Indonesian EFL Journal (IEFLJ) p-ISSN 2252-7427, e-ISSN 2541-3635

Volume 9, Issue 1, January 2023 https://journal.uniku.ac.id/index.php/IEFLJ/index

TEACHING SPEAKING THROUGH PROJECT-BASED LEARNING

WITH ICT
Lilis Suryani
English Education Study Program, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Cimahi, Indonesia
Email: lis-suryani@ikipsiliwangi.ac.id

Ningtyas Orilina Argawati

English Education Study Program, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Cimahi, Indonesia
Email: tyas.orilina @yahoo.com

APA Citation: Suryani, L., & Argawati, N. O. (2023). Teaching speaking through project-based learning with
ICT. Indonesian EFL Journal, 9(1), 35-42. https://doi.org/10.25134/ieflj.v9i1.7134.

Received: 09-09-2022 Accepted: 27-11-2022 Published: 30-01-2023

Abstract: Information and communication technology (ICT) has developed recently, becoming a part of the
teaching and learning process. Many studies reveal that ICT can help students learn well, including speaking.
This research involved ICT and project-based learning in teaching speaking. Thus, this study aims to know
the implementation of project-based learning with ICT in teaching speaking as well as the students' reactions
to project-based learning with ICT in learning speaking. There were 30 participants in this study, which used
classroom action research. Students from a university in Bandung who are in their second semester participate.
There were two cycles in this study. Each cycle consists of four steps of action, observation, and reflection.
Data were gathered through observation, a speaking test, and an interview. The study's conclusions showed
that using ICT to execute project-based learning could improve students' speaking skills through project
involvement. The results of the students significantly increased between the first and second cycles. The
students gave great feedback, particularly after finishing the project. They could work in groups, became more
active, learned new things, and were very motivated. They were able to actively discuss their project as well
as help one another finish it. PBL can consequently boost students' enthusiasm to speak up and offer support.
Keywords: classroom action research; Information and Communication Technology; project-based learning;
speaking.

INTRODUCTION based learning (PBL) is a student-centered

The use of information and communication teaching approach that organizes learning around
technology (ICT) in teaching and learning has projects". Project-based learning has proven
become crucial. It can be proven by some of the effective for learning. Project-based can improve
research related to ICT and learning (Wiranda et students' comprehension and critical thinking
al., 2020; Ilham, 2022; Argawati & Suryani, 2020). abilities. Additionally, it has been discovered that
In addition, Ilham (2022) suggested integrating using PjBL has improved the learners' moods. As
ICT into the teaching method used by teachers to their communication skills have improved, they are
support its effectiveness. It can also meet different increasingly critical of cultural phenomena
needs resulting from individual differences. (Aguskin & Maryani, 2020). Teachers need to keep
ICT usage trends are a frequently discussed an eye on the work that students produce.
subject. ICT implementation for academics in Additionally, PjBL can encourage learning in
higher education is not only in the case of students and may be more effective than
delivering material but also in the stage conventional ways (social studies, science, math,
oassessingnt as it ca,n be used along with authentic and literacy instruction (Kingston, 2018). The
material (Zahra et al., 2019). ICT can therefore be students are allowed to participate actively in the
a tool for evaluating the success of learning in learning process. In other words, Project-based
education even though the use itsit still faced learning is beneficial and should be used, and
mafacesoblems (Aminullah, Loeneto, & Vianty, students are expected to work together to
2019). Implementing an approach is one of the accomplish the learning objectives.
many areas of education where ICT is applied. There are six steps of Project-based learning
Project-based learning is a learning approach, based on some research (Winasih et al., 2019;
and it is not a new approach to learning. According Wulandari and Ahmad, 2020). First: it starts with
to Sathappan and Gurusamy (2021), "Project- the essential question: the teacher gives a

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Lilis Suryani & Ningtyas Orilina Argawati
Teaching speaking through project-based learning with ICT

