(SKKN mới NHẤT) experiences in teaching part project in english 6 in the secondary school

TABLE OF CONTENTS
Page
A - INTRODUCTION
I. Reasons for choosing the research...................................................... 2
II. Researching purpose………………………………………………
2
III. Researching object……………………….…. ..
2
IV. Researching methodology …………………………………………….2
B - CONTENT
I.Theoretical background............................................................................ 4
1. An overview of the project………………………………………………. 4
2. An overview of the project based learning ............................................
II.Reality basis ……………………………………………………………..5
III. The context of the studies……………………………………………...7
1. To the curriculum………………………………………………………….7
2.To the teachers……………………………………………………………..7
3. To the students……………………………………………………………..7
4. The result of the survey before applying the initiative…………………… 8
IV. Solutions and procedure………………………………………..………8
1. Solutions……………………………………………………………………8
2. The applications of doing the project work………………………………..8
3. Some notes of teaching and doing the project work……………………….15
4. Demonstration………………………………………………………………16
5. Result after applying the research in teaching………………………………17
D-CONCLUSION
20
I. Conclusion
20
II. Suggestions
20

E. REFERENCE BOOKS
21

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A. INTRODUCTION
I. Reasons for choosing the researching.
From 2001, the Prime Minister of Vietnam made a decision of approval on
the project “Integrating environmental issues in the general education”. Nowadays,
teachers are still requested to take advantage of environmental contents in
curriculum of different subjects to “equip student with knowledge of ecology,
environmental preservation skills and attitudes towards surrounding
environment”(Government, 2001 , p.1). In reality, this integration is not at all easy.
Both teacher and student are faced with a huge workload, time constraints and lack
of environmental materials. Therefore, it is necessary to seek an option that both
provide scaffolding support for students with sufficient materials and motivate
students’ attitudes toward learning English. In the past years, my colleagues and I
have used the project-based learning methodology and we find that it has a lot of
advantages as well as some problems which we need to concern about. For
example: What should the teacher prepare for a project lesson? How can students
make a really effective project? What are the criterias for evaluating a student's
learning project? That's why I choose the topic: "Experiences in teaching part
"Project" in English 6 in the secondary school.", in order to improve the quality
of teaching and learning the subject in the secondary school, especially for grade 6
students learning the new trial books.
II. Researching purposes.
Firstly, this topic aims to research and learn a model of a system of theories

of project learning methodology, create and collect different forms of doing the
part project in the last period of each lesson.
Secondly, the purpose of the study was to promote positive selfawareness in learning properly the spirit of teaching innovation; that is:
students play an active, thinking, creative, central role, teachers prompted
stimulate bright initiative created by students. The research was carried out in
2016 – 2017 and 2017-2018 education-instruction years at the secondary school.
Totally 70 students in two different school years in the 6th grade of this school
participated in the study.
III. Researching subjects.
- Part "project" of the lesson: Looking back + Project, from Unit 1 to Unit 12 in
English 6.
- Experiences in teaching part "Project" in English 6 in the secondary school.
IV. Researching methodology.
1. Methodology of reasoning
- Project-based learning.
- Research the throretical basis of the topic from teaching and collected documents.
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2. Methodology of reality research
- Observation method, conversation method, experimental method, investigation
method.
- Develop a question system that will fit the project to the level of the students'
developmental level. Initially, the use of a question system, project guidelines, and
scenario-based study for students to carry out the project.
- Expeimental pedagogyb to evarluate the quality of the projecr and the
effectiveness of using the project teaching methodology in teaching English
language assessment and assessment.

