Nâng cao năng lực nói tiếng anh cho học sinh thông qua các tiết học dự án tại một trường THCS ở hải dương

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES


TRẦN THỊ QUYÊN

IMPROVING STUDENTS’ ENGLISH SPEAKING COMPETENCE
THROUGH PROJECT LESSONS AT A LOWER -SECONDARY SCHOOL
IN HAI DUONG PROVINCE
(Nâng cao năng lực nói Tiếng Anh cho học sinh thơng qua các tiết học dự án
tại một trường THCS ở Hải Dương)

MA. MINOR THESIS

Field: English Teaching Methodology
Code: 8140231.01

Ha noi 2021


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES


TRẦN THỊ QUYÊN

IMPROVING STUDENTS’ ENGLISH SPEAKING COMPETENCE
THROUGH PROJECT LESSONS AT A LOWER -SECONDARY SCHOOL
IN HAI DUONG PROVINCE

(Nâng cao năng lực nói Tiếng Anh cho học sinh thơng qua các tiết học dự án
tại một trường THCS ở Hải Dương)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 8140231.01
Supervisor: Dr. Mai Thị Loan

Hanoi – 2021


DECLARATION OF AUTHORSHIP
I certify that no part of the thesis entitled “Improving students’ English
speaking competence through project lessons at a lower-secondary school in Hai
Duong province” has been copied or reproduced by me from any other works
without acknowledgement. It is the result of my own original research under strict
guidance of my supervisor.

Hanoi, 2021
Student‟s signature

Trần Thị Quyên
Approved by SUPERVISOR
(Signature and full name)

Dr. Mai Thị Loan

Date: .................................

i


ACKNOWLEDGEMENTS
First of all, I would like to express my sincere appreciation to my supervisor,
Dr. Mai Thi Loan for her enthusiastic support, encouragement and valuable
guidance throughout the process of conducting this study.
Secondly, I would like to thank all my lecturers and the staff of Faculty of
Post- Graduate Studies department, VNU for supporting me with a lot of knowledge
and giving me the best environment to fulfill my thesis.
Also, I want to send my thanks to teachers and all students at Toan Thang
lower- secondary school who help me complete my research with their willingness
in participating in the research.
Finally, I owe my whole- hearted thanks to my family and my kind- hearted
friends, who have always supported and encourage me to complete this thesis.

Hanoi, 2021

ii


ABSTRACT
The research aims at investigating the effectiveness of using project- based
learning on improving students‟ English speaking competence at a lower secondary
school. The instruments employed for data collection included two tests (pre-test
and post-test), a questionnaire for students, and an interview for students.
Participants were 30 students from a class at a lower-secondary school.

The

research findings show that the students had positive attitudes towards the use of
project- based learning in their English speaking lessons. Students were interested
in speaking lessons with enjoyable and appropriate activities. Moreover, projectbased learning is an effective method because there has been a great progress in the
participants‟ score, and their achievement was greatly increased after the nine -week
course of application of project- based learning. Basing on the findings, some
pedagogical implications are suggested. This study is expected to be significant to
both teachers and students in teaching and learning English speaking.

iii


LIST OF TABLES AND FIGURES

Table 4.1: Pre and post test scores ............................................................................ 28
Chart 4.1: A comparison of the students‟ improvement according to three criteria . 30
Chart 4.2: Students‟ attitude towards project-based learning ................................... 32
Chart 4.3: Students‟ attitude towards ........................................................................ 32
The application of project-based learning in the future ............................................ 32
Chart 4.4: Students‟ opinion about project-based learning creating optimal
environment to practice speaking English ................................................................ 33
Chart 4.5: Students‟ opinions about using project-based learning in improving
speaking skills ........................................................................................................... 34
Table 4.2. Students‟ opinion on the benefit(s) of project-based learning in English
speaking lessons ........................................................................................................ 35
Chart 4.6: Students‟ responses about improving aspects of speaking skills ............. 36

