The particular dialect or language that a person chooses to use on any occasion is called a code 3263 Copyright © 2024 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 12, Number 2, December 2024 pp. 3263 - 3275 Teaching Speaking by Using Project-Based Learning to the Eighth Grade Students Ihwan1, Nadrun2, Anjar Kusuma Dewi3, Rofiqoh4 1,2,3,4English Education, FKIP Tadulako University E-mail: ihwanawang024@gmail.com Received: 2024-07-26 Accepted:2025-03-05 DOI: 10.2456/ideas. v12i2.5369 Abstract The objective of this research was to determine if Project-Based Learning (PjBL) can improve the speaking ability of eighth-grade students at SMP Negeri 1 Palu. This research applied a quasi-experimental design. The samples consisted of students from class VIII B as the experimental group and class VIII D as the control group, selected through purposive sampling from a population of 349 students across 11 classes. Data were collected from test results (pre-test and post-test) and analyzed statistically. The pre-test score for the experimental class was 36.25, while the post-test score was 70.12, indicating a significant improvement in speaking skills due to the treatment. Additionally, it was found that the class became more engaging and encouraged students' creativity. Hence, teaching using PjBL effectively improves the speaking skills of eighth-grade students at SMP Negeri 1 Palu. The findings of this research suggest that integrating Project-Based Learning (PjBL) into the classroom not only enhances students' speaking abilities but also creates a more engaging and stimulating environment, thereby fostering student creativity and motivation. Keywords: Project-Based Learning, Speaking Ability Introduction Speaking is very important in our daily life. It is means of sharing messages, ideas, and information between people or groups. Speaking helps us understand each other better, connect socially, and grow personally in various situations. This is the main way that we understand each other. Thus, not surprising that we should learn and practice speaking. http://u.lipi.go.id/1457703302 mailto:ihwanawang024@gmail.com Ihwan, Nadrun, Anjar Kusuma Dewi, Rofiqoh Teaching Speaking by Using Project-Based Learning to the Eighth Grade Students 3264 Good speaking skills are an effective way to influence the way others think and act. By speaking clearly and convincingly, one can positively change the thoughts and actions of others in various situations. It is important to have good speaking skills to make someone more confident, help them feel more comfortable when interacting with others, and form a strong personality. Speaking ability is a key aspect in language communication and is one of the proofs that a person can communicate in a language. This ability is very important in daily interaction, language learning, and in various communication situations, both in social and professional contexts. According to Yunita (2015:1), “ speaking skill is the skill that proved someone is able to communicate in a language.” Thus, from this perspective a person can understand, speaking ability is how to assess the ability of a person to communicate well in a certain language. With speaking ability, a person also demonstrates their understanding of the grammar and vocabulary of the language use as well as their ability to organize ideas and arguments with a clear purpose when speaking. In other words, speaking ability also includes how a person uses appropriate tone of voice, volume, and various facial expressions to convey emotion and additional meaning in a conversation. Overall, speaking ability is a very important skill to communicate effectively for a variety of situations. However, there are many factors that influence a person or student it is not able to speak fluently. Widiyati and Pangesti (2022:1) state “Students' fluency in speaking is often affected by various factors, such as lack of practice, non-accurate pronunciation, and ineffective