82 The statistical findings declaim that the use of Project-Based Learning enhances
the students‘ motivation in learning the speaking skill. It could be seen from the better achievement at the post-test which is
compared to the result of pre-test. Based on the mean in pre-test of 32 students of the experimental group is 9.06 and mean in post-test is 10.8. While the mean in
pre-test of 32 students of the control group is 9.69 and mean in post-test is 9.8. The t-test results label equal variances which is assumed gives the t-value t =
2.530 and the degree of freedom df = 62. The 2-tailed significance P value of 0.014 which means that p is off the scale t table is at 1.669 at P= 0.05. It
indicates that the difference is significant because the t- test result is higher than the t table 2.5301.669.
c. The Result of Questionnaire
The result of the questionnaire displayed in table 4.9 shows that the ―high‖ category goes to all item. The score was gained through the number of the
respondents answering the item of agreement in the questionnaire see Appendix 8. All item in the questionnaire possess the ―high‖ category. High category
covers 3.76 – 4.50. The rate high means most respondents agree with the
statement. So, it can be seen that the students got the benefits from the implementation of PBL in learning the speaking skill.
―High‖ category given by the students show that Project – Based Learning is really helpful for the students. They agreed the items in the questionnaire which
clarify whether or not Project – Based Learning can improve their speaking skill
and their motivation in learning the speaking skill. The result of the questionnaire PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83 will be supported by the result of interview. The result of the interview see
appendix 9 shows many of the students‘ positive statement toward the implementation of PBL in their class.
d. Theoretical Consequences
This study aimed to investigate the effectiveness of Project-Based Learning strategy on developing eight graders achievement level in speaking English.
Furthermore, it measured the effect of the Project-Based Learning strategy on the students attitudes towards the implementation of Project-Based Learning in
enhancing the students‘ motivation in learning the speaking skill. To answer the research questions, the researcher adopted the experimental approach. The thesis
completed by Nassir 2014 entitled ―The Effectiveness of Project-based Learning Strategy on Ninth Graders Achievement Level and their Attitude towards English
in Governmental Schools -North Governorate ‖ is one of the related study that
studied by the researcher in conducting this research. Nassir‘s thesis applied experimental approach to prove that PBL is effective to develop the students‘
achievement in English. For the experiment, Nassir randomly chose two classes of ninth graders.
There were pre post achievement test, an attitude scale with pre post applications to determine the students attitudes towards English Language and to
investigate students opinions of the Project-Based Learning strategy as a new strategy in learning English skills and sub skills, and a speaking evaluation card
with pre post applications. The gathered data were statistically analyzed by using the Statistical Package for Social Science SPSS. He used the t-test
84 independent sample and the effect size technique to measure the effect size of
project –based learning strategy on the experimental group in each scope of the
test, the attitude scale and the speaking evaluation card. The results of the study revealed that there were statistically significant differences in the mean scores of
the pre-post test, speaking evaluation card and the attitude scale in the post application in favor of the experimental group.
The researcher here has the similar study, but it is more specific than Nassir‘s research since it observed the effectiveness of the implementation of
PBL to improve the eighth grade students‘ speaking skill and the effectiveness of
PBL to enhance the eighth grade students‘ ―Motivation‖ in learning the speaking
skill. The effectiveness of PBL to improve the students‘ speaking skill could be seen after the students had had the PBL‘s speaking activities, such as
presentation of the selected narrative text, drama, and presentation of the Wall Magazine product. According to Thomas 2000 ; Klein et al. 2009, PBL
approach organizes learning around projects which are realized in the form of complex tasks. While making the project, students can develop their problem-
solving, decision-making, and investigation skills. They also have the opportunity to work autonomously over a given period of time to create realistic
products in a variety of presentation form. The end products of PBL in this study had been presented by the students. While they were presenting their product,
they tried to speak English more. It is better for the students than the regular activities when they read the texts do the tasks from workbook.