iv


TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP ..................................................................... i
ACKNOWLEDGEMENTS ...................................................................................... ii
ABSTRACT .............................................................................................................. iii
LIST OF TABLES AND FIGURES ....................................................................... iv
CHAPTER 1: INTRODUCTION ........................................................................... 1
1.1. Rationale of the study........................................................................................... 1
1.2. Aim and objectives of the study ........................................................................... 2
1.3. Research questions ............................................................................................... 2
1.4. The scope of the study.......................................................................................... 2
1.5. Methodology of the study .................................................................................... 3
1.6. Significance of the research ................................................................................. 3
1.7. The organization of the study............................................................................... 4
CHAPTER 2: LITERATURE REVIEW ................................................................ 5
2.1. Speaking ............................................................................................................... 5
2.1.1. Definition of speaking ....................................................................................... 5
2.1.2. The importance of teaching speaking ............................................................... 5
2.1.3. Speaking competence ........................................................................................ 6
2.2. Project- based learning ......................................................................................... 7
2.2.1. Definition of Project- based learning ................................................................ 7
2.2.2. Characteristics of Project- based learning ......................................................... 8
2.2.3. Benefits of project- based learning ................................................................... 9
2.2.4. The role of teachers and students in project- based learning .......................... 10
2.2.5. Stages of project-based learning in teaching English speaking ...................... 12
2.3. Previous studies .................................................................................................. 14
2.4. Summary ............................................................................................................ 17
CHAPTER 3: RESEARCH METHODOLOGY ................................................. 18
3.1. Action research ................................................................................................... 18

v

3.1.1. Definition of action research ........................................................................... 18
3.1.2. Reasons for choosing action research ............................................................. 18
3.1.3. Procedures of action research in the study ...................................................... 19
3.3. Participants ........................................................................................................ 23
3.4. Data collection instruments ................................................................................ 23
3.4.1. Pre- test and post-test ...................................................................................... 23
3.4.2. Questionnaire .................................................................................................. 24
3.4.3. Interview ......................................................................................................... 25
3.5. Data collection procedure .................................................................................. 26
3.6. Data analysis procedure ..................................................................................... 26
3.7. Summary ............................................................................................................ 27
CHAPTER 4: DATA ANALYSIS AND FINDINGS .......................................... 28
4.1. Analysis of pre-test and post-test ....................................................................... 28
4.1.1.Comparison of students‟ overall scores between the pre-test and post- test.... 28
4.1.2. Comparison of the students‟ component scores between the pre-test and posttest ............................................................................................................................. 29
4.2. Analysis of the questionnaire ............................................................................. 31
4.2.1. Students‟ view the use of project based learning ............................................ 32
4.2.2. Students‟ opinions about the employment of project-based learning in
improving speaking competence ............................................................................... 33
4.2.3. Students‟ responses about improving aspects of speaking skills .................... 36
4.3. Analysis of interview ......................................................................................... 37
4.3.1. Students‟ attitude towards project-based learning .......................................... 37
4.3.2. Reasons for students‟ belief that project based learning motivates them in
learning speaking ...................................................................................................... 37
4.3.3. Reasons for students‟ opinion that project based learning improves their
speaking competence ................................................................................................ 38
4.3.4. Students‟ responses about how they are engaged in project based learning... 39
4.3.5. Students‟ responses about applying project-based learning in improving

speaking competence ................................................................................................ 40
vi