- Observe the student acquisition of knowledge during project work.
- Learn from your peers and some of your own experiences.
5. The new points of the topic.
- Selected, fomulated a guiding system and questionnarie for the project in the
topics covered in the English 6 New Trial Program a chieving knowledge, skills
and attiudes.
- The first step is to use teaching methodogy of the project to renew the test of
Grade 6 students. In addition, leaming project is also used for purposes.
- The subject can be considered as a reference material for second school English
teachers in the innovation of teaching methods and innovation of examinations and
tests in accordance with the orientation of capacity development.
- Students are encouraged to become active rather than passive learners by
developing collaborative and co-operative skills, and lifelong learning skills.
- It encourages the development of critical thinking skills.
- It requires the establishment of an environment of support, trust and cooperative learning can be nurtured.
- It promotes student learning and achievement.
- Students have the opportunity to learn from and to teach each other.
- The focus is on student centred approach to teaching and learning, and
assessment. Students are involved in their own learning.
- It enhances social skills and interactions.
- Large numbers of students can be catered for and work on task simultaneously.
- Interaction and co-operation on a micro scale is facilitated thus decreasing a
sense of isolation felt by some.

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B. CONTENT.

I. Theoretical background.
1. An overview of the project.
The word project comes from the Latin word projectum from the Latin
verb proicere, "before an action" which in turn comes from pro-, which denotes
precedence, something that comes before something else in time (paralleling
the Greek πρό) and iacere, "to do". The word "project" thus originally meant
"before an action".
Project work is a dynamic approach to teaching in which students explore
real-world problems and challenges, simultaneously developing cross-curriculum
skills while working in small collaborative groups or individuals to combine the
investigating the topic and presenting it in written form illustrated with photos,
pictures, diagrams, etc. (Blumenfeld et al., 1991; Đỗ, 2011). Project work is
student-centred and driven by the need to create an end-product (Bell, 2010).
However, it is an itinerary to achieving this end product that makes project work
so worthwhile. The process to the end-product brings opportunities for students
to develop their confidence and independence and to work together in a realworld environment by collaborating on a task which have they defined for
themselves and which has not been externally imposed (Blumenfeld et al., 1991).
Project work is a student-centred methodology, where students are actively
involved in their own learning process. In project work, students have to define a
research question that will be analysed and discussed using different approaches
in order to obtain an answer. Project work is an intentional and original activity
with a specific goal that promotes the development of skills, such as autonomy,
initiative, creativity, critical thought and collaboration as it involves group work.
However, it can generate complexity and uncertainty among participants. Project
work is characterized by the creation of an end-product, for instance a
presentation, an abstract, a poster or a three-dimensional model. Project work also
has a social approach, as a result of teamwork.
2. An overview of the project-based learning.
The basis of project-based approaches is hardly new. Early in the 1920s,
Project-based instruction was advocated by William Heard Kilpatrick. His

notion was that such instruction should include four components: purposing,
planning, executing, and judging (Foshay, 1999).  Since the students learn with
interactive technology and since the teacher has to design, to facilitate and to
monitor student activities. Thomas (1999) stated that the idea of assigning
projects to students is not a new one and the benefits of learning by practice
have long been touted; the roots of the idea go back to John Dewey (Blumenfeld
et al., 1991; Foshay, 1999). While each of these designs has different
pedagogical objectives, we believe that all good pedagogical designs should
include somewhat structured pedagogical scenarios  and that the teacher's role is
crucial. For over 100 years, educators such as John Dewey have reported on the
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benefits of experiential, hands-on, student-directed learning. Doing and creating
projects is a long-standing tradition in education history (Merkham et al., 2003).
A project-based activity allows our students to identify and project their
own problems. They become active, not passive; a project engages their hearts
and minds, and provides real-world relevance for learning.  Besides that students
develop a question and are guided through research under the teacher‘s
supervision (Bell, 2010). Instead of using a inflexible lesson plan that directs a
learner down a specific path of learning outcomes or objectives, project-based
learning allows in-depth investigation of a topic worth learning more about.
Thomas (1999) also described projects within project-based learning as based on
challenging questions and making students having central role in problemsolving, designing skill, negotiation and decision making processes so giving
students the chance to work relatively autonomously. In project-based learning
activities, students plan, implement, and evaluate projects that have real-world
applications beyond the classroom (Blank,1997). Project-based learning is an
active approach to classroom teaching and learning that is designed to engage

