PROJECT-BASED LEARNING WITH AUTHENTIC MATERIAL YOUTUBE VIDEO TO ENHANCE STUDENTS’ LISTENING AND SPEAKING SKILLS ON THE FRACTURED NARRATIVE TEXT (A MIXED-METHOD STUDY AT TENTH GRADE OF MADRASAH ALIYAH IN SALATIGA FOR THE ACADEMIC YEAR 2024/2025)

Arifin, Ahmad (2025) PROJECT-BASED LEARNING WITH AUTHENTIC MATERIAL YOUTUBE VIDEO TO ENHANCE STUDENTS’ LISTENING AND SPEAKING SKILLS ON THE FRACTURED NARRATIVE TEXT (A MIXED-METHOD STUDY AT TENTH GRADE OF MADRASAH ALIYAH IN SALATIGA FOR THE ACADEMIC YEAR 2024/2025). Other thesis, IAIN SALATIGA.

	Text TESIS AHMAD ARIFIN.pdf Download (7MB)
	Text TESIS AHMAD ARIFIN.pdf Download (7MB)
	Text TESIS AHMAD ARIFIN.pdf Download (7MB)

Abstract

ABSTRACT Ahmad Arifin. Postgraduate in English Education, state Islamic University (UIN) Salatiga, 2025. Title “Project-Based Learning with Authentic YouTube Video to Enhance Student’s Listening and Speaking Skills on the Fractured Narrative Text (A Mixed-Method Study at Tenth Grade of Madrasah Aliyah in Salatiga for The Academic Year 2024/2025)” under the guidance of Dr. Rifqi Aulia Erlangga, M.Hum. Students in Indonesian Islamic senior high schools often struggle with their listening and speaking skills, mainly because they don't get enough exposure to real language use and engaging learning methods. Traditional teaching approaches, which often focus too much on textbooks and teacher-led instruction, usually fall short in encouraging active language practice. This study aims to tackle these challenges using Project-Based Learning (PjBL) combined with authentic YouTube videos to boost students' listening and speaking skills, especially in fractured narrative texts. The research will look into how effective this method is and gather students' thoughts on their learning experience.This research takes a mixed-method approach, blending both quantitative and qualitative methods. It was conducted in two Islamic senior high schools, MAS Tahfizhul Qur’an As Surkati and MAN Salatiga, situated in Salatiga City, Central Java, during the academic year 2024/2025. The study involved a total population of 415 tenth-grade students, from which a sample of 97 students was chosen through purposive sampling. Quantitative data were gathered via pre-tests and post-tests to assess students' listening and speaking skills. Meanwhile, qualitative insights were collected through interviews and questionnaires to delve into student perceptions. The listening test results were analyzed using paired sample t-tests in SPSS, while the speaking test was evaluated across six criteria: pronunciation, fluency, grammar, vocabulary, content, and intonation/expression. Experts validated the assessment tools, and reliability was measured using Cronbach's alpha, yielding a coefficient of 0.82 for the listening test and strong item-total correlations for each aspect of the speaking rubric. For the qualitative data, thematic analysis followed Braun and Clarke's framework.The findings showed a notable boost in students' listening and speaking skills after using Project-Based Learning (PjBL) with YouTube videos. Students became more adept at picking out key information, understanding spoken texts, and sharing their ideas smoothly and confidently during narrative presentations. A closer look at student feedback revealed that the learning experience was enjoyable, engaging, and a great way to express their creativity. In summary, blending Project-Based Learning with real YouTube video content is an effective teaching strategy for improving language skills in EFL classrooms. It's a good idea for teachers to embrace this method to boost student engagement and communication skills, all while providing clear project guidelines and ongoing support.

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