4.4. Findings .............................................................................................................. 41
4.4.1. The effectiveness of project-based learning in improving students‟ speaking
competence ................................................................................................................ 41
4.4.2. The students‟ attitudes towards project- based learning ................................. 42
4.5. Discussion .......................................................................................................... 43
4.6. Summary ............................................................................................................ 44
CHAPTER 5: CONCLUSION ............................................................................... 46
5.1. Recapitulation .................................................................................................... 46
5.2. Concluding remarks ........................................................................................... 47
5.3. Implications ........................................................................................................ 48
5.3.1. Stages of project-based learning ..................................................................... 48
5.3.2. Project requirements........................................................................................ 49
5.4. Limitations of the study ..................................................................................... 50
5.5. Suggestions for further study ............................................................................. 50
REFERENCES ........................................................................................................ 51
APPENDICES ............................................................................................................ I
APPENDIX 1. PRE- TEST AND POST- TEST RESULT ......................................... I
APPENDIX 2: SPEAKING TEST SPECIFICATIONS ............................................. II
APPENDIX 3: A SAMPLE OF PRE AND POST TESTS ....................................... V
APPENDIX 4A: PRE-SPEAKING TEST ............................................................. VIII
APPENDIX 4B: POST-SPEAKING TEST .............................................................. X
APPENDIX 5: STUDENTS‟ QUESTIONNAIRE .................................................. XII
APPENDIX 7: INTERVIEW QUESTIONS FOR STUDENTS .........................XVIII
APPENDIX 8: CÂU HỎI PHỎNG VẤN HỌC SINH .......................................... XIX
APPENDIX 9: NỘI DUNG BÀI PHỎNG VẤN HỌC SINH .................................XX
APPENDIX 10: A SAMPLE DESCRIPTION OF A PROJECT ........................XXIII

APPENDIX 11A: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU......... XXVI

vii


CHAPTER 1: INTRODUCTION
1.1. Rationale of the study
According to the National Foreign Languages Project of Vietnam, English
speaking competence is the main goal of learning English from the primary to the
lower- secondary, and then the upper- secondary school. However, it is not easy for
all students to develop speaking competence because of lack of communicative
environment. In the secondary English textbooks, project lessons are clearly
designed to provide opportunities for students develop their language ability.
Students also can develop their communicative competence through using language
in a relatively natural context and participate in meaningful activities, which leads
to the learner-centered teaching approach. Project lessons focus on the learners and
the teacher acts mainly as a facilitator and motivator. Also, project lessons are
usually carried out in different ways in which students can develop not only their
language skills but also their decision-making skills as well as leadership qualities
to express meaningful and contextual communications in real life (Nguyen, 2011).
Through project- based learning in project lessons, the learners are engaged in
purposeful communication to complete authentic activities so that they have the
opportunity to use the language in a relatively natural context and participate in
meaningful activities.
In Vietnam, the topic “Improving students‟ English speaking competence
through project based-learning” has received a lot of interests and attentions of
various researchers so far. Some of them focused on the success of project- based
learning implementation in teaching speaking English, others viewed teachers‟
perspective

towards project- based learning in teaching speaking English.

However, there is no research which mainly focuses on effectiveness of projectbased learning in improving students‟ speaking competence in project lessons.
Based on the literature review and the reality of teaching English at school, this
study was carried out to fill this gap.

1


Being a teacher of English at a lower- secondary school, the researcher is
well aware of the importance of using project lessons to improve student‟s
speaking. It is found that both teachers and students have difficulty in teaching and
learning speaking in project lessons because of new target item of project lessons.
This leads the researcher to choose the study with the hope of finding the
effectiveness of using project- based learning in teaching speaking English,
especially project lessons. It is also hoped that this study may help English teachers
have more strategies for improving students‟ speaking competence through project
lessons.
1.2. Aim and objectives of the study
This study aims at examining the effectiveness of using project- based
learning on improving student‟s speaking competence at a lower- secondary school.
This overall aim can be achieved through the following objectives:
(1) To investigate the effectiveness of project- based learning in improving
students‟ speaking competence.
(2) To find out students‟ attitudes towards the use of project- based learning in
speaking lessons.
1.3. Research questions
With the given aims and objectives, the study was conducted to answer two
following research questions:
1. To what extent does the use of project-based learning affect students’ speaking

competence?
2. What are students’ attitudes towards the use of project-based learning?
1.4. The scope of the study
This study was conducted with the participation of thirty 7th grade students at
a lower- secondary school in Hai Duong province. It mainly concentrates on
practical effectiveness of project-based learning to improve students‟ speaking
competence and students‟ attitudes towards the use of project-based learning.
Therefore, challenges of teachers and students in implementing project- based

