental pretest-posttest control group yang dipadukan dengan pendekatan kualitatif deskriptif (embedded mixed-methods). Sampel terdiri atas 37 siswa kelas eksperimen dan 37 siswa kelas kontrol yang dipilih melalui cluster random assignment. Data dikumpulkan melalui tes berbicara, lembar observasi, dan wawancara guru. Hasil uji-t sampel independen menunjukkan perbedaan signifikan pada skor pascates kedua kelompok (p < 0,001), dengan rerata kelas eksperimen 86,14 dibanding kelas kontrol 75,57. Nilai N-Gain kelas eksperimen (0,57) berkategori sedang, jauh melampaui kelas kontrol (0,27) yang berkategori rendah. Temuan kualitatif memperkuat hasil tersebut melalui peningkatan partisipasi, kepercayaan diri, kolaborasi, dan komunikasi siswa. Disimpulkan bahwa PjBL efektif meningkatkan kelancaran berbicara siswa SMK.

Speaking is widely regarded as the most complex language skill because it requires vocabulary mastery, grammatical accuracy, pronunciation, and the confidence to communicate spontaneously. Preliminary observation at SMK Panca Bhakti Banjarnegara revealed that the English speaking fluency of eleventh-grade students remained low due to limited confidence, insufficient practice, and teacher-centered instruction. This study examined the effectiveness of Biography-Poster Project-Based Learning (PjBL) in improving students' speaking fluency. A true experimental pretest-posttest control group design was combined with a qualitative descriptive approach within an embedded mixed-methods framework. The sample consisted of 37 students in the experimental class and 37 in the control class, selected through cluster random assignment. Data were collected through speaking tests, classroom observation, and teacher interviews. The independent samples t-test revealed a significant difference in post-test scores between the two groups (p < 0.001), with the experimental class achieving a mean of 86.14 compared to 75.57 in the control class. The N-Gain score for the experimental class (0.57) fell into the moderate category, markedly higher than the control class (0.27), which fell into the low category. Qualitative findings reinforced these results through increased participation, confidence, collaboration, and communication. It is concluded that PjBL effectively improves the speaking fluency of vocational high school students