THE INFLUENCE OF PROJECT-BASED LEARNING IN MERDEKA CURRICULUM ON STUDENTS SPEAKING SKILL AT SMA NEGERI 2 BUAY BAHUGA

TRI, RATNA BINGI (2026) THE INFLUENCE OF PROJECT-BASED LEARNING IN MERDEKA CURRICULUM ON STUDENTS SPEAKING SKILL AT SMA NEGERI 2 BUAY BAHUGA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Project-Based Learning is grounded in constructivist learning theory, which emphasizes that students actively construct knowledge through meaningful experiences and real-world tasks. In the context of language learning, PjBL provides opportunities for students to practice speaking in authentic situations, thereby improving both their confidence and communicative competence. This study aims to investigate the influence of Project-Based Learning (PjBL) within the Merdeka Curriculum on students’ speaking skills, particularly in procedural texts. The research was conducted at SMA Negeri 2 Buay Bahuga, involving tenth-grade students. A quasi-experimental design was applied, with two classes selected as the experimental and control groups. The instrument used in this study was a speaking test in the form of procedural text presentations. Students’ performance was assessed based on pronunciation, vocabulary, grammar, fluency, and comprehension. To ensure scoring reliability, students was evaluated using the same rubric, and the final scores were calculated by averaging both scores. The data were analysed using normality, homogeneity, and hypothesis testing. The results showed a significant influence of experimental class increased from 60.56 to 80.56. The result of the Paired Samples t-Test showed that the significance value (Sig. 2-tailed) was less than 0.05 (< 0.001), indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. Furthermore, students in the experimental class achieved higher speaking scores compared to the control class. This finding supports the theory that meaningful and collaborative learning activities, as implemented in PjBL, can influence students’ speaking performance by promoting active participation, increasing motivation, and reducing anxiety in speaking. In conclusion, Project-Based Learning has a significant positive influence on students’ speaking skills, particularly in procedural text.

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