Rationale
Effective English speaking has become an urgent requirement for students of the
In the 21st century, English has emerged as the world's most widely spoken language, significantly influencing various aspects of life, including education, politics, culture, and business Its pervasive presence underscores the language's vital role in shaping people's lives globally Today, it is rare to find a country where English is not a common part of education, with many nations making it a compulsory subject in schools and implementing standardized tests to assess students' proficiency This trend highlights the growing importance of English in our daily lives.
In Vietnam, English is a mandatory subject across all educational levels, with students beginning their studies at a young age and further developing their skills in university Since the implementation of the 2020 project, there has been significant investment in English language teaching, highlighting its importance in the curriculum By 2025, it is anticipated that Vietnamese students will achieve the Common European Framework (CEF) level upon graduation, underscoring the critical role of English in their education As a result, English is widely taught in Vietnam, and many students are proficient in using the language.
Speaking is a vital language skill for second-year English majors at Ha Noi Pedagogical University 2, essential for teaching and learning English as a second language As defined by Cameron (2001), speaking involves actively using language to convey meaningful messages that others can understand For university students, this skill enables them to articulate their ideas and engage in discussions, preparing them to become effective English teachers and communicators Furthermore, proficiency in spoken English serves as a gateway to exploring diverse cultures and enhances career opportunities It also fosters awareness of global changes, equipping students to engage with the world around them Ultimately, speaking is crucial for understanding context and facilitating communication, contributing significantly to the global spread and dominance of the English language.
In the context of teaching speaking skills in schools, teachers bear a significant responsibility, necessitating their commitment to developing effective strategies and practical activities that encourage student participation At Ha Noi Pedagogical University 2, this challenge is amplified due to the diverse backgrounds and varying motivations of English major students, who lack sufficient opportunities for interaction with native speakers Consequently, many students find it difficult to improve their speaking fluency and pronunciation, as they must travel to the capital to engage with foreigners, which is often impractical Additionally, students frequently struggle with self-confidence, fearing their English proficiency is inadequate, which leads to shyness and reluctance to practice speaking Vocabulary limitations further inhibit their ability to express themselves, while a lack of engagement in the classroom results in passive learning, hindering their overall progress.
Teachers face challenges in encouraging students to learn English effectively, making it essential to adopt teaching methods that maintain students' interest in speaking When students recognize the significance of speaking skills in their lives, they are more likely to invest effort in their learning Understanding students' goals and interests is crucial for teachers to select appropriate teaching methods Project-Based Learning (PBL) is an effective instructional approach that enables students to engage in planning, designing, and executing projects, resulting in tangible outcomes like magazines or presentations This method fosters open communication and skill enhancement as students collaborate on tasks, increasing their responsibility and encouraging innovative problem-solving By participating in diverse activities and meaningful communication, students utilize language both in and out of the classroom, enhancing their learning experience PBL offers various tasks, such as designing journals, rehearsing dramas, and editing writings, allowing students to immerse themselves in language learning through active participation The collaborative nature of PBL motivates students to excel and develop their language skills.
At Ha Noi Pedagogical University 2, Project-Based Learning (PBL) is an effective method for teaching English speaking skills, as it promotes active learning and self-study among students Through collaborative group work, students engage in various learning activities, enhancing their speaking abilities while sharing responsibilities and cooperating with peers This approach fosters confidence, flexibility, and accountability, as students navigate tasks that require them to defend their ideas and access diverse resources for their projects The researcher aims to implement PBL to achieve positive outcomes in students' speaking skills, addressing the need for engaging teaching methods that motivate second-year English students to improve their language proficiency.
The aims of the study
This study investigates the effectiveness of Project-Based Learning (PBL) on students' speaking skills and their attitudes towards this innovative teaching method The researcher anticipates that the data collected will demonstrate a positive impact of PBL on both speaking proficiency and students' perceptions of the learning approach The findings aim to contribute to the broader research on Project-Based Learning, providing valuable insights for educators looking to enhance students' oral language abilities and overall skills through this technique.
