Project-Based English Learning Strategy to Improve Students' Speaking Skills

Abstract

English speaking skills are essential skills in the context of 21st century learning. However, many students at the secondary level still have difficulty in developing this skill optimally due to conventional and less contextual learning approaches. Project-Based Learning (PjBL) strategies are seen as one of the innovative methods that can overcome these challenges because they encourage students' active involvement in a meaningful learning process. The purpose of this study was to identify and analyze the effectiveness of PjBL strategies in improving students' English speaking skills. This study used a qualitative approach with a literature study method (library research). Data were collected from various secondary sources, such as scientific journals, proceedings, and relevant research reports in the last five years (2019–2024). Data analysis was carried out through a content analysis approach that aims to identify the most effective themes, patterns, and learning strategies in the context of PjBL. The results showed that PjBL was able to increase students' self-confidence, enrich vocabulary, and develop sentence structures contextually. Projects such as documentary videos, presentations, and role-plays have been shown to improve students' speaking fluency and encourage collaborative learning. In addition, this strategy also forms critical thinking skills and creativity that are very relevant to the needs of the 21st century. Therefore, the PjBL strategy is recommended to be implemented contextually and applicatively in secondary schools.