2


learning and using project- based learning in improving other language skills such
as listening, reading, writing would be beyond the scope.
1.5. Methodology of the study
The study applied quantitative and qualitative approach in order to achieve
the objectives. The research instruments were tests, questionnaire and interview.
Firstly, the pre-test and post-test were designed to collect the data before and
after applying the treatment. The grades were gathered through the first semester.
Tests were carried out to measure the improvement of the students participating in
project-based learning lessons. The researcher would compare the mean of the pretest and post- test to evaluate the effectiveness of the applied method.
Secondly, the questionnaire was carried out to get information about the
participants‟ opinion whether the technique is interesting or not. In this study, the
questionnaire was used to explore the students‟ attitude towards learning English
speaking through project-based learning.
Finally, the interview was the third instrument that helped obtain relevant
information about students‟ attitude. A list of five questions was drawn up to
support the findings from students‟ questionnaire and to get a further information,
which could be missed from the questionnaire.
1.6. Significance of the research

The research aims at investigating the effectiveness of using project- based
learning on improving students‟ speaking competence at lower secondary school.
The researcher hopes that this study may provide some insights in both theoretical
and practical significance. In term of the theory, the research contributes to the
general theory of project based learning in project lessons to help students improve
their English speaking competence. Moreover, practically, this research is expected
to provide a deeper understanding of students‟ opinion toward project-based
learning to help them gain all the necessary skills for developing the project and
working collaboratively in project lessons. Teachers will have the opportunity to
succeed as effective facilitators of project work activities. The results of this study

3


could be beneficial for both teachers and students, as it would help them reflect on
their own practice in using project-based learning.
1.7. The organization of the study
This study is divided into five chapters:
Chapter 1: Introduction covers the rationale of the study, the aim and objectives,
research questions, scope, method, significance as well as the design of the study.
Chapter 2: Literature review provides a critical review of some previous studies
relating to the research problem, presenting theoretical background relating
speaking features, project-based learning aspects, and the role of students and
teacher in project based learning.
Chapter 3: Methodology presents the context of the study which included the
description of the setting and the participants of the study. Data collection
instruments, data collection procedure and data analysis procedure are also
introduced.
Chapter 4: Data analysis and findings present the results of data analysis in detail,
from which, the results of the research are revealed and discussed .

Chapter 5: Conclusion presents the summary of the main issues and some
pedagogical implications. The limitations as well as some suggestions for further
study are also included

4


CHAPTER 2: LITERATURE REVIEW

In this chapter, the researcher will review results of the previous studies
related to the research area, which plays an essential role in directing the
investigator to find out the appropriate methods to conduct the research. At the
same time, theoretical issues related to speaking, project-based learning aspects in
teaching speaking English are also mentioned.
2.1. Speaking
2.1.1. Definition of speaking
Speaking, one of the two important productive skills, has been defined in a
variety of ways by different researchers in language learning. According to Burns &
Joyce (1997), speaking is an interactive process of constructing meaning that
involves producing, receiving and processing data. Chaney (1998) defined speaking
as the process of making and sharing meaning by using verbal and non- verbal
symbols in different contexts. Under a top-down view, Eckard and Kearny (1981),
Florez (1999), Howarth (2001) state that speaking is a two-way process including a
true communication of ideas, information, or emotions. In a related study, Bygate
(1987) considered speaking as the production of auditory signals to produce
different verbal responses in listeners. In other words, it is regarded as combining
sounds in a systematic way to form meaningful sentences.
From the definitions above, the researcher can conclude that speaking is a
process of conveying information or expressing one‟s felling in speech with its
various forms which are dependent on particular contexts.

2.1.2. The importance of teaching speaking
Speaking is one of the subjects in which the students are expected to be able
to use language in their daily communication. The aim of teaching speaking is to
provide students with an ability to express themselves in the target language to cope
with basic interactive skill like exchanging greeting and thanks and apologies, to
express his needs, and to request information and services (Brown & Yule, 2000).