The scope of the study
The project focuses on implementing Project-Based Learning to enhance English speaking skills among second-year university students in Vietnam, specifically in class 41B Education The motivation for this research stems from the recognition that speaking is a crucial skill in foreign language acquisition, significantly impacting students' lives However, students face substantial challenges in mastering this skill due to its complexity and the various language components it entails, including grammar, vocabulary, pronunciation, and fluency, which are often not effectively addressed in traditional learning models Additionally, the emphasis on speaking skills from educational authorities, particularly the 2020 initiative mandating graduates achieve a C1 proficiency level, complicates the alignment of research goals with the school curriculum requirements, making it difficult for students to meet these standards simultaneously.
Students come from diverse backgrounds and have varying learning objectives, yet they all participate in the same educational program It is the teacher's duty to ensure that every student can engage with the projects and meet the semester's goals Project work poses a challenge for educators in helping students recognize the significance of speaking skills This not only aids in improving their speaking abilities and understanding of specific subjects but also boosts their confidence, motivation, and encourages them to take ownership of their learning journey.
The researcher aims to evaluate the effectiveness of Project-Based Learning in improving students' speaking skills, while also identifying the challenges and obstacles faced by students during the learning process This insight will help inform better preparation and implementation of this teaching method in the future.
Research objectives
This research aims to evaluate the effectiveness of Project-Based Learning (PBL) in enhancing the speaking skills of second-year students The study will focus on two key objectives: first, to determine whether PBL positively influences students' speaking abilities, and second, to assess students' attitudes towards this teaching method By eliminating irrelevant factors, the research seeks to establish if PBL can significantly improve students' oral communication To achieve these objectives, the study will utilize an experimental design, along with surveys and interviews, to gather both quantitative and qualitative data that will address the research questions.
Research questions
The objectives of the thesis can be elaborated into the following research questions
1 What are effects of Project- Based Learning on students‟ speaking skill?
2 What are students‟ attitudes towards the implementation of Project- Based
Research significance
This research aims to demonstrate the positive impact of the Project-Based Learning (PBL) approach on enhancing students' speaking skills Through engaging projects, students can enjoy diverse and interesting stages of their work, guided by the researcher They gain access to authentic materials, allowing them to explore various fields of knowledge Collaborative work with peers fosters stronger relationships and helps develop essential skills such as collaboration, problem-solving, and communication Ultimately, the variety of tasks involved in completing their projects enables students to improve both their speaking skills and overall language proficiency.
Project-Based Learning (PBL) not only benefits students but also provides valuable learning opportunities for teachers By implementing innovative teaching techniques in speaking classes, educators can enhance their organizational skills and engage students more effectively Through the careful preparation of materials and guidance, teachers can select practical and beneficial activities that not only captivate students' interest but also improve their understanding, knowledge, and speaking abilities.
Through the learning process, the researcher observes the class and identifies the challenges students face, allowing for targeted improvements This observation enhances the researcher's ability to adapt classroom organization and actively engage students in speaking activities.
This article provides a clear understanding of how to implement Project-Based Learning (PBL) for second-year English language students at the university level, highlighting both the complexities and advantages of this approach in real learning environments It aims to enhance awareness of the speaking needs and characteristics of these students, ultimately contributing valuable data for further research The findings are expected to improve the quality of English language teaching and learning processes at universities in Vietnam.
Research method
This research aimed to evaluate the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills To achieve this, a combination of t-tests, surveys, and interviews was employed Initially, data was collected by administering two tests to two groups: a control group using traditional teaching methods and an experimental group experiencing PBL The t-test results were analyzed using SPSS 22 Following the tests, surveys and interviews were conducted to capture students' personal insights on the implementation of Project-Based Learning in the classroom.