students in investigation of complex, authentic problems and carefully designed
products and tasks (Blumenfeld et al., 1991). The use of project-based learning in
class is possible after providing the information that is needed for the project.
The classroom activities should be student-centred, cooperative, and interactive
(Moursund, 1999).
Project-based learning increases the students’ attitutes of mind students
toward their learning style. Project-based learning is still in the developmental
stage within educational settings. Moreover, these studies which were on the
investigation of project-based learning were carried out in elementary level by
comparing project-based learning with traditional methods. However, this
study focuses on the how to learn well part "project" of the new 6th Grade
English Curriculum. From this perspective, this research can be stated to
have a significant value. In this sense, It is hoped that this empirical study can
provide a close link between project - based learning and language learning and,
at the same time, propose guidelines for English language teachers who wish to
implement project-based learning to enhance their students’ language learning as
well as development of attitude towards learning English as a foreign language.
On the other hand, by carrying out this study, we hopes that teachers and
students can p a y more attention and enjoy more popularity on part
"project" at all grade levels.
II. Reality basis.
From grade three on, English is taught at Primary school. This demand for
English offers opportunities for Teaching English as a Second or Other Language
(TESOL) in Vietnam but at the same time this creates not only many challenges
but also mismatchs between the expected and actual levels of competence, and
educators claim EFL preservice teacher education is largely inadequate (Pham,
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2001). We have changed our English Curriculum from Primary school to High
school in order to get language proficiency levels and interpret language
qualifications defined in the Common European Framework of Reference for
Languages (CEFR), which plays a central role in language and education policy
nationwide. Moreover, we have done our best to inspire our students to study
English, using different modern teaching methods, applying CALL – activities
(Computer-assisted language learning) into our teaching stage and renovating
testing system.
As a shown in the problem indenfication of the motivation in English
learning process through traditional methods, it’s possible to confirm that the
solution to the pr oblem is related to the working hypothesis which is the solution
for the lack of motivation on students. PBL (Project-Based Learning) will
increase their interest to use contents of English classes and to improve basic
skills for the understanding and communication in English language. To apply
the proposal of this research based on the application of PBL to motivate
English learning, in order to improve English communication skills and
students’ attitudes in learning.
Figure 1: Problem indenfication

III. The context of the studies
1. To the curriculum.
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Project work is only one part of a period which lasts 45 minutes, so
teachers and students do not have much time to spend on doing project. That's
why some teachers cannot pay enough attiention to this part of each unit.

2. To the teachers.
Firstly, all the teachers are having difficulty in the little time for teaching
part "project" and some even think that this part is not very important. This is the
main reason why this part is normally ignored.
Secondly, some teachers have not got access to the Project-Based Learning
yet. and they are still affected the traditional method. Some even don’t know how
to arrange a project learning lesson.
Thirdly, because of the students' poor quality, many teachers always worry
that our children are too poor, they can’t know what to do, how to do…Therefore,
they often explain too much. This makes students confused.
Finally, challenges for teachers involve:
- Allocating time
- Teaching process skills
- Assessing process as well as product
- Assessing individual as well as group learning
3. To the students.
Secondary school students are more familiar with teacher-centred
approaches, which tend to lead to a more passive learning style. In fact, most of
our students are afraid of taking part in the group work. So that their group work
is not effective.
Some weaker and lazier students will depend on the better ones and some
even do not do any things.
Moreover, the real quality of our students is very poor. Students need to be
at level A1 so that they will be able to adapt to the higher level. So that they get
trouble with their project.
Finally, students do not have enough time to create their ideas. They often
have to find out a new thing for a short time. This seems very difficult for not
only children but also the specialists.
4. The result of the survey before applying the initiative
Let's have a look at my survey of students' participating behavior in doing

project activity.
School
year

Grade

Number
of

Unsatisfactory
SL

%

Satisfactory
SL

%

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students
2016-2017

6

32

23

71. 9

10

28.1

2017- 2018

6

38

25

65.8

13

34.2

At the end of 2016-2017 and at the beginning of the 2017-2018 schoool
year, I had students do a project as a fifteen-minute test and here is the result:
Shool
year

