Project-Based Learning to Develop English Speaking Skills: A Case Study at SMKN 2 Blitar

Abstract

This study investigates the implementation of Project-Based Learning (PjBL) in developing the English speaking proficiency of vocational high school students in the Office Management Department at SMKN 2 Kota Blitar. Speaking proficiency is crucial for vocational students as preparation for workplace communication, yet traditional instruction often emphasizes grammar and written tasks over oral practice. This research employed a qualitative single case study design with data gathered from interviews, classroom observations, and documentation involving one English teacher, three 12th-grade students, and the vice principal of curriculum. The findings reveal that PjBL promotes student engagement, increases confidence, and improves fluency through authentic and collaborative tasks such as job interview simulations, business presentations, and promotional projects. Guided by Miles, Huberman, and Saldaña’s (2014) interactive model, the analysis confirmed that PjBL fosters meaningful learning and helps overcome challenges such as low motivation and limited vocabulary. The study concludes that PjBL is effective in enhancing vocational students’ communicative competence and professional readiness, offering practical implications for teachers and curriculum developers seeking to improve English speaking instruction in vocational contexts.