THE IMPLEMENTATION OF PROJECT-BASED LEARNING (PJBL) IN INTEGRATED LISTENING-SPEAKING SKILLS USED BY THE ENGLISH TEACHER AT SMK NEGERI 1 SALATIGA

Karomah, Saputri Daniyatul (2025) THE IMPLEMENTATION OF PROJECT-BASED LEARNING (PJBL) IN INTEGRATED LISTENING-SPEAKING SKILLS USED BY THE ENGLISH TEACHER AT SMK NEGERI 1 SALATIGA. Other thesis, IAIN SALATIGA.

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Abstract

Karomah, Saputri Daniyatul. 2025. The Implementation of Project-Based Learning (PJBL) In Integrated Listening-Speaking Skills Used by The English Teacher at SMK Negeri 1 Salatiga. A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Islamic University (UIN) Salatiga. Counselor: Suesthi Maharani, M.Pd. This study aimed to describe the implementation of Project-Based Learning (PJBL) in integrating listening and speaking skills and to identify the challenges encountered by the teacher during the process. This method is suitable in vocational education because it emphasizes functional communication and allows for differentiation based on student abilities. This research used a descriptive qualitative method through interviews, observation, and documentation. The subject of the study was an experienced English teacher at SMK Negeri 1 Salatiga who had implemented PJBL in the teaching process. The findings indicated that the teacher implemented Project-Based Learning (PJBL) through three structured stages: planning, execution, and evaluation. The teacher implemented project both individually and collaboratively, tailored to the students’ major, such as contextual topics such as customer service and procedural presentations. Listening and speaking skills were integrated through communicative activities, supported by varied media and differentiated tasks tailored to students' abilities. PJBL was considered effective in enhancing students’ speaking and listening performance, although the teacher found that speaking was more developed than listening, which still needed improvement. Challenges faced by the teacher included limited time, varying student proficiency, and difficulties in designing balanced materials. Nevertheless, PJBL remained a relevant and meaningful approach for teaching English in vocational settings. Key Words: Project-Based Learning; Integrated Skills; Listening; Speaking.

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