Exploring the Effectiveness of Project-BasedProject Based Learning in

Blended Learning to Improve Students' Speaking Skills

By:
Adhwa Alfi Najmah
11210140000078

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2024
 CHAPTER I
INTRODUCTION

A. Background of the Research

The COVID-19 pandemic has significantly impacted the education landscape,

necessitating a shift from face-to-face learning to online learning to mitigate the spread of
the virus. Along with the shift to a new normal, educational institutions are adopting blended
learning, with the online and face-to-face elements. This approach, while beneficial in many
ways, has presented various challenges and required adjustments from both students and
educators. According to Nashir and Laili (2021), the need for face-to-face interaction
remains important in improving the quality of education, given the challenges associated
with students' independent learning habits and literacy skills. Noor et al. (2020) further
emphasize that students often show minimal engagement and satisfaction with online
courses, underlining the importance of maintaining interest and interaction in blended
learning environments.

Blended learning, which integrates online and face-to-face learning methods, has
emerged as a prominent educational approach in the post-pandemic era. However, its
implementation presents significant challenges that impact both students and educators. One
of the main issues is the lack of student engagement and interest in the online component of
blended learning. Many students who are used to traditional classroom interactions find it
difficult to adapt to the self-paced nature of online learning, leading to reduced participation
and suboptimal academic performance. Furthermore, the digital divide exacerbates this
challenge, as not all students have equal access to the necessary technology and reliable
internet connectivity. From an educator's perspective, designing an effective blended
learning curriculum that seamlessly integrates online and offline elements is a complex task.
Teachers must understand the varying levels of technological proficiency among students
and find innovative ways to maintain an interactive and engaging learning experience. This
problem is further compounded by inadequate assessment strategies that fail to capture the
full spectrum of student learning in blended environments. Addressing these issues is crucial
to realizing the full potential of blended learning and ensuring that blended learning
enhances the quality of education. Not inhibits it.

Despite the advantages of blended learning, there are some limitations that still exist.
Students often struggle to maintain interest and engagement in the online component, which
can affect their overall academic performance. Moreover, the different levels of technology
proficiency and access among students also pose a challenge. Furthermore, teachers face
difficulties in designing and implementing effective blended learning strategies that cater to
 diverse learning needs while maintaining seamless integration between online and offline
components.

The rationale for choosing this topic stems from the need to bridge the gap between
existing research on blended learning and its current implementation in the post-pandemic
era. Gleason and Greenhow (2017) highlighted the potential of technology to revolutionize
blended learning models, increasing student interaction and engagement. Roseth, Akcaoglu
and Zallner (2013) also underline the importance of integrating face-to-face and online
learning to create a rich and efficient learning experience. This research aims to explore the
challenges and solutions associated with blended learning from the perspectives of students
and teachers, contributing to the development of a more effective and engaging learning
environment.

Understanding the challenges and benefits of blended learning is critical to

improving educational practices and outcomes. By identifying factors that influence student
interest and engagement, this research can inform the development of strategies and
technologies that can enhance the blended learning experience. This research will provide
valuable insights for educators, policy makers and researchers looking to optimize blended
learning models and ensure that they meet the evolving needs of students and teachers.

Previous research on blended learning has mainly focused on its implementation

during the pandemic and the immediate transition to a new normal. However, there is a lack
of empirical studies examining the long-term effects and ongoing challenges of blended
learning in the current educational context. Existing studies often generalize findings across
different educational environments without considering the unique experiences and needs of
diverse student populations. Furthermore, the integration of online and face-to-face
components remains a challenge, with limited research on effective assessment strategies
and the development of adaptive learning methodologies.

The main objective of this research is to explore the effectiveness of blended

learning in improving students' speaking ability, focusing on project-based learning (PBL)
as a potential solution. This research aims to investigate the impact of blended learning on
students’ interest and engagement in learning, identify challenges faced by students and
teachers in a blended learning environment, develop strategies and technologies that enhance
student interaction and engagement in blended learning, and assess the effectiveness of
project-based learning in improving students’ speaking skills within a blended learning
framework. By addressing these objectives, this study seeks to contribute to the existing
knowledge on blended learning and provide practical recommendations to improve its
implementation in English Language Teaching (ELT).

B. Identification of the Problems

 Based on the background, the researcher identifies the problems that will be
investigated in this study, as follows:
1. Lack of student engagement and interest in online learning.
2. Internet connection issues when online learning is implemented.
3. Maintaining an interactive and engaging learning experience.
4. Many assessment strategies fail to capture the full range of student learning in a blended
environment.