5


Teaching speaking skill helps students use word and sentence stress, intonation
patterns and rhythm of the second language (Nunan, 2003).
According to Joanna Baker & Heather Westrup (2003) speaking English well
helps students to access up-to-date information in fields including science,
technology and health. Good English speakers will be in strong position to help
their country‟s economic, social and political development. Therefore, by learning
to speak English well, students gain a value skill which can be useful in their lives
and contribute to their community and country. In speaking lessons, when speaking
happens, learners express their views, feel confident to speak up when issues of
high interest occur. They also develop a range of skills, strategies and behaviors
which assist them to manage the challengeable situations.
Fielding and Ruddock (2002) explained that speaking opportunities facilitate
a stronger sense of membership, respect and self-worth, learning management,
agency and personalizing learning.
All in all, speaking is one of the most skill which can provide students
chance to practice and use English effectively. Furthermore, speaking helps express
needs, exchange important information and develop social relationship. Therefore,
it is very important to find out effective methods in teaching students‟ speaking.
2.1.3. Speaking competence
According to Hunsaker (2000) speaking competence is one‟s capability to

use the language appropriately and correctly to achieve the goals of communication.
The necessary components of competence, including knowledge, motivation, skills,
and outcomes (Spitzberg and Cupach,1984).
In the viewpoint of Burkart (1998), speaking competence is the ability to
use the correct words (vocabulary), in the correct order (grammar), with the correct
pronunciation, and in the appropriate context with the social norms and cultural
rules. In learning English, speaking competence helps students develop speaking
skill which is very important in communication.
In short, speaking competence is extremely important in developing

6


communication skills. According to Ministry of Education and Training, seventh
grade students are in A2 level. This study focused on lower- secondary students, so
the researcher strongly agrees and follows up the level A2 assessment of the
Cambridge KET in dividing speaking competence into three speaking subcompetences:

grammatical

and

vocabulary,

pronunciation and interactive

communication.
2.2. Project- based learning
2.2.1. Definition of Project- based learning
Many definitions of project-based learning have been proposed by various

authors. Project-based learning is a constructivist instructional method that supports
students‟ learning process through group work and social interaction in order to
solve problems. Students are not only encouraged to complete the steps of class
projects related to their personal interests and needs, but also to develop the ability
to think critically and use content knowledge (Kapp, 2009. Tamin & Grant, 2013).
Thomas (2000) defined that project- based learning is complex tasks, based
on challenging questions or problems, involves students in design, problem-solving,
decision making, or investigative activities; give the opportunity to work relatively
autonomously over extended periods of time; and culminate in realistic products or
presentations.
According to Alec Patton & Jeff Robin (2012), project-based learning refers
to students designing, planning, and carrying out an extended project that produces
a publicly-exhibited output such as a product, publication, or presentation. It is
related to enquiry-based learning.
From the abovementioned definitions, the researcher can conclude that
project- based learning is a method of teaching and learning in which students will
be able to design, plan, and carry out an extended project that produces a publiclyexhibited output through group work and social interaction. Through project- based
learning, students are engaged in purposeful communication to complete authentic
activities and use the language in a relatively natural context.

7


2.2.2. Characteristics of Project- based learning
Many different researchers show characteristics of project- based learning. In
a review of the research on project-based learning, Stollers (2007) identified six
main features of project-based learning:
■ Project work focuses on content learning rather than on specific language targets.
■ Project work is student- centered, though the teacher plays a major role in
offering support and guidance throughout the process.

■ Project work is cooperative rather than competitive. Students can work on their
own in small groups or as a class to complete a project, sharing resources, ideas and
expertise along the way.
■ Project work leads to authentic integration of skills and processing of information
from various sources, mirroring real- life tasks.
■ Project work culminates in an end product (e.g., an oral presentation, a poster
session, a bulletin board display, a report, or a stage performance) that can be shared
with others, giving the project a real purpose. The value of the project, however, lies
not just in the final product but in the process of working towards the end point.
Thus, project work has both a process and product on rientation, and provides
students with opportunities to focus on fluency and accuracy at different projectwork stages.
■ Project work is potentially motivating, stimulating, empowering, and
challenging. It usually results in building students‟ confidence, self- esteem, and
autonomy as well as improving students‟ language skills, content learning, and
cognitive abilities.
Likewise, Milan Kubiatko and Ivana Vaculová (2011) highlighted

four

major characteristics of project-based learning namely:
■ Thinking and learning in self-responsibility
■ Awaring of social responsibility
■ Thinking and acting from the scientific perspective but in a practical application
■ Relating both group process and product with professional practice.

