IMPLEMENTING PROJECT-BASED LEARNING (PjBL) TO ENHANCE SPEAKING SKILLS: TEACHERS’ PERSPECTIVE IN JUNIOR HIGH SCHOOL
DOI:
https://doi.org/10.51878/learning.v6i4.15330Keywords:
Project-Based Learning (PjBL); Keterampilan Berbicara; Perspektif Guru; Pembelajaran Bahasa InggrisAbstract
The problem discussed in this study arises from the poor oral performance of junior high school students in learning the English language. Students often lack self-confidence, possess narrow vocabularies, and encounter limited opportunities for meaningful communicative practice. Project-Based Learning (PjBL) is recognized as an effective approach to actively engage students in contextual language use. This study aims to investigate English teachers' perspectives regarding the implementation of PjBL to enhance students' speaking skills at the junior high school level. A qualitative descriptive research design was employed. The participants were two English teachers at SMPN 1 Garut who actively implemented PjBL in their speaking classes. Data were gathered through semi-structured in-depth interviews and documentation, then analyzed using thematic analysis. The findings reveal that teachers perceive PjBL as an effective strategy for developing students' confidence, fluency, and collaborative skills in oral communication. Nevertheless, teachers faced notable challenges, including instructional time constraints, student proficiency gaps, and complex project planning demands. In conclusion, PjBL implementation holds significant potential for fostering students' speaking competence when supported by thorough instructional design, scaffolded tasks, and adaptive classroom management.
ABSTRAK
Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berbicara (speaking) siswa sekolah menengah pertama dalam pembelajaran bahasa Inggris, yang ditandai dengan kurangnya kepercayaan diri, keterbatasan kosakata, serta minimnya kesempatan untuk praktik komunikasi bermakna di kelas. Project-Based Learning (PjBL) dipandang sebagai salah satu pendekatan yang mampu mendorong partisipasi aktif dan penggunaan bahasa secara kontekstual. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi perspektif guru terhadap pengimplementasian PjBL dalam meningkatkan keterampilan berbicara siswa di jenjang SMP. Penelitian ini menggunakan metode kualitatif dengan desain studi deskriptif. Subjek penelitian adalah dua orang guru bahasa Inggris SMPN 1 Garut yang menerapkan PjBL dalam pembelajaran speaking. Data dikumpulkan melalui wawancara mendalam terstruktur dan dokumentasi, kemudian dianalisis menggunakan teknik analisis tematik. Hasil penelitian menunjukkan bahwa guru memandang PjBL sebagai strategi yang efektif untuk meningkatkan keberanian, kelancaran, serta kolaborasi siswa dalam berbicara bahasa Inggris. Namun demikian, guru juga menghadapi beberapa tantangan, seperti keterbatasan waktu, perbedaan kemampuan siswa, dan kesiapan perencanaan proyek. Secara keseluruhan, dapat disimpulkan bahwa implementasi PjBL berpotensi meningkatkan keterampilan speaking siswa apabila didukung oleh perencanaan yang matang, scaffolding berjenjang, dan pengelolaan kelas yang efektif.
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