Grade

Number

Good

20162017
20172018

Fair

Average

Weak

Of
Students

No

%

No

6

32

2

6.3

6

38

2

5.3

Poor

%

No

%

No

%

No

%

4

12.5

18

56.2

5

15.6

3

9.4

7

18.3

12

31.6

12

31.6

5

13.2

From the results of the survey, we find that the problem of students' and
teacher's awareness is worrying. All of these proplems make me decide to
research and apply some experiences in teaching project and guide my
students to do project work in my teaching process in the school year 20172018 for students of grade 6.

IV. Solutions and procedure
1. Solutions
1.1. Solution 1:
Take a survey to check the behavior and ability of doing project work of
our students.
1.2. Solution 2:
Make a plan, research, choose learning methods which suit for the students'
level and for the content of different projects.
1.3. Solutions 3:
Carry out the research on grade 6 students in …….. secondary school
where I am teaching.
2. The applications of doing the project work.
2.1. Challenges for teachers and students
What are the challenges facing teachers?
When we bring project-based learning into the classroom we may have to
adopt new instructional strategies to achieve success. Having the teacher take the
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role of guide or facilitator is not the way that most educators were taught, nor
even the way they were taught to teach. Direct-instruction methods that rely on
textbooks, lectures, and traditional assessments do not work well in the more
open-ended, interdisciplinary world of project-based learning. Rather, we do more
coaching and modeling and less "telling." Specific challenges facing teachers
include:
Recognizing situations that make for good projects;
Assigning an authentic task; project-based work is supposed to be about
the real world and reflect things that people out in the real world actually care

about and need to know. This means that the teacher need to stay away from tasks
that seem to “live” only is schools such as asking them to write an essay or
transform sentences. Instead, the tasks should reflect things that people in the real
world engage in or need to know.
Structuring problems as learning opportunities;
Using an appropriate topic; not every topic works as a project-based work –
it’s just that simple. But even beyond that, we have to find the chosen topics
engage the student in the way that we hope it would. That’s why it’s so important
to forcus on big, specific issues that are relavent to them or that reflect some
aspects of their interest. We’re most motivated to learn when the task before us is
matched to our student level of skill: not so easy as to be boring, and not so hard
as to be frustrating. Deliberately fashion the learning exercise so that students are
working at the very edge of their abilities, and keep upping the difficulty as they
improve.
Managing the learning process;
Assigning a unique task; the poin of view project-based learning is to
engage the students in a task that seems new, exciting and interesting. There’s a
good chance that they’re going to be very interested. Specially, project-based
activities are good at teaching procedures to students or at helping them to
memorize fact, so include these things as part of their task will miss the point of
PBL. Memorizing information is boring. Discovering the solution to a puzzle is
invigorating. Present material to be learned not as a fait accompli such as state
high school curricula, but as a live question begging to be explored. Some
learning tasks, like memorizing the multiplication table or a list of names or facts,
are simply not interesting in themselves. Generate motivation by encouraging
students to compete against them: run through the material once to establish a
baseline, and then keep track of how much they improve (in speed, in accuracy)
each time.
Integrating technologies where appropriate;
Choosing multi-faceted resources; part of what a project-based learning is