LITERATURE REVIEW
Theoretical Review
This research explores the significance of speaking in the classroom, highlights the key features of Project-Based Learning (PBL), and reviews prior studies on PBL within educational contexts.
Thus, it is important to understand the basic theory of speaking and speaking – related theories
According to the Oxford Dictionary, speaking is defined as the act of conveying information or expressing feelings through speech, involving a speaker and a message Linguists often describe speaking as the ability to use language for oral communication, which enables speakers to effectively share their ideas with others This process allows students to express their thoughts and receive feedback, ensuring successful communication and fulfilling its intended purpose.
Effective speaking skills enable students to articulate their feelings, thoughts, and attitudes, as well as engage in storytelling, interviewing, and conversations across various contexts Mastering speaking involves comprehending texts and providing relevant feedback, making it an essential skill for meaningful interaction with others.
Speaking is a crucial component in enhancing students' overall language abilities, serving as a productive skill that fosters the development of reading and writing in a foreign language According to Linse (2005), mastering speaking is essential for young English language learners, as it lays the foundation for their subsequent reading and writing skills in English.
Speaking is a fundamental skill in foreign language learning, essential for effective communication and message delivery while adhering to linguistic rules It is a productive skill that evolves from foundational skills like reading and listening According to Nunan (1991), speaking is the most crucial aspect of learning a second language, as proficiency is often measured by the ability to engage in conversation in the target language In today's global context, the ability to communicate effectively in a foreign language is a core principle of language education worldwide.
Speaking is often regarded as the most crucial of the four language skills—reading, listening, writing, and speaking—drawing significant focus from both educators and learners According to Ur (1996), individuals proficient in a language are typically recognized as speakers of that language.
The primary goal of teaching English is to enable learners to communicate effectively in the language Teachers play a crucial role in providing suitable oral English materials that help students express themselves and utilize language components effectively in various conversational contexts Additionally, it is essential for teachers to design engaging classroom activities that encourage active participation and enhance the learning experience for students.
Providing authentic materials and engaging learning activities allows students to interact with peers and practice their language skills effectively When students are motivated to learn English, they explore the language more deeply, fostering self-study and learning autonomy For instance, in a supportive classroom environment, students feel encouraged to communicate in simple English, which leads to greater openness and focus on relevant themes This increased engagement prompts them to invest more time in researching and understanding the language Additionally, when discussions are meaningful and students are invited to share their ideas, they learn to use language accurately to express their thoughts and enhance comprehension among their peers.
When students recognize the importance of speaking and the need to learn, they instinctively seek effective methods to enhance their language skills Regular practice in speaking English significantly boosts their vocabulary, grammar, and overall language structure As noted by Harmer (2001), engaging in speaking activities enables students to become proficient language speakers, allowing them to process language internally and express it coherently and meaningfully, ensuring their communication is both clear and impactful.
At Ha Noi Pedagogical University 2, the development of speaking skills is essential for students, as it not only equips them to perform speaking tasks and engage in interactive activities but also prepares them for future teaching roles Recognizing the significance of speaking English, students are encouraged to practice under the guidance of their instructors Adam (2013) emphasizes that oral language serves as a vital communication tool in daily life and is a valuable means of learning, highlighting the crucial role of oral activities in effective communication.
2.1.2 The speaking activities in classroom
Effective speaking activities are essential for enhancing students' oral skills in foreign language learning, requiring significant preparation from teachers These activities often follow traditional learning styles, where students engage with textbook instructions and collaborate on speaking tasks, allowing teachers to provide feedback on pronunciation and grammar It is crucial for teachers to understand the principles of teaching speaking, including the distinctions between second language and target language contexts, to address challenges specific to the target language environment Introducing differences in language use and cultural aspects helps students avoid common mistakes Speaking activities should focus on developing both accuracy, which measures how closely students' speech aligns with native usage, and fluency, defined by the natural and confident use of language with appropriate pauses Additionally, teachers should create opportunities for student interaction through group work, pair work, and limiting their own speaking time to ensure students have ample practice.