fundamental question integrated with topics that Besides, the speakers are unable to actively
will make students fells curious. Second, designing participate in verbal conversation due to individual
a plan for the project: students and teachers circumstances and cultural barriers (Abrar, 2019).
develop a plan by actively sharing ideas. Third, It is confirmed by some previous studies that
creating a schedule: Both teachers and students demonstrate that learning to talk might be
create a schedule to decide the time allocation for challenging (Ratnasari, 2020; Geria, 2022;
working on the project and the deadline to submit Oktavia, 2022).
the project. Fourth, monitoring: the teacher The suitable choice of the best language
observes the progression, guides the students learning techniques will assist the students in
during the project development, facilitates the developing their speaking abilities both inside and
learning process, and ensures every student is outside of the ESL classroom, where the language
involved. Fifth, assessing the outcome: teacher will applies to real-world situations (Zakaria et al.,
determine the product made by students by giving 2019). Speaking can be taught in a variety of
feedback. Last, evaluating the experience: teacher strategies, either individually or in groups. One
and students reflect on the project they have done learning strategy that works well is project-based
by sharing their knowledge of conducting the learning. Project-based learning can improve
project to get perfection in the next project. students’ performance, including speaking
The researchers used ICT and project-based (Winasih et al., 2019). With this strategy, students
learning in this study. To address the needs of can develop real things individually or in groups.
students in Industry 4.0, ICT is integrated into Project-based learning is an innovative approach,
Project-based learning. The majority of students and it allows students to think critically and
use their devices regularly and are comfortable creatively by building initiatives to produce real
with technology. Additionally, teachers products in the form of goods or services (Ukah et
incorporate various applications into their lessons al., 2023).
to achieve the learning objective. ICT is expected Almulla (2020) says that the findings
to help the learning process effectively, which is in demonstrate that the project-based learning
line with previous research that ICT can support technique enhances student involvement by
teaching to improve the effectiveness of the facilitating knowledge, information sharing, and
learning process (Suryani et al.,2019). Therefore, discussion. On the other hand, project-based
it is hoped that project-based learning and ICT can learning triggers the students' participation but also
solve the learning gap. collaborates the students to work in a group. In the
Many learning gaps can cause learning issues. end, the students can achieve the purpose of
Speaking is one of the issues, and it is an essential learning. The PBL technique is also strongly
skill that belongs to the category of productive advised for usage in the classroom by students and
skills. To communicate effectively, you must have should be promoted at universities.
this ability. To improve communication among Regarding the explanation above, this research
target language learners, speaking ability must be would like to implement project-based learning
developed equally as much as other skills (Aziz & with ICT in teaching speaking and knowing the
Kashinathan, 2021). The learners are expected to students' responses. In this research, some
master speaking because it is an essential language applications for creating video projects were used
ability for foreign language learners to master. This to design the research project.
is in line with Sabina (2018), Rao (2019), and Rani
(2020); speaking is the most important of the four METHOD
language skills to communicate effectively. Sadly, In this study, which aims to understand how
the students still require assistance with their project-based learning using ICT is implemented in
speaking. Acquiring a language is not always speaking, classroom action research was chosen as
simple (Riadil as cited in Khatoony and Rahmany, an appropriate method. It also serves as a tool for
2020). understanding how students feel about PBL with
Speaking becomes a problem since it is ICT.
undoubtedly tricky for non-native speakers and is Students' difficulties with speaking are
frequently attributed to various factors. Speaking addressed through classroom action research,
English is challenging since speakers need to be which also reveals how PBL and ICT have
knowledgeable in a wide range of skills, such as improved students' speaking abilities. Teachers
pronunciation, grammar, vocabulary, fluency, and conduct classroom action research to enhance
comprehension (Aziz & Kashinathan, 2021). teaching and learning, identify issues, and develop

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Indonesian EFL Journal (IEFLJ) p-ISSN 2252-7427, e-ISSN 2541-3635
Volume 9, Issue 1, January 2023 https://journal.uniku.ac.id/index.php/IEFLJ/index