supposed to do is present different points-of-view and get student to from their
own opinions after reading about “facts” that often oppose each other. Therefore,
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that’s not easy to do if we use resources that all seem to be staying the same
things. Project-based learning can be applied to all age-group, and all levels in
which students have to collect information from website, seveys, and interviews.
Besides, Internet use can bring back students advantage of opportunities to be
taught critical thinking skills.
Collaborating with colleagues to develop interdisciplinary projects;
Developing authentic assessments indeed, we may have to be willing to
take risks to overcome initial challenges. Almost students do projects at the same
time. They complain that they have more than three projects due in the same
week. Therefore, we should talk to one another and space projects out over the
course of the year. This would result in higher quality projects. A supportive
administration can help by implementing more flexible schedules, such as block
schedules or team planning time, and providing teachers with professional
development opportunities.
According to my observation, the best way to know if we have created a
successful project-based activity is if our students come up with different answer
to the same problem. This way, we know that they have engaged with the topic
and formed their own distinctive viewpoints based on the information. As our
world continues to increase in speed and complexity, this kind of higher-lever
thinking is going to be invaluable to ensure that they have a successful future. On
the other hand the teacher should be well trained and embrace the constructivist
methodological principles that are supported by the usage of this tool.
As a teacher of English in secondary school we can see that the use of

acquiring project-based ware can open the door for incorporating other teaching
tools in while accommodating the needs of new generation of students who are
currently or will come into classrooms. It is possible that using project-based ware
as a constructivist internet based tool will also help meet the school
modernization and technology incorporation push currently underway by the
MOET as part of an attempt to reach the modernization standards set by the most
developed countries.
2.2. The process of doing the project work.
2.2.1. Solve with the time problem.
Because we do not have much time to do a project in a period at school, the
teachers and students have to prepare the assignment before the lesson. Each unit
consists of 7 periods and part "project" is usully taught with part Looking Back.
In the first lesson, Getting started, students get to know the topic of the unit, so we
(teachers) should tell our students about their project. By this way, we will save a
lot of time in class and students will be able to think of their project more
carefully and also have time to find more information related to the project.
2.2.2. General overview of part "project" in English 6.
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Our secondary English teachers recognize that the language arts skills of
reading, writing, listening, and speaking contribute to the success of all students
as self-sufficient and productive citizens. We encourage students to:
Enrich their lives and increase their understanding of themselves and others
through the broadening study of literature. To that end, we have included in our
canon literature selections that portray universal and real themes. Our chief goal
is to develop discriminating, sophisticated, and responsible readers and to
encourage their lifelong reading habits.

View writing and the composing process as a way to generate, organize, and
communicate ideas effectively. We affirm the teaching of writing as a recursive
process that includes a variety of pre-writing techniques, multiple drafts, revision,
and editing. As a part of this instruction, we encourage peer evaluation so that
students can be both authors and editors. In addition, we support the use of both
teacher-generated and student-generated topics and the inclusion of writing
experiences that stimulate creativity as well as critical thinking. To validate and
encourage students, we subscribe to the use of constructive commentary in the
evaluation of writing.
To be astute and responsible consumers of information. We provide
opportunities for our students to critically evaluate the validity of information
sources, including both print and non-print media.
Actively listen to the ideas of others and shape their own ideas and concerns
into clear and effective speech
Classifying the projects:
* Speaking and writing: Project 1 + 3 + 4 + 6 + 8 + 12
* Drawing and speaking: Project 2 + 5 + 7 + 9 + 10
* Making models and speaking: Project 11
2.2.3. Steps of doing the project work.
a. Step 1: Making project plan
Whether students work individually, in pairs, or in groups, having them
design something from scratch taps their creative abilities. When using the
project-based learning strategy, it is almost guaranteed that the endeavor will be
interdisciplinary. The teacher's role is to serve as coach, guiding students to use a
variety of resources, employ a strategy that is fun and motivating, and uncover
content with depth and breadth.
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For example: "Doing the Project 1" - My dream school* For Teacher's Preparation.
Step 1: I explain the content of the project: My dream school
Request1: Draw your dream school.
Request 2: Write about your dream school.
- Imagine your dream school. What does it look like? What can you do
there? Is it...
- in a different town or country?
- aboarding school?
- a boys'/ girls' school?
Does it have...
- a swimming pool?
- video game rooms?
- a greenhouse or a farm?
Step 2: Class arrangement.For this project, I would like students to work
individual first. They use their imaginary to design a school they dream and write
abut it. After that, students are divided into 3 groups to exchange and discuss
about their new school in groups.
Choose one member to be the leader of the group and one to be the viceleader.
I also give them the time limited. They have to hand in their work by the
time of the lesson "skills 2". To motivate students, I hold a competition in which
the team has more better results will win.
Step 3: Project evaluaion
Teachers and students discuss about how to evaluate the project work.
Criteria 1: Design your dream school. You can draw a picture, take a
photo and stick on your papers. more creative- 5 points.
Criteria 2: Your writing, accuracy- 5 points
Criteria 3: Your participating behavior and your cooperation: 10 points
From the beginning of the school year, I put more pressure on the
awareness of taking part in doing the project than their language result. By this