Speaking is essential in language teaching as it enables students to communicate effectively and produce language independently Engaging in group and pair work allows students to assume various roles in discussions, fostering their speaking skills When teachers take a step back during these activities, students are more likely to enjoy and embrace diverse speaking opportunities.
To enhance student learning, speaking tasks must be practical, meaningful, and relevant When students recognize the application and usefulness of their learning, they engage more deeply Teachers play a crucial role in designing activities that provide guidance and practice in both transactional and interactional speaking This involves integrating interactional speech, which fosters social relationships, with transactional speech, aimed at accomplishing specific tasks By preparing students for both types of communication in the target language, teachers facilitate mastery and fluency, ultimately improving language proficiency in various contexts.
Brown ( 2004) has proposed a six different categories of classroom speaking performances
Figure 1 The category of speaking performances
Once students become familiar with a language through repetition, they begin to produce it independently They engage in simple interactions by responding to the teacher's questions and communicating with classmates Common activities at this stage include question-and-answer sessions and giving instructions or directions (Brown, 2000:273).
In this phase, students repeat the information they listen from a tape Usually, they repeat very simple phrases, vowels, consonants or short sentences ( Brown, 2000:273)
After repeating and get familiar with the language, students practice some speaking performances which focuses on grammatical and phonological aspects of language
Speaking activities in language classroom can be diverse and presented in many different formats O‟Malley and Pierce ( 1996) says that authentic activities such as
This technique aims to give students the chance to engage in brief conversations, allowing them to express ideas, share information, and exchange opinions with peers By participating in short interviews and dialogues with classmates, students can enhance their communication skills (Brown, 2000: 273).
RESEARCH METHODOLOGY
Research method
This research focuses on utilizing Project-Based Learning (PBL) to enhance students' speaking skills and assess their attitudes towards this innovative teaching method in spoken English To achieve the study's objectives, a t-test was employed, alongside surveys and interviews, to evaluate the effectiveness of PBL in improving students' speaking abilities and their perceptions of this teaching approach Quantitative data was collected through closed-ended survey items and results from pre-tests and post-tests The data was analyzed using SPSS software 22.0, enabling the researcher to statistically assess the impact of Project-Based Learning on students' speaking skills in the classroom.
The researcher conducted a study involving two groups: an Experimental Group (EG) and a Control Group (CG) According to Nunan (2006), the experimental group design includes random assignment, an experimental group, a control group, and both pre-tests and post-tests for each group In this design, the treatment is administered solely to the Experimental Group (EG), while both groups undergo pre-tests and post-tests.
X: represents an exposure of a group to an experimental viable or event, the effects of which are being measured
O: represents an observation or measurement recorded on an instrument ( pre- test and post- test)
3.1.1 The nature of the data
Research relies on data analysis to address problems and answer research questions As Nunan (2006:8) states, data serves as empirical evidence gathered through experimental procedures It can be categorized into qualitative and quantitative data Qualitative data encompasses descriptive statements derived from observations, interviews, or evaluations, often presented through in-depth interviews, direct observations, and written documents, expressed in words, images, and objects Conversely, quantitative data is primarily represented through numerical values In this study, the researcher integrated both qualitative and quantitative data to analyze the experiment and its results based on underlying concepts or themes.
Quantitative data was utilized to evaluate test results addressing the first research question, while qualitative data from interviews provided insights for the second question A t-test was conducted to examine the relationship between students' speaking skills and Project-Based Learning.
The research, conducted over three months at Ha Noi Pedagogical University 2 during the first semester of the 2016-2017 academic year, involved a sample of 60 K41 B English Education students with diverse backgrounds and learning goals Despite their varied experiences, the students' proficiency levels were similar, ensuring that the Project-Based Learning method was applied uniformly across groups Throughout the study, the researcher meticulously documented observations on how students engaged in speaking activities using this innovative teaching approach.
