The Effect of Project Based Learning Implementation on Students’ Participation and Achievement in English Speaking Course

This study investigated the effects of using PBL on students’ participation and achievement in English speaking course. To do so, three research questions were addressed, including: (1)How did the implementation of PBL improve students’ achievement in speaking English? (2)How did using PBL improve students’ participation to engage in learning process of English speaking subject? (3) How did the students’ perceive the use of PBL in learning English Speaking subject? To answer the research questions, this study used mixed methods. Quantitative data were analyzed by using SPSS, whereas qualitative data were by descriptive analyses. The results showed that using PBL significantly increased the students’ achievement, although few did not. This should be understood from the increase of their achievement scores analyzed through Wilcoxon test, the significant value from pre-test and post-test is 0.000. This value was lower than 0.05 and indicated that using PBL improved students’ achievement significantly. The value showed a significant when the value was lower than 0.05. It based on Dahlan (2012). Another finding was that using PBL encouraged students to participate actively in learning process for example, discussing in group, asking question, sharing ideas, etc. In conclusion, the findings mirror previous studies on the use of PBL in EFL classroom, such as Kamisah’s (2013) and Marwan’s (2015).