learning approaches.” This means that a lack of vocabulary and self-confidence as well as a lack of speaking practice makes a person or student unable to speak fluently in learning English in class. In accordance with the above problems, there is a method that can improve speaking skills, namely Project-Based Learning (PjBL). It encourages students to practice in developing their speaking skills. The previous studies have shown that the implementation of the Project-Based Learning (PjBL) method can improve students' speaking skills. Widiyati & Pangesti (2022:10) state "Project-Based Learning can improve students’ enthusiasm, creativity, and motivation in learning English". The results showed that the mean scores of students' speaking ability in both classes were higher in the post-test compared to the pre-test. In addition, the independent sample t-test supports the hypothesis testing results. Therefore, it shows that the project-based learning applied has a significant difference or is effective to improve learners' speaking ability. In the end, the use of this method creates a more enjoyable, active, and interactive speaking class atmosphere for the easy learners. IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3265 Method This research used a quasi-experimental design by conducting pre-test, treatment, and post-test. This research applies a non-equivalent control group design. In this research design there are two research objects. Namely the experimental group and the control group. The experimental group received treatment, while the control group did not. The population of this research is the eighth-grade students at SMP Negeri 1 Palu, which includes a total of 349 students from 11 classes. This population refers to all eighth grade students in the school. Researchers used purposive sampling techniques in sample selection to determine the sample. The samples obtained were class VIII B as the experimental class and class VIII D as the control class. In collecting data, this research used a speaking test. The test to be used is an oral test as an instrument. There was two tests. The first test is the pre-test which will be given before the treatment, and the second test is the post-test which will be given after the treatment. Numerical data was analyzed by using Arikunto formula. Results To know the finding of the research related about the use of project-based learning in teaching speaking that focus on fluency, accuracy, and comprehension. The results of this research use statistical analysis to process data, using the by using some formulas on previous chapter. The data analyzed came from the pretest and posttest results given to the control group and the experimental group. The purpose is to assess how significant the improvement of students' speaking ability is after they follow project-based learning in the eighth grade of SMP Negeri 1 Palu. Table 1. The Result of Pre-test Experimental Group NO Name Fluency Accuracy Comprehensibility obtain score Raw Score 1 ANS 2 1 2 5 33,33 2 ADP 1 1 1 3 20,00 3 APS 3 1 1 5 33,33 4 AYW 2 2 2 6 40,00 5 AWY 3 2 1 6 40,00 6 DNT 2 3 1 6 40,00 7 CNW 3 1 1 5 33,33 8 DMM 2 2 2 6 40,00 9 DRC 3 1 1 5 33,33 10 DRC 1 1 1 3 20,00 11 DPP 4 4 3 11 73,33 12 DA 3 1 1 5 33,33 Ihwan, Nadrun, Anjar Kusuma Dewi, Rofiqoh Teaching Speaking by Using Project-Based Learning to the Eighth Grade Students 3266 13 EYP 1 2 2 5 33,33 14 GAM 1 1 1 3 20,00 15 KMS 3 1 3 7 46,67 16 KGD 2 2 3 7 46,67 17 KN 1 1 1 3 20,00 18 KCT 3 2 3 8 53,33 19 LGD 2 2 2 6 40,00 20 MP 1 1 1 3 20,00 21 NZS 2 3 1 6 40,00 22 NPR 2 2 1 5 33,33 23 MPR 3 1 1 5 33,33 24 PAL 3 1 2 6 40,00 25 RCPEP 2 2 1 5 33,33 26 RN 1 2 1 4 26,67 27 RS 1 2 2 5 33,33 28 SN 1 3 1 5 33,33 29 SL 2 3 2 7 46,67 30 SIW 3 2 2 7 46,67 31 VWS 3 1 2 6 40,00 32 ZRSM 2 1 2 5 33,33 174 1160,00 Based on Table 1. The highest score was 73,33 and the lowest was 20,00 with the total score for all students being 1160,00. the standard score of 70 was set to evaluate