The research involved second-year English Education students (K41.B), divided into two groups: an experimental group and a control group The experimental group, consisting of 30 students, participated in Project-Based Learning from periods 5 to 7, engaging in diverse projects such as journals, game shows, and drama In contrast, the control group, also with 30 students, followed a traditional teaching approach during periods 8 to 10, focusing on textbook learning and task-based problems The researcher collaborated with other educators to discuss topics, competence standards, and skills developed among students throughout the project.
The researcher conducted a study in three stages, beginning with the collection of quantitative data through a t-test On August 22, 2016, both the experimental and control groups underwent a pre-test, which lasted 120 minutes and was administered in an oral format The test materials were sourced from selected speaking topics distributed exclusively within the faculty It comprised two parts: the first focused on self-greeting, while the second required students to express and support their opinions on a given question Scoring was performed by the researcher in collaboration with a foreign teacher, evaluating students on pronunciation, idea expression, and fluency, with the same test materials utilized for both groups.
On November 12, 2016, the researcher administered a post-test to the experimental group following the implementation of Project-Based Learning An analytic rubric, adapted from Brown, was used to evaluate the speaking performance of students in both the pre-test and post-test The researcher observed the students' performances during both assessments and collaborated with other teachers to finalize the scores After analyzing the results from both tests, the researcher compared the students' speaking performance before and after the Project-Based Learning intervention.
The second stage of the research involved data collection through a survey designed to obtain objective results The survey consisted of two sections: Part 1 featured 10 closed-ended questions utilizing a Likert scale, allowing students to express their agreement or disagreement regarding aspects of Project-Based Learning The questions were crafted to be clear and easily understandable, ensuring students could respond effectively, with support available if needed Part 2 included 5 open-ended questions, inviting students to share their personal opinions about Project-Based Learning The primary aim of the survey was to assess the strengths and benefits of Project-Based Learning in the classroom, as well as gather students' perspectives on this educational approach The survey was administered to the experimental group on November 19, 2016.
The third stage of the research involved conducting interviews to gather additional data supporting the findings from the questionnaire and to validate the qualitative aspects of the study The interviews took place on Friday, November 26, 2016, with three students from the experimental group selected based on their scores: one with the highest score, one with the lowest, and one chosen randomly The interview questions were derived from the survey results, and the researcher guided the students in answering them Comprising five questions, the interview aimed to provide deeper insights from the students and reinforce the survey findings.
The following table shows the procedures of the research from conducting the pre-test to conducting the interview
Day and date Experimental group Control group
Teacher explanation about the curriculum, Project based learning and guidance for the project
Teacher‟s explanation about the syllabus and subject
Group selection report, group selection for presentation Group 1: game show Group 2: game show Group 3: journal Group 4: journal Group 5: game show Group 6: drama Group 7: journal
Unit 1: family Task 1: students worked in group of 3-4 people and talked about family events
Then they would interview other members about their family
Group‟s discussion about the content, structures, design of the project to the class
Unit 2: students worked in group and talked about a film which had taught them about person and events in history
5 11 th , Group‟s presentation about Unit 3: Teacher asked students
2016 their one –week work Group 1: game show: don‟t let money fall
Group 2: game show: Ring the Bell
Group 3: Journal: Tourism and culture
Group 4: Journal : History Group 5: game show: Who wants to be a millionaire Group 6: Drama: Tourism and travel
Group 7: journal: The world to do task 1 and 2 in the textbook
Task 1 required students to work in group of 3-4 and talked about teenager‟s problems nowadays
Task 2: students would make a situation which happened in restaurant and invented a conversation between customer and waiter
Group 1,2,3 presented their draft and ideas for their final work Each member presented their responsibility and the work they have achieved
Each member had 5 minutes to present their parts
Unit 4: students discussed with other member about qualities to make a good leader ( task 1) Task 2: students worked in pair and discussed past habits that they still remember
Group 4,5,6,7 presented their ideas for their final presentation and draft work to the class Each member had 5 minutes to present their parts
Other groups listened and gave advice to the presenter groups if they had some ideas
Unit 5: Solutions Under teacher‟s instruction students did two tasks
Task 1: students worked in pair and shared their favourite means of transport
Task 2: students would work in a group and give solutions for to contribute each problem in task 2
On October 2nd, Groups 1, 2, and 5 presented their design concepts, rules, and game preparations Each member had five minutes to showcase their findings to the class, while other groups provided feedback and suggestions to enhance the presentations.