C. Limitation of the Problem

Based on the identification of the problem above, this research has limited on the
impact of Blended Learning on students’ speaking skills.

D. Formulation of the Problems

Based on the identification and limitation of problems above, the problem

formulation in this study is as follows:
1. What is the impact of the blended learning on the students’ speaking skills?
2. How effective is project based learning (PBL) in improving students' speaking skills
within a blended learning?

E. Objectives of the Research

In connection with the problems studied, the objectives of this study are:
1. To describe the impact of the blended learning on the students’ speaking skills.
2. To describe the effectiveness project based learning (PBL) in improving students'
speaking skills within a blended learning.

F. Significance of the Study

This research is expected to increase knowledge and experience in analyzing

problems in the field of education, as well as knowing the impact of blended learning on the
speaking ability of students who use blended learning.
1. For Researchers
This research is very important as it provides an in-depth insight into the challenges and
opportunities in implementing blended learning post-pandemic. The results of this study
can serve as a foundation for further research that aims to optimize blended learning
models in various educational contexts.
2. For Teachers
 For teachers, this research design and implement a more effective blended learning
curriculum. An in-depth understanding of the challenges students face will assist teachers
in customizing their teaching methods to meet the needs and interests of diverse students.
3. For Students
Students’ will get the benefit of a learning approach that is more customized to their
needs, especially when it comes to improving speaking skills. As such, students will have
a more interactive and motivating learning experience, which can improve their overall
academic performance.

CHAPTER II
THEORETICAL FRAMEWORK
A. Blended Learning

1. The Definition of Blended Learning

The concept of blended learning is the main focus to understand how the
integration of online and face-to-face learning can enhance students' learning experience.
Blended learning combines various learning methods to create a more dynamic and
diverse learning environment, with the aim of improving student interaction, engagement
and overall learning outcomes.

Littlejohn and Pegler (2006) explicitly recognize the role of ICT with their concept of ‘blend
. Although recognizing historical predecessors such as
Graham, they present their concept as a single entity with two distinct components: e-
Learning and blending. This approach allows them to consider each concept separately,
thus avoiding the approach in much of the literature of merging e-Learning activities into
face-to-face as one phenomenon.
The identification of these two elements by Littlejohn and Pegler (2006) adds clarity

Blended learning falls between fully online and fully face-to-face courses.

In their report on blended learning in the United States, Allen, Seaman, and Gar
While this numerical description seems to provide clarity, Vaughan
(2007) and others argue that the online element must replace some face-to-face time in
order to be called blended learning. Garrison and Kanuka (2004) argue that the true
indicator of blended learning is the effective integration of face-to-face and online
learning in a single course.
Blended learning is the most sensible and natural development of our learning
agenda, according to Thorne (2003). It offers a sophisticated answer to the problems
associated with adjusting learning and development to meet the requirements of specific
people. By using those words, he agreed with the majority of researchers who view
blended learning as one of the useful tools that technology has brought about and as a
good substitute that works for a range of knowledge levels.
Blended learning is a broad concept that integrates multiple approaches to support
traditional learning methods. It is closely associated with media and technology.
However, in order to work alongside the conventional educational system, blending a
classroom necessitates maintaining the face-to-face (FTF) method (Macdonald, 2008).
Based on Western Sydney University, blended learning is defined as a strategic
and methodical approach that combines various learning modalities using practical ICTs
to combine the best elements of both in-person and virtual learning interactions. Western
Sydney University (2013).
 2. The Effectiveness of Blended Learning
The concept of blended learning is the main focus to understand how the
integration of online and face-to-face learning can enhance students' learning experience.
Blended learning combines various learning methods to create a more dynamic and
diverse learning environment, with the aim of improving student interaction, engagement
and overall learning outcomes. Klimova et al. (2017) state that blended learning looks
good because it offers many advantages in the learning process, including flexible
teaching and learning. Students can access their learning materials from anywhere,
anytime, at their own pace, and teachers can easily adapt students to online content
(Klimova et al., 2017).
In the ever-evolving context of modern education, the effectiveness of blended
learning has become a subject of research that attracts attention. By utilizing technology
wisely, blended learning not only facilitates students' access to diverse learning
resources, but also enhances interaction between students and teachers through an
interactive online platform. In addition, blended learning provides greater flexibility for
students to organize their learning time and place, thus allowing adaptation to individual
learning styles. Thus, blended learning becomes a relevant and effective learning
strategy in facing the increasingly complex and dynamic demands of education
(Garrison & Kanuka, 2004).