way, everyone will have skills on working individually and in groups
* For students' preparation.
Group leaders need to discuss in group to decide:
- Give task to each person. Be sure nobody is free from the project.
- The time they finish the personal task.
- The time and the place all the group work together.
PROJECT PLAN
Class:..............Group................. Members..........
I. Overview
1. Objectives:
- Knowledge:
+ Topic:
+ Vocabulary:
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+ Grammar:
- Skills:
- Attitudes:
2. Method of development: (oral presentation, designing a poster, video
clip, talk show...)
3. Individuals’ responsibilities: ...
4. Aids: (posters, handouts, pictures, projectors...)
5. Schedule:
6. Lesson outcome:....
II. Procedures
1. Problem analysis: ( answer suggested questions....
2. Problem solving: ( Investigate, collect information...)

3. Project report: ( oral presentation, poster, video clip, talk show....)
- And here is one example result:

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Step 3: Project presentation.
The groups present their products before class at the period: Looking back
and project. After revising the vocabulay, the grammar and communication,
teacher spends from 10 to 15 minutes for each team. A presentative will show
their idea in front of the class. The other groups will give comments to their
friends presentation, discuss, contribute ideas. It also gives a rating(by score)
according to the criteria stated in the evaluation form designed by the teacher.
Let's have a look at one of my project class arrangement:

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Step 4: Project evaluation.
After the the students' presentation, teachers combine all the assesment
process: self-assessment of team performance, team performance, teacher
evalution(evaluation periodic and final product evaluation) to draw conclusions
aboutt the actual results present projects of student groups, of each student.
Comment on the spirite, working attitude of groups, individuals in the
process of project implementation.
Comments on the product quality of project implementation by the

groups.
Announce scores of each group; Bonus points for individuals to export
has made a great contribution to the success of their group.
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Select the product of the excellent group to stay in the library of the
school for reference and presentation to all students in the school. Project
monitoring and evaluation must be based on forms.The development of detailed
project evaluation forms will help to learn students participating in the project
clearly define their jobs and must return.It helps students to evaluate their
workload and quality
I gained, help students self-assessment, group assessment, and help the
assessment is fair and objective. When the learner-centered assessment criteria,
the student will be more involved in the assessment process, there are more
opportunities to study and practice more:
- Project planning, checklists and project evaluation forms.
- Use hints to help students think and evaluate their own learning self.
- Set goals, tasks, predictions about the results achieved in school episodes.
- Point out the difficulties that may arise during the learning process suggested
strategies to overcome, the lessons learned.
 - Exchange of feedback from students.
When participating in the assessment process, students will be encouraged, tested
control learning, self-assertion of success. To help learn successful, the teacher
should provide:
- Clear standards.
- The opportunity to track your progress.
- Methods to collect feedback to share with classmates, mix feedback from peers

