ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine the impact of Project-Based Learning (PjBL) assisted by Google Sites on the writing skills of 11th-grade students at SMK Negeri 4 Tarakan. This study employed a quantitative approach with a quasi- experimental design involving 62 students from 11th-grade DKV 2 and 11th- grade DKV 3 classes. The 11th-grade DKV 2 class was designated as the experimental group, while the 11th-grade DKV 3 class served as the control group. Data were collected through pre-tests and post-tests focused on students' writing skills. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and a paired-samples t-test. The results showed that the average score of the experimental group increased from 73.39 on the pre-test to 78.23 on the post-test, representing an increase of 4.84 points. The results of the paired-samples t-test showed a statistically significant difference between the pre- test and post-test scores in the experimental group ( t = - 3.606 ; df = 30 p = 0.001 ) In contrast, the mean score of the control group increased from 75.81 to 77.26, but the difference was not statistically significant ( t = - 0.85 ; df = 30 p = 0.402 ) These findings indicate that the implementation of Project-Based Learning (PjBL) assisted by Google Sites has a positive and significant effect on the writing skills of 11th-grade DKV 2 students. Thus, the implementation of PjBL assisted by Google Sites can improve the writing skills of 11th-grade DKV 2 students.
ThesisOpen AccessMetadata saja
2026•
THE IMPLEMENTATION OF PROJECT-BASED LEARNING ON STUDENTS’ ENGLISH SPEAKING SKILL AT ELEVENTH GRADE OF SMA NEGERI 2 TARAKAN Abstract This study investigates how Project-Based Learning is used at SMA Negeri 2 Tarakan to teach English speaking skills to eleventh-grade students. Thirty-six students from Class 11A and one English instructor participated in a qualitative descriptive study The researcher used semi-structured interviews, classroom observations, and document analysis to gather data. Miles and Huberman's interactive model, which includes data reduction, data display, and conclusion drawing, was used to examine the data. The results show that the researcher carried out the project-based learning in line with its primary phases, which include starting with key questions, creating a project plan, executing and overseeing project activities, presenting project outcomes, and assessing the learning process. This method provided a student-centered learning environment that promoted engagement, teamwork, and meaningful English communication. Additionally, this study discovered that pupils benefit from project-based learning speaking abilities, especially concerning self-assurance, presentation skills, vocabulary knowledge, pronunciation, fluency, and grammatical precision. Students exhibited increased confidence in articulating their thoughts, engaging in conversations, and presenting their work to the class. Nonetheless, other hurdles were recognized, including unequal participation among group members, grammatical issues, and insufficient class time to finalize and reflect on work. In conclusion, project-based learning is an efficacious pedagogical method for enhancing student outcomes. Proficiency in English and the enhancement of teamwork, communication, critical thinking, and presentation abilities To optimize learning results, meticulous preparation, continuous teacher support, equitable student engagement, and efficient time management are crucial for successful execution.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Project-Based Learning (PjBL) is a teaching method capable of increasing student participation through relevant and meaningful project activities. This study aims to assess the effectiveness of using Project-Based Learning on vocabulary mastery among ninth-grade students at SMPN 14 Tarakan. The method used in this study was a pre-experimental design with pre-tests and post-tests for a single group. The research subjects were students in Class IX-1, consisting of 31 students. The researcher collected data through vocabulary tests, including pre-tests and post-tests. The results showed a significant improvement after the implementation of the Project-Based Learning method. This was indicated by the Wilcoxon Signed-Rank test, which yielded a significance value of 0.001—lower than the 0.05 threshold—thereby rejecting the null hypothesis and accepting the alternative hypothesis. Additionally, the students’ mean score increased from 71.45 on the pre-test to 85.81 on the post-test. This study concludes that the implementation of Project-Based Learning has a positive impact on improving students’ vocabulary and can serve as an efficient and innovative alternative teaching method in English language learning.
ThesisOpen AccessMetadata saja
2025•
This study aimed to examine the effect of using the Project-Based Learning (PBL) method to improve the English speaking ability of eleventh-grade nursing students at SMK Kesehatan Kaltara Tarakan in the 2024/2025 academic year. This study was conducted due to the low speaking ability of students, which was characterized by a lack of vocabulary, difficulty in pronunciation, lack of confidence, and minimal opportunities to practice speaking in class. The research method used was a pre-experimental design with a one-group pre-test and post-test model. There were 32 students participating in the study. The research instruments included speaking tests (pre-test and post-test) and an observation sheet. The data were analyzed using the Wilcoxon Signed-Rank Test, a non-parametric statistical test, with the help of SPSS version 27. The results revealed a significant increase in students' speaking scores after the implementation of PjBL, covering the aspects of fluency, vocabulary, pronunciation, grammar, and comprehension. These findings indicate that PBL was effective in improving students' English speaking skills, as well as increasing their confidence and collaboration skills.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of this study is to describe the use of Project-Based Learning to teach speaking skills in accounting classrooms. The study was conducted on local Al accounting students at the University of Borneo Tarakan, with 30 students from the 2024/2025 academic year and an English lecturer serving as a research collaborator. The data for this study are qualitative. Qualitative data were collected using document analysis, questionnaires, and interviews. The findings of this study suggest that Project-Based Learning can help students enhance their speaking skills. According to qualitative statistics, the use of project-based learning approaches increases possibilities for students to communicate in English. Students develop their confidence when speaking English. They actively engage in the teaching and learning process. Learning English in class helps pupils get more familiar with the language. According to questionnaire and interview results, Project-Based Learning approaches can help students enhance their speaking skills, such as pronunciation, fluency, understanding, grammar, and vocabulary. The use of Project-Based Learning has proven to be a great strategy for teaching speaking in accounting classrooms, providing a dynamic and student-centered learning environment.