B. Speaking Skills

1. The Definition of Speaking

Definitions of speaking have been proposed by language learning specialists.
Among the four fundamental skills of learning a foreign language are speaking,
listening, reading, and writing. It is a component of the ability to produce that enables
speakers to communicate concepts, emotions, or information verbally (Harmer, 2007).
Speaking in the context of language skills is one's ability to use spoken language to
communicate with others. Speaking is a skill that forms the basis of a person’s judge
when a first impression is formed (Hedge, 2000).
According to Rivzi (2006) that speaking is an interactive communicative process
involving speakers and listeners. When someone speaks, there must be listeners who
listen and pay attention to the content and messages conveyed. So, speaking must be
understandable and comprehensible to speech partners. Meanwhile Speaking is a
difficult skill for learners, especially those who are learning English as a second
language (EFL), to master. This process can take a while, as stated by Luama (2004).
Speaking a foreign language is incredibly challenging, and proficiency. It takes a long
time to develop speaking skills.
It refers to a person's ability to use spoken language to communicate and convey
messages clearly. According to Brown (2000), speaking is one of the language skills that
involve the use of voice to convey a message to the listener. According to Richards and
 Schmidt (2010), speaking is an expressive process that involves the production of sounds
in a language that is understood by the listener. Thus, the definition of speaking includes
a person's ability to use voice and language to interact with others orally.
A term used to communicate with people or to exchange knowledge, information,
and ideas can be summed up by using the definitions above. One of the most important
skills that students need to learn today is speaking, which involves understanding words
and their meanings.

2. The Importance of Speaking

Speaking is regarded as a productive oral skill among the four language skills
(listening, speaking, reading, and writing). Unlike the other skills, speaking is also the
most difficult and significant, according to the majority of researchers.
According to Wilson (1997), speaking is crucial for kids to succeed in school
because it helps them express their ideas and thoughts in words and sentences, which
makes them more gifted and endowed. While everyone agrees that speaking is a
necessary language-communication skill, speaking is important for language learners in
ways that go beyond daily interactions (Goh and Burns, 2012). In other words, speaking
is an essential ability that everyone requires learn since it offers significant benefits to
the speaker, but it is by no means limited in everyday communication as it is conceived.
When speaking, people would find it more humorous and effective. Therefore,
one must acquire all the knowledge regarding the linguistic aspects; that is, one must
master the vocabulary and grammar sections in addition to speaking correctly and
fluently is to draw attention to the topic and encourage conversation, as Stein (2007) has
emphasized, "learning a language, knowing the grammar and vocabulary is not just
everything." Speaking it correctly and fluently is essential; otherwise, people won't find
it enjoyable to use.
Speaking abilities are crucial for successful professional and everyday
communication, as well as for educating, persuading, and guiding foreign language
learners. They must encompass all areas and aspects in order to be employed.

3. Function of Speaking
Oliver and his colleagues (2005) explained that speaking serves different purposes
in our lives, depending on what we need. They identified seven main functions of
speaking:
a. Instrumental: This is when we use language to express our wants and needs, like
asking for things or getting information.
b. Personal: We use language to express our individuality, feelings, and opinions. This
includes sharing experiences, expressing agreement or disagreement, and giving
permission or disapproval.
 c. Interactional: Since humans are social beings, this function helps us interact with
others. It involves things like greeting people, maintaining conversations, and
settling disputes.
d. Regulatory: This function helps us control the behavior of others by giving
instructions or persuading them.
e. Representational: Here, language is used to convey information or describe things,
like reporting on events or explaining concepts.
f. Heuristic: This is about seeking and testing knowledge through questioning and
experimenting.
g. Imaginative: This function allows us to create and imagine things, like storytelling or
performing arts.