8


Additionally, Thomas (2000) also proposes the five important criteria of
project-based learning such as:

■ Project-based learning projects are central, not peripheral to the curriculum;
■ Project-based learning projects are focused on questions or problems that drive;
students to encounter and struggle with the central concepts and principles of a
discipline;
■ Projects involve students in a constructivist investigation;
■ Projects are student-driven to some significant degree;
■ Projects are realistic, not school-like
From the description of project-based learning, it can be seen that projectbased learning is different from traditional instruction since it involves learners in
multiple tasks and roles of learning. With the combination of skills, students
become centers and managers of their learning, guided and mentored by skilled
teachers. Based on the the description of of project-based learning, the teacher can
engage students in purposeful communication to complete authentic activities in
real world situations.
2.2.3. Benefits of project- based learning
In the context of English teaching and learning, project-based learning is an
effective approach to teaching in which students explore real- world problems and
challenges with developing many helpful skills for students. Project-based learning
brings benefits to both students and teachers. According to Stollers (2006), projectbased learning has following benefits:
■ Linking “positive outcome of project work” to “authenticity of students‟
experiences and the language that they are exposed to and use”.
■ Increasing “the intensity of students‟ motivation, involvement, engagement,
participation, and enjoyment”.
■ Inspiring “creativity, as students move away from mechanistic learning and
toward endeavors that allow for and benefit from creativity”
■ Enhancing students‟ “language skills”
■ Improving students‟ “social, cooperative, and collaborative skills”
9


■ Making “students complete their projects with increased content knowledge”

■ Improve “self- confident, enhanced self –esteem, positive attitudes toward
learning, comfort using the language, and satisfaction with personal achievement”
■ Improving “decision- make abilities, analytical and critical thinking skills, and
problem solving”.
Haines (1989) also mentioned benefits of project-based learning in
improving language skills. Students engage in purposeful communication to
complete authentic activities, so they have the opportunity to use language in a
relatively natural context and participate in meaningful activities that require
authentic language use.
In the viewpoint of Thomas (2000), he showed that project-based learning
helps teachers to enhance their professionalism, stimulate collaboration among
colleagues and provide more opportunities to build relationships with students.
Generally, project-based learning is very beneficial to both students and
teachers in general and those of English in particular. Applying project-based
learning in teaching English helps students develop problem- solving ability,
language ability and social skills simultaneously.
2.2.4. The role of teachers and students in project- based learning
In traditional teaching and learning, teachers become the centers of the class
and handle class most of the time. The students passively listen and receive the
information. They do not have many opportunities to take part in different roles in
learning. This also means students can not present their ideas often actively and
interact with their teachers and their classmates. In contrast, the role of students and
teachers in Project- based learning seems changing different from old method
(Thomas,2000).
According to Milan Kubiatko & Ivana Vaculová (2011) the teacher's role is
an instructor who transmits information and organizes activities for practice and
more that of a guide and a facilitator. Projects require that teachers get to know their
learners' interests. Teachers must listen for what has been called the teachable
moment that point in a discussion when learners become excited about a topic, and
10

