The Effectiveness of Project-Based Learning (PjBL) Toward Students’ Speaking Skill in Procedural Text: An Experimental Study

Abstract

This research aimed to investigate the effectiveness of the Project-Based Learning (PjBL)model toward students’ speaking skill in procedural text. The study employed a quantitative approachwith a true experimental design, specifically the pretest-posttest control group design. The populationconsisted of 179 tenth-grade students, with the sample selected through purposive sampling and randomassignment. Class X.12 was assigned as the experimental group using the PjBL model, while Class X.9 served as the control group using a conventional model. Data were collected through pre-test and post-test speaking performances, assessed using a rubric covering fluency, pronunciation, grammar, vocabulary, and content. The results of the Mann-Whitney U test showed a p-value of 0.026 (p < 0.05),indicating that the null hypothesis (H0) was rejected. Furthermore, the experimental group achieved anN-gain score of 0.72, categorized as highly effective. In conclusion, the PjBL model is an effectiveinstructional approach for improving students' speaking skill in procedural text. This model helpsstudents organize ideas and increases confidence during oral presentations. This study suggests thatPjBL can be a viable alternative for teachers to enhance communicative competence in secondaryeducation.