4. Characteristics of Speaking
a. Fluency
Teachers rely heavily on fluency as the primary aspect of a speaker's performance
when instructing speaking skills.
According to Hughes (2002), a learner's fluency is determined by their

As a result, in order to be considered fluent, one must correctly answer

questions whose sentence structures are both grammatically and semantically sound
and whose phonological and morphological systems are clearly connected. As Hedge
(2000) put it, fluency is "related to the production and is normally reserved for
speech." It is the capacity to connect speech units fluently, without strain, improper
sluggishness, or excessive hesitation.
Although it is a characteristic of native speakers who speak to express ideas in
a brief, clear, fluent, and correct manner, fluency is highly recommended by EFL
learners because it can be the goal of some of them to learn the target language and
speak it fluently without any obstacles. Fluency is generally defined as speaking the
language naturally in a fast speech with few pauses.
b. Accuracy
Teachers should concentrate on accuracy in their teaching process as well. EFL
learners should construct full, correct, and complete sentences when speaking; in
other words, they must pay attention to the grammatical structure, vocabulary, and
pronunciation. While they tend to speak fluently and master their language, they tend
to ignore the accuracy role.
c. Grammar
It can also refer to rules that control how a group of speakers behave
linguistically. Grammar is defined as the learners' application of a set of structural
rules that combine words, phrases, and clauses in a particular language.
d. Vocabulary
 Vocabulary background is important, but in order for learners to achieve a high
level of accuracy, they must select words that are appropriate for the context. This
means that learners must be accurate when selecting words and expressions because
similar word can often have different meanings in a sentence.
e. Pronunciation
Since EFL learners place a high value on accuracy, speaking accurately
necessitates that they understand all phonological rules, in particular, as these rules
can define their fluency and accuracy when speaking the language and can help them
use intonation, stress, pitch, and other elements correctly and clearly, enabling them
to construct sentences and speak quickly like native speakers.

5. The Effective Speaking

Attract viewers Happiness is essentially the art of good conversation, in which we
communicate with one another through spoken words; well-spoken speech can uplift,
instruct, amuse, and inspire others. In order to engage the listener and elicit a positive
response, the speaker should address him directly. This makes the conversation more
serious and generates an idea or reason to communicate. The more persuasive the
speaker is, the more effective he will be.
Additionally, in order to not give the audience instructions but rather to inform,
amuse, and draw them in with the speech ideas, the speaker must practice before
speaking whenever he or she is required to provide information about various topics.
Sometimes as a speaker, your goal is to grab the audience's attention or persuade them of
a particular point of view. Nevertheless, speaking effectively necessitates subject-matter
expertise and language proficiency in order to foster listener interaction, which in turn
promotes communication and upholds social relationships.
Thus, good speaking is helpful in EFL classes. Both teachers and students may
find it helpful, but it also helps the students learn how to communicate effectively and
reinforces the interaction. Speaking clearly in class therefore makes it easier for teachers
to manage the lesson and for students to understand it, allowing them to integrate the
knowledge of the entire course.

C. Project Based Learning (PBL)

1. The Definition of Project Based Learning

Foreign language and second language acquisition benefit from project-based
learning (Stoller, 2006). It is employed to help students advance in various fields.
Project-based learning helps students with motivation, language proficiency, group
dynamics, content learning, self-assurance, independence, and decision-making. A
teaching model known as "project-based learning" centers learning on projects (Thomas,
2000). Students are given different tasks to complete while working on projects, and
they must finish the product. The tasks involve a variety of activities such as designing,
problem solving, decision making, and investigation. Through purposeful activities
centered around, the project, project-based learning seeks to advance students' abilities
(Rochmahwati, 2015).
Project-based Learning as stated by Bell (2010), learning is "a student-driven,
teacher-facilitated approach to learning." While there are several names for this cutting-
edge approach to education, such as project work, project method, project approach, and
project-oriented approach, the meaning remains the same (Beckett, 2002). Even though
it is a relatively new trend in education, particularly in ELT, the idea behind it has roots
in the words of renowned Chinese philosopher Confucius, who said centuries ago: "Tell
me, and I will forget." If you show me, I might remember. Include me, and I'll
comprehend. This age-old aphorism, which emphasizes the experiential and applied
aspects of learning, captures the essence of PBL in its entirety.
Rochmahwati (2015) investigated how project-based learning implementation
affected students' oral communication skills. The study demonstrated that the
implementation has improved students' speaking abilities. Additionally, the students'
attitudes toward the speaking class's adoption of project-based learning were noticeably
more positive. Additionally, Marwan (2015) carried out an action research study in
which project-based learning utilizing ICT was implemented in an English classroom
with 25 students from a vocational higher education institution. The study's findings
demonstrated that the pupils' motivation to use English increased. Additionally, they
found that learning in an English project-based program was more engaging and
significant.
PBL most closely resembles the top three steps—analyzing, evaluating, and
creating—in Bloom's taxonomy of learning objectives (see Figure 9 below). These steps
call for higher order thinking abilities. The first three stages of remembering,
understanding, and applying are those that don't call for a significant amount of student
participation. However, analyzing, evaluating, and creating involve the construction of
knowledge by the learners through active participation. This is precisely the goal of
PBL. The fundamental tenet of PBL learning is the active participation of students in the
process through high levels of cognitive processing, which demonstrates the strong
constructivist component at its core.