Unit 6: Emotions Task 1: students discussed different situation and showed their emotion/ feeling in that case
Task 2: students worked in a group of 4-5 members and discussed how to solve a problem given in the textbook
On October 9th, Groups 3 and 4 presented their design for the introduction and additional sections, including advertisements, a funny corner, and quizzes Meanwhile, Group 6 showcased their project development process, detailing their drama content and characters Other groups had the opportunity to comment on and evaluate the presentations made by their peers.
Unit 7: Success Task 1: work in group and gave their own definitions of success and gave some examples of successful people and explained why
Task 2: students read a piece of article about some people then discussed the qualifications for each job
10 16 th , October Group 1,2,3 ,4,5,6,7 submit their work to the teacher and edit their work
11 23 rd , October Groups prepared to complete their final versions and rehearse in advance in front of class and have feedback from other groups and teacher
Students would work in a group of 4-5 people and draw a picture of their ideal community, then they came to the board and present to the class
On October 30th, Groups 1, 2, and 3 will showcase their final products, which consist of both their group projects and presentations Evaluation scores will be gathered from two sources: the group product and the presentation itself Additionally, students from other groups will have the opportunity to ask questions and provide feedback to the presenting group.
Unit 9: history Task 1: students would work in a group of 4-5 people and listed all the important events in history that they knew then present to class
Task 2: work in group of 4 people, choose an important event given in the textbook page( 108) and discussed why they thought it was the most important
Groups 4, 5, 6, and 7 showcased their final products, which consisted of their group projects and presentations The evaluation scores will be derived from two components: the quality of the group product and the effectiveness of the presentation Additionally, students from other groups will have the chance to ask questions and provide feedback to the presenting groups.
Unit 10 World Work in group and discuss our world now
-Suggest solutions that we can help to protect our world then present to class
The researcher introduced the learning process to students from two classes by administering a pre-test and analyzing the results Based on this data, she selected one class to implement Project-Based Learning, while the other class continued with traditional textbook methods and task instructions Ultimately, Class A embraced Project-Based Learning, enhancing their educational experience.
FINDINGS
Findings
The t- test was carried before the academic term and after the implementation of
Project- Based Learning Here are the results
Table 4.1 Mean and Standard Deviation of Control and Experimental group in the pre- test
Table 4.2 The result of variables between Experimental group and control group in pre- test
Std Error Mean t df Sig ( 2- tailed)
Paired Samples Statistics Mean N Std Deviation Std Error Mean Pair 1 Experimental group 9.23 30 2.176 397
Table 4.1 reveals that the mean pre-test scores for the experimental and control groups were 9.23 and 9.27, respectively, indicating that the control group had a slightly higher average score Additionally, the standard deviation for the experimental group was 2.176, while the control group had a standard deviation of 1.929, suggesting a minor distribution of scores among students in both groups.
Table 4.2 reveals that the mean difference between the experimental and control groups in the pre-test was 0.033, with a standard deviation of 2.236 The p-value (Sig) recorded was 0.935, indicating that since the Sig is greater than 0.05 (p > 0.05), equal variances can be assumed between the two groups This suggests that there is no significant difference in the variables of the two groups, thereby confirming the statistical findings of the study.
