The purposes of this research were to implement the project-based learning method in the public speaking class and to find student responses to the implementation of project-based learning in the public speaking class for the second semester students of the English language education study program at IKIP PGRI Pontianak.
The study used qualitative research method specifically more directed at using the case study method. The second semester of the English Language Education Study Program IKIP PGRI Pontianak for the academic year 2022-2023 class A Morning involving 34 students as observation subjects and 10 students as interview subjects. Data collection techniques used observation with field note, interviews and documentation. The data analysis used in this research was
descriptive narrative.
The results of this study that researchers used four stages in the implementation of project-based learning in public speaking classes, namely: starting projects, developing projects, implementing projects, and evaluation by making wall magazine products and product presentation results it can give students more opportunities to speak English and creatively although some students still have obstacles and difficulties. Based on the researchers' interviews, the project-based learning method is very useful for students to improve their public speaking because the learning method is interesting and students feel confident in doing public speaking. It can be concluded that the implementation of
project-based learning methods has advantages and disadvantages in public speaking classes project-based learning methodologies, which provide students the chance to be more creative and engaged as well as more comfortable speaking in front of others, have been proven to have both benefits and drawbacks. However, there is a lack of assurance in the presentation as well.

Keywords: Project-based learning, public speaking,students responses