Figure 1 Revised Version of Bloom’s Taxonomy

 It is evident from the relationship between project work and Bloom's revised
taxonomy's top learning objectives that the shift from instruction to construction is
reflected in project-based learning, not instruction. It is impossible to claim that there
isn't an instructor involved in the process, but the learners' priceless contributions are
what really matter in order for learning to occur, not the instructor or teacher. A detailed
specification of the distinctions between instruction and construction is necessary to
better understand this point.

2. Types of Project Based Learning

Researchers offer different taxonomies for projects, just as there are various
approaches to applying PBL. The main basis for these classifications is the variation in
the projects' objectives, scope, structure, and design. The project classifications that
currently exist in relation to one another are listed below. A suggested taxonomy
framework is then used to elaborate on the need for a new approach regarding these
classifications.

a. Existing Taxonomies
Based on how the project implementation process is organized, Haines (1989)
separates projects into four primary categories: production, performance and
organizational, survey, information and research, and production. Research projects
and information covers scholarly and scientific topics, with the goal of giving
students access to the knowledge they need through the right resources. One such
project would be studying the Black Sea Region's tourism potential. Students
working on survey projects must obtain the necessary data using instruments like
questionnaires and interviews.
 Legutke and Thomas (1991) propose three primary project types: encounter
projects, text projects, and class correspondence projects in addition to Haines and
North's taxonomies of the projects. Encounter projects, such as the community
projects recommended by North (1990), are designed to put students in touch with
native speakers of the language they are studying, giving them the opportunity to
practice speaking in real-world situations. Text projects seek to enable students to
use texts written in the target language, much like North's library projects. The goal
of class correspondence projects is to start a correspondence between students across
international borders. Pen pals can stay in touch with one another through these
programs by sending and receiving letters, pictures, postcards, and other materials.

b. A New Comprehensive Approach to Project Classifications

There is no universal agreement on how project categories should be oriented,
as can be seen from the project taxonomies given above. Warschauer (2001)
concentrates on the computer and internet aspect of the project implementation,
whereas Eyring (2001), Haines (1989), and North (1990) combines the aim and
design dimensions to shape their classifications. Conversely, Stoller (1997) bases her
taxonomy on the manner in which projects are started. A more structured and
thorough taxonomy with primary and subcategories is required because the project
types are made somewhat unclear by these disparate approaches. In the particular
context of learning foreign languages, the researcher presents the following
taxonomy model, taking into account the dimensions and points touched in the
existing classifications.