speaking, and the results indicated that all students failed the pretest. Based on the calculation, the mean score in the experimental class is 36,25 it indicated their speaking skill needed to be improved. Table 2. The Result of Pre-test Control Group NO Name Fluency Accuracy Comprehensibility obtain score Raw Score 1 AML 3 3 4 10 66,67 2 AH 2 2 2 6 40,00 3 ACI 4 2 1 7 46,67 4 AKL 2 2 3 7 46,67 5 AJR 3 3 1 7 46,67 6 AMPL 1 2 3 6 40,00 7 AS 3 2 2 7 46,67 8 BJM 2 1 1 4 26,67 9 CS 3 3 1 7 46,67 10 CYCM 3 1 1 5 33,33 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3267 11 CFP 2 3 1 6 40,00 12 DDR 1 1 1 3 20,00 13 GPT 1 2 3 6 40,00 14 GZP 2 2 1 5 33,33 15 ISS 1 3 1 5 33,33 16 JFMM 1 1 1 3 20,00 17 MTT 4 2 4 10 66,67 18 MAS 2 2 2 6 40,00 19 GT 1 1 3 5 33,33 20 MNF 3 3 2 8 53,33 21 MB 3 2 2 7 46,67 22 MC 2 2 2 6 40,00 23 NP 2 2 3 7 46,67 24 QSNA 1 3 3 7 46,67 25 RSJ 2 2 2 6 40,00 26 RMT 2 2 2 6 40,00 27 RB 1 2 3 6 40,00 28 SH 3 1 2 6 40,00 29 SNIL 3 1 1 5 33,33 30 TBDPK 2 2 2 6 40,00 31 TSM 1 2 2 5 33,33 32 ZQAK 2 2 1 5 33,33 195 1300,00 Based on table 2. The highest score was 66,67, and the lowest was 20,00 with the total score for all students being 1300,00. the standard score of 70 was set to evaluate speaking, and the results indicated that all students failed the pretest. Based on the calculation, the mean score for the Control group is 40,62. This score is higher than the pre-test score of the Experimental group. This indicates that the Control group had a better understanding of speaking skills. Ihwan, Nadrun, Anjar Kusuma Dewi, Rofiqoh Teaching Speaking by Using Project-Based Learning to the Eighth Grade Students 3268 Table 3. The Result of Post-test Experiment Group NO Name Fluency Accuracy Comprehensibility obtain score Raw Score 1 ANS 4 4 4 12 80,00 2 ADP 4 3 3 10 66,67 3 APS 5 2 4 11 73,33 4 AYW 2 4 5 11 73,33 5 AWY 5 2 5 12 80,00 6 DNT 3 3 5 11 73,33 7 CNW 5 5 4 14 93,33 8 DMM 5 5 4 14 93,33 9 DRC 5 3 3 11 73,33 10 DRC 3 4 4 11 73,33 11 DPP 5 5 4 14 93,33 12 DA 2 5 5 12 80,00 13 EYP 4 4 4 12 80,00 14 GAM 4 5 5 14 93,33 15 KMS 3 3 5 11 73,33 16 KGD 4 4 5 13 86,67 17 KN 2 2 4 8 53,33 18 KCT 5 3 4 12 80,00 19 LGD 4 3 3 10 66,67 20 MP 4 4 5 13 86,67 21 NZS 5 5 2 12 80,00 22 NPR 4 4 2 10 66,67 23 MPR 4 4 5 13 86,67 24 PAL 4 4 5 13 86,67 25 RCPEP 4 5 3 12 80,00 26 RN 5 3 5 13 86,67 27 RS 2 4 4 10 66,67 28 SN 3 4 5 12 80,00 29 SL 2 4 4 10 66,67 30 SIW 4 4 4 12 80,00 31 VWS 4 3 4 11 73,33 32 ZRSM 4 4 3 11 73,33 375 2500,0 Based on the table above the highest score achieved by four students was 93,33. while six students obtained the lowest score of 53,33. The total student score on the posttest was 2500,0. Based on the calculation, the mean score for the experimental group is 70.12.This indicates that the treatment was successful in IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3269 improving their speaking skills. After calculated the post-test for the Experimental group, the researcher calculated the post-test for the Control group. Table 4. The Result of Post-test Control Group NO Name Fluency Accuracy Comprehensibility obtain score Raw Score 1 AML 3 3 3 9 60,00 2 AH 3 3 3 9 60,00 3 ACI 2 4 4 10 66,67 4 AKL 2 4 5 11 73,33 5 AJR 3 3 2 8 53,33 6 AMPL 1 1 5 7 46,67 7 AS 1 4 3 8 53,33 8 BJM 2 5 3 10 66,67 9 CS 2 3 5 10 66,67 10 CYCM 2 4 4 10 66,67 11 CFP 2 2 2 6 40,00 12 DDR 3 3 2 8 53,33 13 GPT 4 5 1 10 66,67 14 GZP 2 3 4 9 60,00 15 ISS 4 4 4 12 80,00 16 JFMM 5 3 2 10 66,67 17 MTT 4 1 1 6 40,00 18 MAS 5 4 2 11 73,33 19 GT 4 4 4 12 80,00 20 MNF 3 3 3 9 60,00 21 MB 3 2 2 7 46,67 22 MC 4 4 2 10 66,67 23 NP 2 5 1 8 53,33 24 QSNA 4 1 1 6 40,00 25 RSJ 3 2 2 7 46,67 26 RMT 3 3 2 8 53,33 27 RB 4 2 2 8 53,33 28 SH 4 2 2 8 53,33 29 SNIL 2 4 3 9 60,00 30 TBDPK 2 2 3 7 46,67 31 TSM 4 4 2 10 66,67 32 ZQAK 2 2 4 8 53,33 281 1873,33 Ihwan, Nadrun, Anjar Kusuma Dewi, Rofiqoh Teaching Speaking by Using Project-Based Learning to the Eighth Grade Students 3270 Based on the table above the highest score achieved by four students was 