THE IMPACT OF PROJECT-BASED INSTRUCTION ON STUDENTS’ ENGAGEMENT AND SPEAKING SKILLS

Septyarini Putri Astawa, Ni Luh Putu Ning

Widya Accarya
Vol 9 No 2 (2018): Widya Accarya

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 studentsâ?? speaking skills and how the activities enhance studentsâ?? 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 Hubermanâ??s (1994) flow model. The analysis shows a significant effect on studentsâ?? speaking skills. Studentsâ?? 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 studentsâ?? speaking skills and learning process.Keywords: Project-Based Learning, English as foreign language, speaking skills, teaching and learning process