This thesis, titled "Effectiveness of Project-Based Learning Using Flashcards and Mind Mapping vs. Traditional Methods in Enhancing Speaking Skills Among Seventh-Grade Students", investigates the challenges seventh-grade students face in improving their English-speaking skills, particularly in descriptive texts. The study aims to determine whether Project-Based Learning, integrated with flashcards and mind mapping, is more effective than traditional methods in enhancing students' speaking skills. This research involved 42 seventh-grade students from SMP Negeri 2 Modung, divided into the experimental group (using PBL with flashcards and mind mapping) and the control group (using traditional methods). Using a quasi-experimental design, both groups were assessed through pre-tests and post-tests to evaluate their speaking skills before and after the intervention. Data collection was conducted through observations, speaking tests, and statistical analysis using t-tests to compare the effectiveness of the two teaching approaches. The pre-test results revealed that both groups had similar speaking abilities, with the control group slightly outperforming the experimental group. However, the post-test results showed a significant improvement in the speaking skills of the experimental group, who used PBL with flashcards and mind mapping, as compared to the control group. The statistical analysis confirmed that the use of PBL was significantly more effective in enhancing speaking fluency, vocabulary retention, and sentence structure. The study also identified challenges, particularly in the experimental group, where some students initially struggled with the independent learning aspect of PBL and the creative demands of using flashcards and mind mapping. Additionally, students from rural areas with limited exposure to English outside the classroom faced difficulties in adapting to this more active and student-centred learning approach. Despite these challenges, the findings indicate that using PBL with flashcards and mind mapping provides a more engaging and effective way to improve speaking skills in EFL learners. In conclusion, this research demonstrates that Project-Based Learning combined with flashcards and mind mapping is a valuable teaching method for enhancing speaking skills among junior high school students, particularly in contexts where English is a foreign language and traditional methods have limited impact. The results suggest that PBL encourages active learning, critical thinking, and collaboration, which are essential for developing language proficiency.