to increase work efficiency.
- Assist in establishing new learning goals in the future.
2. 3. The advantages of doing project works.
Connecting academic situations to the real world is one of the largest
benefits of project based learning. Students learn with the same approach they
will eventually use in their hobbies, passions, and careers. This ingrains essential
problem-solving techniques within them early on, drastically increasing their
chances of success in whatever career they choose once their education has
completed. Part of this is that project based learning requires the use of multiple
problem-solving methods, which helps students not only cultivate a balanced
approach but also learn to switch approaches when their initial attempt fails to
work.
Another benefit of project based learning is its affect on students'
interpersonal skills. Because projects are often large and complex, students are
grouped together to work, which fosters communication skills and encourages
even students with diverse and possibly conflicting personalities to find a
common ground, or at the very least a way to work together without constant
tension. Part of this teamwork building helps introduce students to the
specialization and delegation that are extremely prominent in the real world.
Some students will naturally be more adept at some problem-solving methods
than others, so students will figure out how to allocate resources (themselves)
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optimally by having part of the group work on one subset of tasks while another
part works on another subset.
Overall, project based learning encourages students to develop a balanced,
diverse approach to solving real-world problems, both on their own and in a team.

Project based learning prepares students for success in the real world like no other
teaching style can.
3. Some notes of teaching and doing project work.
- Teacher makes sure that students know the main steps which are stated above to
make a project plan.
- Teacher can organise students to work individually, in pairs or in groups
according to the purpose of the projects.
- After giving out the main idea/topic, teacher should model first .
- Timing is necessary as well as the teacher’s motivation and help will encourage
students to work eagerly and actively.
- The teacher’s and students' careful preparation is the success of the lesson.
4. Demonstration.
Project 2:

Unit 2: My home
Lesson 7: Looking back + Project

Preparation: - Students should be prepared before the lesson at least for 3 days.
-Draw a plan of a room for a hotel individually
- Describe your room for yourselves and show the plan and describe the room to
the other students.
Give detail instructions:
- Name of the room?
- What’s there in the room?
- Positions of the main furniture?
- Using the preposition: next to, on, near, ….
- There is / are…………
Tell the rest of the class about your school. Try to convince them to come.
Group members
Topic :

Class: 6…

Order

Role in
the project

Name

PP

OP

Individua
l

Total

1

 

 

 

 

 

 

2

 

 

 

 

 

 

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3

 

 

 

 

 

OP

Oral presentation (10 marks)

Individual
Total
score

Students's handout (10 marks)

 
            

= ( OP + dividual)/2

Here is the students' result:

Let's have a look at the result more at the part Appendix
5. Results after applying the research in teaching.
In the school year 2017 -2018, I boldly applied these initiatives in teaching
the students of class 6 at my shool and achieved very positive results as follows:
- All of the students now are happily ready to do project work themselves and in
groups skillfully.
- Doing project is no longer boring and difficult but more enjoyable, active and
creative. Students can complete their task in different forms: speaking, writing,
making things.

- Through doing projects, more students love English and they can improve their
speaking, listening and writing skills a lot, especially using daily English, As a
result, their four skills are much better and they are interested in learning the
subject more, which motivates teachers much in my teaching career. This is also
the reason leading to the relatively positive result of the first semester in the
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school year 2017-2018 in the classes that I am teaching. Hopefully, my own small
experience will help colleagues enrich their experience in teaching part project.
Let's have a look at my survey of students' participating behavior in doing
project activity.
School
year

Grade

2017- 2018

6

Number
of
students

Unsatisfactory

Satisfactory

SL

%

SL

%

38

2

5.3

34

94.7

At the end of the school year, I have students do a project as a fifteenminute test and here is the result:
Shool
year

Grade

20172018

6

Number

Good

Fair

Of
Students

No

%

No

38

8

21.2

16

Average

Weak

Poor

%

No

%

No

%

No

%

41.7

10

26.5

4

10.6

0

0

In comparision with the result from the beginning of the school year, the
figure has changed as follows:
Good

