YUNIAR, Febina Salsa (2023) Teacher's Strategies on The Implementation of Project-Based Learning in Speaking Skills for 7th-Grade Students of SMPN 166 Jakarta. Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

The Merdeka Curriculum was proposed by the Ministry of Education, Culture, Research, and Technology as a solution to COVID-19 pandemic issues through the use of Project-Based Learning (PBL). The teacher used teaching strategies, particularly speaking strategies, to address learning loss and deletion in the English subject. This study aims to identify teacher strategies for implementing PBL in speaking skills and problems that arise during the learning process. This study is descriptive qualitative research, and the participants were English teacher and 7th-grade students of SMPN 166 Jakarta. Meanwhile, the data obtained were through observations, interviews, and document analysis. Based on the findings of the observations, the teacher utilized three strategies, including cooperative activities, which were the most commonly used with an index percentage of 42%, drilling with an index percentage of 33%, and creative tasks, which had the lowest index percentage of 25%. On the other hand, each strategy has its own problems during the learning process. Among others, cooperative activities maintain students mood, creative tasks require creativity due to task limitations, and drilling requires time due to text variations. It can be concluded that implementing PBL strategies in speaking significantly impacts students’ changes, as indicated by the final video project. In addition, the involvement of teacher’s strategies in the implementation of PBL in speaking skills enhanced both academically and socially for students. Academically, all three speaking strategies increased vocabulary, enhanced material understanding, and improved speaking skills. Socially, with PBL it trained attitudes of teamwork, responsibility, and public speaking.

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