D. Previous Study
Previous studies in national and international contexts, titled The Employability
Skills Needed to Face the Demands of Work in the Future: Systematic Literature Reviews,
noted that graduates lacked 21st century skills. These studies showed that there is a
difference in the skills that are employed in organizations and those that are taught in higher
education institutions. Furthermore, earlier studies found a discrepancy between graduates'
skills from school and their practical application in the workplace. Hadiyanto et al.
discovered that graduates lack 21st century skills in their study conducted in Indonesia.
The Effect of Using Blended Learning Model on Improving Students' Speaking Skill
in Senior High Schools is a study by Isda et al. (2021). Researchers are instructors at Aceh's
Samudra University. Senior high school students enrolled in the eleventh grade participated
in this study. There is a statistical difference between the pretest and posttest mean scores.
Based on data, the study found that when students participated in the media Google
classroom at SMA N 2 Patranusa, blended learning had a positive effect on their speaking
abilities. The discussion section of this paper provides minimal information regarding the
conducted research findings.
 The Blended Learning Implementation of ELT based on Teachers' and Students'
Perspective in New Normal Condition of COVID-19 is a research study published in 2021
by Rachman et al. Teachers and students from as many as nine high schools in the Bandung
area were randomly selected to participate in this study. The researcher used the test and
questionnaire to gather information for this investigation. This study's conclusions show that
blended learning affects both teachers and students. It presents challenges for teachers in
terms of material preparation and media use; it helps teachers bridge the gap between online
and offline learning; it helps students learn English in context; and it enhances language
proficiency.
The study entitled The Effectiveness and effect of Project-Based Blended Learning
on Student Achievement in Online Learning at Surakarta, Indonesia by Winda Annisa Salma
et al. (2021) examined the effect of Project-Based Blended learning on student achievement
in Surakarta. The study found that the method significantly improved student learning
outcomes compared to conventional methods, with test results showing significant
differences between the experimental and control classes.
Research by Sintya Mutiara We (2020) with the title Enhancing Students Speaking
Skills Through Project-Based Learning shows that Project-Based Learning is effective in
improving students' speaking skills. This method allows students to face real problems and
seek solutions, which is encourages them to think critically, express thoughts
comprehensively, and make decisions based on experience.
Another study explored how the integration of virtual reality (iVR) technology in a
Project-Based Learning context can affect English speaking skills and student engagement.
The results show that the use of iVR in PjBL allows students to interact with multiple
information modalities and improve their speaking skills in a real-world context.
Implementation of Project-Based Learning in Blended Learning: The study by
Kusumawati (2019) explains that Project-Based Learning in Blended Learning system can
help students improve their speaking skills. This learning model has attracted much attention
from researchers due to its benefits in the context of language learning.
The study "The Impact of Blended Learning on Speaking Ability and Engagement"
by Ehsanifard et al. (2020) comes last. Ninety intermediate-level students participated in the
study, and an additional sixty were chosen at random. Pre- and post-tests were administered
to students, and questionnaires were distributed as part of experimental research. The
blended learning group of students demonstrated higher levels of speaking proficiency and
engagement compared to the control group. It has to do with the benefits and chances that
students get from blended learning. In addition, compared to traditional learning, blended
learning involves more student participation.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Method and Design

Qualitative methods in this study will be used to deeply explore the effectiveness of
Project-Based Learning in a blended learning environment to improve students' speaking
skills. Qualitative research is well suited to understanding participant perspectives and
experiences, which is in line with the aim of this study to gather in-depth insights into
students’ learning experiences (Creswell, 2014). Through this method, data was collected
through in-depth interviews which enabled the researcher to gain a rich and comprehensive
picture of how Project-Based Learning is implemented in the context of blended learning
and how it affects students' speaking skills.
The relevance of qualitative methods in this research is very high because this
research does not only aim to measure learning outcomes quantitatively, but also to
understand the processes and dynamics that occur during learning. Through in-depth
interviews, the researcher can dig deeper into the feelings, motivations, and challenges faced
by students in developing their speaking skills through PBL. Direct observation allows
researchers to see students' interactions and the learning process in real-time, providing
additional context that cannot be obtained through quantitative data alone. Document
analysis, such as students learning journals or teaching notes, also provides insights into
students’ development and reflections on their learning.
Thus, qualitative methods provide a flexible and in-depth framework to explore and
understand the complexities of project-based learning in a blended learning environment, as
well as how this approach affects students' speaking ability more holistically.

B. Research Setting

This research was conducted in the Department of English Education, UIN Syarif
Hidayatullah Jakarta which is located at Jl. Ir. H. Juanda No. 95, Ciputat, South Tangerang,
Banten 15412, Indonesia.

C. Participants

The study involved 10 first or third-semester, and to start, I will approach students
who are still at the early semester level. This will give me an idea of how their learning
experience at college is. I want to see how engaging the learning they experience with their
lecturers is. Next, before I choose which classes to participate in, I will gather further
information. I will ask some students from different classes about their course schedule and
 how much of it is online or offline. I will choose classes that have a balance between the
numbers of online and offline courses to ensure a representative experience. Finally, I will
enlist the help of the class president or find volunteers to interview. I will select students
who are willing to provide useful insights into their learning experiences. If necessary, I may
also self-select to ensure I get diversity in the views and experiences of the students I
interview.

D. Data Collection Technique

To collect information from the research, the researchers employed interviews to

answer the questions related to the use of Project Based Learning in Blended learning to
improve speaking skills. The interview session was held in English and Indonesian to help
the researchers comprehend the questions more effectively.

E. Technique of Data Analysis

To obtain comprehensive research data, the researchers used a thematic analysis.

After conducting the interviews, researchers collected the answers from the interview, the
dominant or similar answers from each class will be grouped according to the themes.

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