solutions. Some experts define it (Meesuk et al., RESULTS AND DISCUSSION

2020; Mertler, 2021; Lufungulo et al., 2021). Implementation of project-based learning in
Classroom action research is a collaborative, teaching speaking with ICT
participatory method that enhances education by The research was carried out in two cycles, each
incorporating change and involving educators in with four meetings. Here are the specific findings
improving their own practices. Therefore, this type for each cycle.
of research is suitable for use in this study. In this
study, the primary researcher took on the role of First cycle
the lecturer, while the secondary researcher served At the beginning of the meeting, the first
as the observer. researcher, as the lecturer, explained project-based
The lesson plan and other materials for the learning. The lecturer also explained some steps of
teaching and learning process in the classroom are project-based learning. Giving essential questions
first prepared through planning. Most students is the first step. This step is implemented in
experienced speaking issues, which the researchers meeting 1. The lecturer introduced the topic that
and the lecturers discovered when they first was interesting facts about me and my personality.
identified the problem they faced in the classroom. Then, the lecturer asked the students about their
After identifying the problem, the researchers set personalities several times, and the students
out to identify a solution. PjBL using ICT may be answered the questions. The lecturer introduced
one of those answers. The second step in some words related to personality. Then, the
implementing the lesson plan into practice is to students described their personalities. They shared
take action. To do this, the lecturer utilized PBL their strengths and weaknesses that they had. There
and ICT, and an observer observed the class to was an observer who observed the process of
draw the classroom context. Thirdly, learning learning.
processes can be understood by observation. Last, Next meeting, the lecturer drilled about
reflection is utilized to improve the teaching's personality; it was because some of the students
flaws so students learn more effectively. Each still had problems saying their personality in
cycle involves carrying out those steps. English and were unfamiliar with those words.
This research is implemented on second- Then, the lecturer gave a worksheet and asked the
semester students at one university in Bandung. students to fill in the blank based on their
The participants of the study were 30 students. The characters. Next, the lecturer showed two videos
students learned general English, and the main related to the topic that was interesting facts about
focus of this subject was speaking. The research me. The videos were downloaded from a YouTube
was conducted in two cycles, while every cycle channel. The students watched those videos and
was done in four meetings. were asked to identify the personality mentioned in
An observation sheet, an interview, and a test the videos.
were utilized to gather the data. The teaching and Then, the lecturer asked the students to work in
learning process was observed using an a group to discuss the project. Designing a plan is
observation sheet. It was utilized to inform the the second step of PjBL. Each group consisted of
students how project-based learning was five students, and there were six groups. The
implemented in the classroom. After the last cycle, students tried to share their personalities. The
an interview was conducted to learn how the lecturer asked the students to make a video and
students think about PBL with ICT. Then, the test asked them to make the video entitled the
was used to measure the students' speaking skills interesting facts about us. The students tried to drill
based on the speaking score rubric by previous each other into a group, and then they could discuss
research (Helmanda & Nisa, 2019). Four and revise each other. They shared and helped in
categories of speaking performance exist fluency, making the video. The lecturer also explained some
pronunciation, grammar, and vocabulary. Each applications that can be used in creating the video,
element has a score from 1 to 20. These standards such as FilmoraGo, KineMaster, InShot, etc. The
would evaluate each student and measure their lecturer also asked the students to make a YouTube
performance from one cycle to the next. Afterward, channel for the class. In the project, the students
triangulation was used to analyze the data. It is needed help deciding who was the first, the second,
utilized to understand the differences and or the last speaker. The students discussed the story
similarities among each instrument (observation, of their video. The next step is for the students and
interview, and test). lecturer to create the schedule. The students are
going to submit their videos in meeting 4. The next

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Lilis Suryani & Ningtyas Orilina Argawati
Teaching speaking through project-based learning with ICT

step is monitoring; the lecturer tried to see the schedule was the next step; the students would
students' progress and asked them about the make a video based on the agenda. While the
project's challenges. At the last meeting, the students were doing the project, the lecturer
students finished their job and uploaded their monitored the project.
projects to the YouTube channel class. Assessing Finishing the project and uploading the project
is done by the lecturer. After uploading, they is the following step. After editing, the students had
watched together and gave comments about the to upload it. The students were easier to finish the
video. Here is the detailed data from cycle 1: second video, and they also uploaded it to their
class YouTube channel. The students knew better
Table 1. Cycle 1 how to do the second project.
Meeting 1 ● Explaining project-based
learning steps Table 2. Cycle 2
● Giving essential questions Meeting ● Giving essential questions about the
● Introducing about interesting 1 favorite place and its unique culture
facts about me ● Discussing the topic
Meeting 2 ● Showing some videos related to Meeting ● Providing some videos related to
exciting facts about me 2 the topic
● Drilling some vocabulary and ● Drilling some vocabularies
answering worksheets ● Talking about their hometown
● Identifying their personality ● Designing a project
● Designing a plan and creating a ● Creating the schedule
schedule Meeting ● Sharing about their hometown
Meeting 3 ● Sharing their personality 3 ● Monitoring
● Explaining some applications Meeting ● Finishing video
that can be used in creating 4 ● Uploading video
video ● Assessing
● Monitoring ● Evaluating
Meeting 4 ● Finishing video After conducting two cycles, here is the
● Uploading video following result of students' speaking scores based
● Assessing the project
● Evaluating
on five criteria of the speaking rubric from cycle 1
to cycle 2:
Second cycle
The lecturer introduced another topic in the second
cycle: my favorite place(s) and its unique culture. Speaking score
She also discussed four related issues:
conversation, verbal and non-verbal 80
communication, display of emotion and affection,
dress, punctuality, and formality, and asked the 75
students about their hometowns and tried Mean Score
70
comparing them and the topic. This is called the
first step of PjBL, giving essential questions. 65
Next meeting, the lecturer showed some videos cycle 1 cycle 2
related to the topic. The students were asked to give
comments about the video that they watched. After Figure 1. The mean score of cycles 1 and 2
that, the students worked in a group and were asked The figure shows that cycle one's mean score
to make a concept about their video. They shared was 72, and cycle two's was 79. According to the
and revised each other. They talked about their mean score, there was an improvement in the
hometown and its culture. students' speaking. It was reported that the
Designing the project was the next step; they students' speaking scores were good when project-
discussed and identified the topic. They talked and based learning was implemented. The students'
planned, then created the video; every student in lowest speaking exam score in the first cycle was
their group had to participate in the project. The fluency, according to the results. It was due to
students decided on the application that could be particular students' pauses and continued usage of
used to make a video. Here is the second cycle, so their first language. Drilling deeper in cycle two
the students were more familiar with the video may be the answer. The fluency aspect's overall
application they would use. Then, creating a score rose in the second cycle, while grammar