80,00. while six students obtained the lowest score of 40,00. The total student score on the posttest was 1873,33. Based on the calculations, the mean score for the control group is 58,54. This indicates that the treatment for the experimental group was successful in improving their speaking skills. By analysing the post-test results of both groups, it can be concluded that the treatment applied to the experimental group is effective. Table 5. Deviation and Square of the Experiment Group N O Name Standard Score Deviatio n Square Deviation Pre- Test Post- Test 1 ANS 33,33 80,00 46,67 2178,0889 2 ADP 20,00 66,67 46,67 2178,0889 3 APS 33,33 73,33 40,00 1600 4 AYW 40,00 73,33 33,33 1110,8889 5 AWY 40,00 80,00 40,00 1600 6 DNT 40,00 73,33 33,33 1110,8889 7 CNW 33,33 93,33 60,00 3600 8 DMM 40,00 93,33 53,33 2844,0889 9 DRC 33,33 73,33 40,00 1600 10 DRC 20,00 73,33 53,33 2844,0889 11 DPP 73,33 93,33 20,00 400 12 DA 33,33 80,00 46,67 2178,0889 13 EYP 33,33 80,00 46,67 2178,0889 14 GAM 20,00 93,33 73,33 5377,2889 15 KMS 46,67 73,33 26,66 710,7556 16 KGD 46,67 86,67 40,00 1600 17 KN 20,00 53,33 33,33 1110,8889 18 KCT 53,33 80,00 26,67 711,2889 19 LGD 40,00 66,67 26,67 711,2889 20 MP 20,00 86,67 66,67 4444,8889 21 NZS 40,00 80,00 40,00 1600 22 NPR 33,33 66,67 33,34 1111,5556 23 MPR 33,33 86,67 53,34 2845,1556 24 PAL 40,00 86,67 46,67 2178,0889 25 RCPE P 33,33 80,00 46,67 2178,0889 26 RN 26,67 86,67 60,00 3600 27 RS 33,33 66,67 33,34 1111,5556 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3271 28 SN 33,33 80,00 46,67 2178,0889 29 SL 46,67 66,67 20,00 400 30 SIW 46,67 80,00 33,33 1110,8889 31 VWS 40,00 73,33 33,33 1110,8889 32 ZRSM 33,33 73,33 40,00 1600 1340,02 61113,0226 Based on the table above, the total deviation of the students' pre-test and post-test of the experimental group is 1340,02. Based on the result above, it can be seen that the mean deviation of the experimental group is 41,87. Table 6. Deviation and Square Deviation of the Control Group NO Name Standard Score Deviation Square Deviation Pre-Test Post-Test 1 AML 66,67 60,00 -6,67 44,4889 2 AH 40,00 60,00 20,00 400 3 ACI 46,67 66,67 20,00 400 4 AKL 46,67 73,33 26,66 710,7556 5 AJR 46,67 53,33 6,66 44,3556 6 AMPL 40,00 46,67 6,67 44,4889 7 AS 46,67 53,33 6,66 44,3556 8 BJM 26,67 66,67 40,00 1600 9 CS 46,67 66,67 20,00 400 10 CYCM 33,33 66,67 33,34 1111,5556 11 CFP 40,00 40,00 0,00 0 12 DDR 20,00 53,33 33,33 1110,8889 13 GPT 40,00 66,67 26,67 711,2889 14 GZP 33,33 60,00 26,67 711,2889 15 ISS 33,33 80,00 46,67 2178,0889 16 JFMM 20,00 66,67 46,67 2178,0889 17 MTT 66,67 40,00 -26,67 711,2889 18 MAS 40,00 73,33 33,33 1110,8889 19 GT 33,33 80,00 46,67 2178,0889 20 MNF 53,33 60,00 6,67 44,4889 21 MB 46,67 46,67 0,00 0 22 MC 40,00 66,67 26,67 711,2889 23 NP 46,67 53,33 6,66 44,3556 Ihwan, Nadrun, Anjar Kusuma Dewi, Rofiqoh Teaching Speaking by Using Project-Based Learning to the Eighth Grade Students 3272 24 QSNA 46,67 40,00 -6,67 44,4889 25 RSJ 40,00 46,67 6,67 44,4889 26 RMT 40,00 53,33 13,33 177,6889 27 RB 40,00 53,33 13,33 177,6889 28 SH 40,00 53,33 13,33 177,6889 29 SNIL 33,33 60,00 26,67 711,2889 30 TBDPK 40,00 46,67 6,67 44,4889 31 TSM 33,33 66,67 33,34 1111,5556 32 ZQAK 33,33 53,33 20,00 400 573,33 19379,4227 Based on the table above, the total deviation of the students' pre-test and post-test of the control group is 573. Based on the result, it can see that mean deviation on the control group is 17,91. The calculated shows that the variance of the experimental group is 4.998,85 and the variance of the control group is 9107,32. Discussion During the first meeting, the researcher observed and listened to the students' oral tests in the pre-test. The researcher found that the students' speaking skills were still relatively low. The data showed that most students received a "very poor" score. This was because they had pauses in their speech and used too many filler words. Additionally, the students were not confident in using English during the speaking class, and they were