The Impacts of Project-Based Learning Strategy on EFL Students’ Speaking Course at PGRI University of Palembang

Abstract This study looks at how the Project-Based Learning (PjBL) approach can be used to improve students' critical thinking abilities in speaking classes. The study, which featured 40 students enrolled in an English as a Foreign Language (EFL) program, was carried out at PGRI University Palembang, Indonesia. Data was gathered using a mixed-methods approach, including tests (pre- and post-test), observations, interviews, and surveys. Techniques including data reduction, data display, and conclusion drafting were all part of data analysis. Several important findings were made by the study: Three steps were used to integrate PjBL into critical speaking courses: planning, carrying out, and assessing. Interviews revealed that 85.70% of students were driven to finish assignments utilizing the PjBL paradigm, and 60% of students performed well. According to surveys, 68% of pupils firmly agreed that critical thinking abilities are essential. Additionally, a quantitative independent t-test yielded a significance value of sig. (2-tailed) 0.000 < 0.05, showing a significant difference in the development of critical thinking between the experimental and control groups. These findings demonstrate how well PjBL fosters students' critical thinking skills and offer suggestions for appropriate learning paradigms that can help them.