Implementation Of Project-Based Learning And Its Contribution To Students' English Speaking Ability At Mts Jamiatul Huda

Abstract

This study aimed to investigate the implementation of Project-Based Learning (PjBL), students’ perceptions and learning experiences, as well as the contribution of PjBL to students’ English speaking ability at MTs Jamiatul Huda. This study employed a qualitative approach with a descriptive method. The data were collected through interviews, classroom observations, and documentation. The participants of this study consisted of students, and English teacher. The findings revealed that the implementation of PjBL was carried out through group discussions, project assignments, and presentations that encouraged students to become more active in the learning process. Students generally showed positive responses toward the implementation of PjBL because the learning activities were considered more interesting, interactive, and less monotonous. In addition, PjBL contributed positively to students’ speaking ability, particularly in improving their confidence, fluency, and participation in using English during classroom activities. However, the study also found several challenges in the implementation of PjBL, including limited instructional time, differences in students’ abilities, and uneven participation during group activities. Overall, the study indicates that the implementation of PjBL contributes to supporting the development of students’ English speaking ability when accompanied by proper classroom management and a supportive learning environment.