unable to speak accurately. Based on this problem, the researcher intends to introduce project-based learning method as a strategy to improve students' speaking skills. This project-based learning is expected to provide students with more opportunities to practice speaking directly through activities that are interesting and relevant to everyday life. Through project-based learning, students can acquire important skills, such as better speaking skills, as they are given the opportunity to communicate and collaborate in completing prepared projects that are relevant to real life. according to Mafruudloh and Fitriati (2020) PjBL aims to help students hone their problem- solving and critical thinking skills. This method encourages students to think creatively in doing or creating something. PjBL is applied in English for Management subject with the hope that students will become more creative through discussion, sharing ideas, and collaboration. This method not only helps them understand the subject matter more deeply, but also allows them to develop critical thinking skills, creativity and the ability to work in teams. In a way, the teacher gives a project that is suitable for the topic of the lesson, which is of course related to their daily lives. Students are divided into small groups. In this group, IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 3273 they discuss, plan, and divide tasks to complete the project where students are asked to make videos according to their creativity by following the lesson topic. Each group then presented their work in front of the class, providing an opportunity for students to practice public speaking and answer questions from their peers. The teacher and other students provide helpful feedback, to improve speaking skills and correct any shortcomings. Afterwards, students are invited to reflect on their experience, thinking about what they have learned, and how they can improve their speaking skills in the future. Thus, project-based learning is an effective method to improve students' speaking ability. The data shows that the majority of students who initially scored "very poor" on the pre-test in the experimental group, significantly improved to "very good" on the post-test in the same group. This proves that this method not only helps students in understanding the material better, but also in developing their communication skills overall. This finding is also supported by previous studies. based on the Simbolon at al. (2019) Project Based-Learning (PjBL) is proven to be able to improve students' speaking ability. Based on the data analysis, in the first cycle, students were categorized as less able and low in speaking English. However, in the second and third cycles, there was a significant improvement, and students were categorized in good average. This technique can be an effective method that can be used by teachers to improve students' speaking ability. As a result, this research concludes that project-based learning (PjBL) can improve speaking skills. The data showed that students who were initially less able to speak English improved significantly after following several cycles of PjBL. Therefore, the researcher chose PjBL as an effective method to develop students' speaking skills. This method not only improves speaking ability, but also makes the learning process more interesting and fun for students. Conclusion This research aims to prove that project-based learning (PjBL) can improve students' speaking ability. This research used a quasi-experimental design with two classes, the experimental class and the control class. Based on the research findings, it can be concluded that teaching using PjBL effectively improved the speaking skills of eighth grade students at SMP Negeri 1 Palu. It was proved by the value of t-table (6,665 >1.670). It means the hypothesis is project-based learning is effective as a learning method. 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