ENHANCING SPEAKING ABILITY OF THE TENTH-GRADE BEAUTY PROGRAM STUDENTS THROUGH PROJECT-BASED LEARNING AT SMKN 3 KEDIRI

Hermansah, Aura Azzahra (2026) ENHANCING SPEAKING ABILITY OF THE TENTH-GRADE BEAUTY PROGRAM STUDENTS THROUGH PROJECT-BASED LEARNING AT SMKN 3 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Based Learning (PjBL); Speaking Performance. This study aimed to examine how Project-Based Learning is implemented in teaching speaking to the tenth-grade beauty program students at SMKN 3 Kediri and whether it enhances the students' speaking ability. The research was driven by empirical challenges identified among the tenth-grade students in the Beauty Program (Class X Kecantikan 2) at SMKN 3 Kediri. These students exhibited low oral performance characterized by poor technical pronunciation, limited specialized vocabulary, persistent grammatical errors in the simple present tense, low fluency, lack of professional non-verbal delivery, and severe public speaking anxiety. To address these issues, a Classroom Action Research (CAR) following the Kemmis and McTaggart (2014) cyclical model was executed in a single collaborative cycle. The subjects consisted of 30 female students. The instructional intervention deployed a six-step PjBL framework aligned with the deep learning framework(Mindful, Meaningful, and Joyful learning). Students collaboratively developed structured descriptive text scripts of real cosmetic products, which acted as an affective and cognitive scaffold to lower speaking anxiety. They then recorded 2-to-3-minute product review vlogs using their smartphones and published them in a digital portfolio playlist on YouTube to engage an authentic global audience. Data collection utilized qualitative observation rubrics, field notes, and anxiety scales alongside a quantitative oral speaking performance test evaluating six indicators: Pronunciation, Fluency, Vocabulary, Grammar, Comprehension, and Non-Verbal delivery. The results shows that the implementation of CAR made the class mean score increased substantially from 67.63 in the pre-CAR baseline to 82.13 post-intervention. Furthermore, classical learning mastery expanded dramatically from a mere 33.33% (only 10 students passing) to 83.33%(25 out of 30 students achieving or exceeding the individual success threshold of ≥ 75). Qualitatively, the scriptwriting matrix successfully minimized mental blocking, while the digital publishing element fostered professional client-facing paralinguistic behaviors, such as open posture, stable eye contact, and strategic steepling hand gestures. It is concluded that contextualized, project-based video creation successfully bridges general English with vocational specialization. English teachers are suggested to incorporate multimedia production and structured paralinguistic assessments to foster workforce readiness among vocational learners.

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