Table 4.3 Scale Criteria and Tests’ Scores of Experimental Group
Table 4.4 Scale Criteria and Test’s Scores of Control Group
Tables 4.3 and 4.4 illustrate significant improvements in the scores of both the experimental and control groups, with a notable decrease in "poor" ratings across all speaking aspects: comprehension, pronunciation, vocabulary, grammar, and fluency The experimental group demonstrated remarkable progress in grammar, with scores dropping from 14 in the pre-test to just 4 in the post-test Additionally, there were substantial improvements in pronunciation and fluency, with scores changing from 7 to 2 for fluency and from 9 to 3 for pronunciation In contrast, the control group did not exhibit similar advancements; while some students improved in comprehension, pronunciation, and vocabulary, grammar scores worsened from 9 to 11, and fluency remained stagnant with 5 students receiving poor scores in both the pre-test and post-test.
The researcher employed the independent t-test to analyze the pre-test and post-test data, allowing for the assessment of differences in mean scores that descriptive statistics alone could not reveal This statistical method was essential for comparing the means of two experimental groups to determine significant differences Additionally, the one-sample Kolmogorov-Smirnov test was utilized to verify whether the sample originated from a specific distribution, ensuring that the data followed a normal distribution A result of P>0.05 indicates normality in the data, with the findings of the normality test detailed in Table 4.5.
Table 4.5 One sample Kolmogorov- Smirnov test
Data Experiment Statistic df Sig
The results indicate that both the experimental group and the control group have significance values (Sig) higher than 0.05, with the experimental group showing a Sig of 0.197 and the control group at 0.162 This suggests that the test distribution for both groups is normal.
In this study, an independent sample t-test was performed to validate the research hypothesis The findings from the group statistics and the statistical analysis of the independent sample t-test are detailed in the tables below.
Table 4.6 The result of independence t- test sample
95% Confidence Interval of the Difference
Lower Upper Data pre- test post test
Table 4.7 The group statistics of experimental group
The analysis of the experimental group's pre-test and post-test scores reveals a significant improvement following the implementation of Project-Based Learning The mean score increased from 9.23 in the pre-test to 11.03 in the post-test, indicating enhanced average performance Additionally, the standard deviation decreased from 2.177 to 2.109, suggesting a more consistent distribution of scores in the post-test The t-test results, with a t-value of 7.449 and 29 degrees of freedom, confirm the significance of this difference, as the t-test result exceeds the t-table value (7.449 > 1.669) and the significance level is below 0.05 (p = 0.018 < 0.05) Thus, it can be concluded that the Project-Based Learning approach led to a statistically significant improvement in the students' test scores.
Table 4.8 Group statistics of control and experimental group in the post- test
Deviation Std Error Mean Pair 1 Experimental 11.03 30 2.11 385
Table 4.9 The result of post- test between experimental group and control group
95% Confidence Interval of the Difference
Table 4.9 reveals that the experimental group achieved a mean post-test score of 11.03, compared to 9.8 for the control group, indicating a higher average performance in the experimental group The standard deviations were 2.11 for the experimental group and 2.50 for the control group, suggesting that the experimental group's results were more stable and consistent Table 4.10 presents the results of the Independent Sample t-test, showing a mean difference of 1.233 and a standard deviation of 2.849 between the two groups The significance level (Sig) was 0.025, which is less than 0.05 (p < 0.05), indicating a statistically significant difference in post-test scores This confirms that the experimental group outperformed the control group, validating the effectiveness of the intervention.
The t-test results indicate a significant difference in speaking skill achievement between the experimental group, which utilized Project-Based Learning, and the control group, which did not Students in the experimental group demonstrated improved post-test scores compared to their pre-test scores, as well as higher scores than those in the control group This clearly shows that Project-Based Learning effectively enhances students' speaking skills, as evidenced by improvements in comprehension, pronunciation, grammar, vocabulary, and fluency.