Fair

Average

weak

Poor

Increase
16.2 %

Increase
23.4%

Decrease
5.1%

Decrease
20.0 %

No student

Let's compare the classroom arragement and students's behavior before and
after applying the study: (Appendix 9)
D. CONCLUSION.
I. Conclusion.
The results of the research showed a significant difference between the
attitude scores of the experiment group and the control group. On the other hand,
it was also found out that doing project work was more effective in the positive
development of the students’ academic achievement levels. At the end of the

research, it was revealed that the students who were educated by doing project
was more successful and had higher attitude levels towards the lesson than the
students who were educated by the instruction based on student textbooks.
The purpose of this study was to investigate the effects of doing project
on academic achievement and attitudes of eleventh grade students towards
English lesson and to compare it to that of instruction based on student
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textbooks. For this reason, experimental groups were formed for the study.
Whereas project-based learning was applied to the experimental groups,
instruction based on student textbooks was applied to the control group in the
teaching stage; there was no significant difference between the experimental and
control groups in terms of their academic achievement scores in English lesson.
The findings of post-test at the end of the implementation, however, indicate that
the experimental group performed better than the control group.
II. Suggestions.
Based on the overall findings in the process of completing their projects,
students also hone their organizational and research skills, develop better
communication with their peers and adults, and often work within their
community while seeing the positive effect of their work.
Because students are evaluated on the basis of their projects, rather than
on the comparatively narrow rubrics defined by exams, essays, and written
reports, assessment of project-based work is often more meaningful to them.
They quickly see how academic work can connect to real-life issues - and may
even be inspired to pursue a career or engage in activism that relates to the
project they developed.
Students also thrive on the greater flexibility of project learning. In

addition to participating in traditional assessment, they might be evaluated on
presentations to a community audience they have assiduously prepared for,
informative tours of a local historical site based on their recently acquired
expertise, or screening of a scripted film they have painstakingly produced.
Tho Xuan, date 3rd January, 2018
Writer,

I swear that here is my own initiative
experience.

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References
1. Bell, S. (2010). Project-based learning for the 21st century: Skills for the
future. The Clearing House, 83, 39-43.
2. Blank, W. (1997). Authentic instruction. Blank, W. E. and Harwell, S.
(Eds.). Promising practices for connecting high school to the real world.
Tampa, FL: University of South Florida.
3. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and
Palincsar, A. (1991). Motivating project - based learning: Sustaining the doing,
supporting the learning. Educational Psychologist, 26(3-4), 369-398.
4. Đỗ Ngọc Thống. (2011). Xây dựng chương trình Giáo dục phổ thông theo
hướng tiếp cận năng lực. Retrieved from />tabid=62&News=4119&CategoryID=6
5. Delta Kappan International. Fraenkel, J. R. and Wallen, N. E. (1996). How to
design and evaluate research in education. (3rd ed.). New York: McGraw-Hill.
6. Merkham, T., Mergendooler, J., Learmer, J. and Ravitz, J. (2003). Project
based learning handbook. Hong Kong: Quinn Essentials Books and Printing, Inc.

8. Moursund, D. (1999). Project-based learning using information technology.
Eugene, Oregon: International Society for Technology in Education.
9. Pham, H. H. (2006). Researching the Research Culture in English Language
Education in Vietnam. Journal, 10(2). Retrieved from />10. Railsback, J. (2002). Project-based instruction: Creating excitement for
learning. Portland, OR: Northwest Regional Educational Laboratory.
/>11. Retrieved from;
/> />Foshay, J. D. (1999). Project-based multimedia instruction. Bloomington, IN: Phi
12. Thomas, J. W. (2000). A review of research on project-based learning
executive summary. San Rafael, CA: The Autodesk Foundation.

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