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Indonesian EFL Journal (IEFLJ) p-ISSN 2252-7427, e-ISSN 2541-3635
Volume 9, Issue 1, January 2023 https://journal.uniku.ac.id/index.php/IEFLJ/index

received the lowest mark. It was clear that the Argawati & Suryani (2020) that the students are
students provided inappropriate phrases or actively involved in learning. The students are
sentences in their responses. Based on the scoring actively engaged in their group, and they can share.
rubric criteria, the students showed good progress It can be seen that the students speak more in
from cycle 1 to cycle two. So, Project-based English with their friends; they can support one
learning can improve students' speaking skills, another. The result of the interview proves it.
which is supported by a previous study (Riswandi,
2018; Sirisrimangkorn, 2018; Mafruudloh & Student 4 : “It is easier to speak in English
Fitriati, 2020). with friends in a group, and we
can help each other.
Student 6 : “I am involved in a learning
Students' responses in learning to speak using
project with my friends.
project-based learning with ICT
According to the student's responses, project-
The fourth is new knowledge. The students
based learning with ICT for teaching speaking has
learned some applications related to creating
both positive and negative aspects. The following
videos and uploaded the video to a YouTube
is the result.
channel. By facilitating knowledge and
The first is collaboration, which aligns with
information sharing and discussion, the findings
Astuti et al.’s research (2021) that the students can
demonstrate how the PjBL technique enhances
work with their friends. The students gained a
student involvement (Almulla, 2020). In addition,
variety of abilities, including group teamwork and
the result of the interview showed the same result
negotiating. The majority of the students could
as the observation result.
share and collaborate well, as seen by the
observation in the classroom. For example, when Student 5: “I know more about some
the students were uncertain of the video's story, applications to make the video.”
they could negotiate with their friends to determine Student 9: “It is interesting to do this project
the story. Additionally, the result of the interview using ICT, it is interesting.”
supports it.
In addition, the project has two weaknesses: the
Interviewer : “What are the advantages of first is the time limit, and the second is the
project-based learning?” storyline. The first is that the video editing process
Student 7 : “I can share and do a collaborationtook longer than expected, so limited time can be
with my friends in a group.
challenging in implementing PjBL. It is supported
Then, making and taking videos
to finish the project with my (Sirisrimangkorn, 2021) that time constraints
friends were posed a significant challenge in the study. The
exciting
experiences” issue might be resolved by assigning tasks to each
Student 3 : “I can work with friends, and itgroup member. The second is a story told at the
is easier.” beginning; because everyone had various ideas, it
took some explaining to figure out the story of the
The second is motivation. PBL considerably video. Negotiating among them could be able to
and favorably increased the accomplishment find a solution.
motivation (Sari, 2018). The students enjoyed
discussing and doing the project (Abubakar, 2015). CONCLUSION
They also got more confidence in speaking Project-based learning with ICT could enhance
(Pratiwi, 2016). When the students worked on a students' speaking skills through involvement in
project in their group, they were motivated to the project. The scores of the students significantly
discuss it. The observation reveals that the majority increased between the first and second cycles. The
of students completed them with enthusiasm. This students responded well, especially after they
is in line with the result of the interview. posted their project and allowed their friends to
watch it. They might actively collaborate and
Student 1 : “I am interested in doing the support one another in completing their tasks. PBL
project with my friends” may motivate kids to speak up and assist them in
Student 5 : "it is more fun.” learning to talk effectively and energetically
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