4.1.2 The survey a) Aspects of Projetc- Based Learning verified
A survey was conducted exclusively for the experimental group that participated in Project-Based Learning, following the scores from two tests administered at the end of the term This method was designed to gather additional insights into the effectiveness of Project-Based Learning in the speaking class All survey questions were specifically crafted to assess this educational approach.
The researcher developed a survey consisting of 10 closed-ended items to evaluate the implementation of Project-Based Learning (PBL) in the classroom These statements focused on key aspects such as self-study, communication skills, collaboration among group members, vocabulary achievement, speaking ability, and the development of student confidence This framework provided clear evidence of the benefits of PBL in enhancing students' speaking skills The survey utilized a 5-point Likert scale, ranging from 1 to 5, where each value indicated varying levels of agreement: Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), and Strongly Disagree (1) The Likert scale is widely used in research to gauge respondents' opinions or attitudes, allowing for comprehensive analysis of their agreement or disagreement with various statements The interpretation of scores and their corresponding values were clearly outlined in the study.
1 Very high 4.1-5.0 The rate very high means most respondents strongly agree with the statement
2 High 3.5-4.0 The rate high means most respondents agree with the statement
3 Fair 3.0-3.4 The rate fair means most respondents are not sure wiwth the statement
4 Low 2.0-2.9 The rate low means most respondents disagree with the statement
5 Poor 0.0-1.9 The rate poor means most respondents strongly disagree with the statement
Table 4.11 presents the interpretation of survey results analyzed using the Likert Scale (Singh, 2006) A very high score indicates that most students strongly agree with the survey statements, while a high score reflects general agreement Fair scores suggest uncertainty among respondents, whereas low and very low scores demonstrate disagreement and strong disagreement, respectively Consequently, higher scores signify more positive perceptions of the statements, confirming the effectiveness of Project-Based Learning.
Table 4.11 The Interpretation of the survey result
Concepts Questions Score Mean Criteria
Project - Based Learning allowed students to speak English with appropriate vocabulary based on the topic
Project- Based Learning wllowed students to speak
Project- Based learning activities allowed students opportunities to work autonomously and involve interaction and communication
4 Activities Project - Based Learning provided students with a variety of different topics which are practical and useful to boost their knowledge
5 Students improved their grammar structures and speaking fluency through a range of tasks that they took while taking project
The situations students encountered during the project implementation help them to develop critical thinking and defense ability
Project - Based Learning motivate students‟ attendance, growth in self- reliance and positive thinking in learning English
Project- Based Learning helped students develop complex
130 4.33 High skills such as problem solving, collaborating and flexibility
9 Language skill Project- Based Learning enhanced students‟ language skills ( reading, writing, listening)
10 Effectiveness of project based learning
Students who took part in project take greater responsibility for their own learning than during more traditional classroom activities
The table results clearly indicate the highest and lowest scores, demonstrating that most students recognize the benefits of Project-Based Learning in their speaking classes This reflects their positive experiences with this teaching method.
The research findings were reinforced by follow-up questions that encouraged students to share their ideas, aiming to delve deeper into the effectiveness of Project Based Learning (PBL) in speaking classes The researcher sought to gather direct student opinions on this teaching method to draw accurate conclusions about its effectiveness and identify areas for improvement in future implementations To achieve optimal results, it is essential for both the researcher and teacher to ensure that PBL is applied effectively and thoroughly prepared in the classroom.
Table 4.12 The result of students’ responses to opened- ended questions
1 What are some difficulties of
22 students said they spent quite a lots of time on the project Interestingly, 8 students felt that they had less learning to speak
Classroom learning offers a valuable opportunity for students to engage in speaking activities; however, some students have expressed challenges such as uncooperative group members, concerns about the relevance of these activities to final assessments, and the complexity of the topics discussed.
2 What kinds of students are best suited to this method of learning?