Improving Speaking Confidence through Project-Based Learning in Indonesian Junior High Schools

Kaharuddin Kaharuddin

doi:10.55885/jerp.v5i3.817

Authors

Kaharuddin Faculty of Education and Teacher Training, Universitas Islam Negeri Alauddin Makassar, Indonesia

DOI:

https://doi.org/10.55885/jerp.v5i3.817

Keywords:

Project-Based Learning, Speaking Confidence, EFL Learners, Junior High School, Indonesia

Abstract

This research aims to assess how well Project-Based Learning (PBL) enhances the self-assurance of Indonesian junior high school students in their spoken English abilities. For Indonesian students learning English as a Foreign Language (EFL), speaking continues to be a difficult skill to master, frequently hampered by nervousness, a small range of words, and a worry about being wrong. This research used PBL as a teaching strategy to solve these problems by encouraging energetic involvement, teamwork, and actual language usage. The research used a quasi-experimental setup with two separate classes: one experimental class using PBL and one control class using standard teaching techniques. Information was gathered through speaking tests before and after, observations in the classroom, and surveys filled out by students. The results showed that, in comparison to the control group, the PBL group's students showed a marked increase in their confidence, fluency, and desire to speak. Furthermore, the data collected revealed that students were more driven and interested when working on projects that simulated real-world situations, like group talks and video reports. According to the results, PBL improves students' language skills and encourages independence, cooperation, and a positive attitude toward learning. As a result, including PBL in English speaking lessons can be helpful in building students' self-esteem and ability to communicate effectively in the Indonesian EFL setting.

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