start asking questions. Facilitating project-based learning requires the kind of
leadership skills that allow teachers to help a group of learners to move in the
direction that they want to go, pointing out potential pitfalls or making suggestions
without getting defensive when students decide they like their own ideas better. It
makes a difference if teachers possess a tolerance for ambiguity, some skills in
helping learners negotiate conflicts, and being self-confidence together.
Javier Barba ( 2016) stated that the roles of the teachers and the students
changed. In a project approach, teachers are guides, facilitators, and managers. They
are no longer the sole „holders‟ of the content knowledge which the students may
engage in.
To identify the role of students in project-based learning, Boss and Krauss
(2007) stated that students will inquire, study, plan, evaluate, compare, collaborate,
manage, create, and present. They will try new tools and help others use the ones
they know. They will organize their work over time and reshape work products into
more polished form. They will give constructive feedback and respond to feedback
from others. Sometimes they will work independently, and at other times, in groups.
They will ask questions and present what they know. They will feel frustration and
accomplishment. They will evaluate the success of their efforts, change direction,
and persist as they overcome obstacles. Through the project and all of its cognitive
demands, they will become more experienced, and they will be more capable
learners at the end.
According to Javier Barba ( 2016), students have more liberty to express
their needs and their interests. Ideally, they are responsible for their own learning
process and the project engages them to develop their skills through carefully
designed, integrated tasks. Students are more motivated, perhaps they will be
willing to learn more, make bigger efforts, give their opinions, innovate with the
language, etc.
In summary, the role of teachers in project- based learning is teachers‟ ability

to support and direct students as managers, organizers, controllers, and assessors.

11


Students will inquire, study, plan, evaluate, compare, collaborate, manage, create,
and present. Through project- based learning, students not only strengthen their
teamwork, communication, and research skills, but they also sharpen their critical
thinking and problem-solving abilities essential for learning. Remarkably, the role
of students is exchanged in each step of project-based learning, which helps both
teachers and students do projects smoothly.
2.2.5. Stages of project-based learning in teaching English speaking
The stages of project-based learning are divided in variety by different
researchers. According to Kriwas (1999) and Bell (2010) there are four stages in
implementing project-based learning.
The first is speculation in which teachers provide the choice of project topics
initially based on curriculum and discuss them with the students. In this stage,
teachers and students speculate possibilities that will lead to the projects smoothly.
However, for the beginner or lower level students, teachers can choose the project
by themselves but still consider the students‟ problem. Topic is chosen after
discussing among all members of the group, and the teacher.
The second stage is designing the project activities that refers to organizing
the structure of a project activity that includes group formation, role assigning,
concerning methodology decision, information source, etc.
The third is conducting the project activities in which the students work what
had been planned and designed in the previous stage. At this stage, the students
gather information, discuss it with their group member, consult problems
encountered in their work with the teachers, and exhibit their final products that
might be in form of presentation, performance, product, publication, etc. to wider
community such as other classes, teachers, foreigners, etc.

The last stage is evaluation that refers to the assessment of the activities from
participants and discussion about whether the initial aims and goals have been
achieved, implementation of the process, students‟ attitudes toward it, and final
products (Brinia, 2006, Bell, 2010). Evaluation also entails assessment of errors and

12


problems in the presentations of the final products. According to Bell (2010), at the
end of the project, students do a self-evaluation. They evaluate not only their
learning, but also the success of their social interactions. They reflect on their
communication skills, if they felt they listened well to other students‟ ideas, and if
they believed their own opinions were heard. Consistent employment and practice
of these skills will strengthen them over time and lead to proficiency and mastery.
These skills are critical to future success in the structures of our global
communication.
According to Papandreou (1994), there are six steps in doing a project-based
learning in following order: preparation, planning, research, conclusions,
presentation, and evaluation. The first step is preparation. In this step, students are
introduced the topic and asked to discuss and ask questions. The second step is
planning in which the mode for collecting and analyzing information is determined,
and different tasks are assigned. The third step is research in which students work
individually or in groups to collect information. Next step is conclusions in which
the students draw conclusions based on the analysis of the collected data. The fifth
step is presentation in which the final product is presented to the whole class. In the
last step - evaluation, the teacher makes comments on the students‟ endeavor and
efforts. Although there are more steps than Kriwas‟s model, Papandreou divides the
similar tasks into different stages .
Basing on the above, however short or long the stages of project-based
learning are, the learners have to construct their knowledge themselves. They retain

more information when they learn by doing. The project is guided by an inquiry
question that drives the research and allows students to apply their acquired knowledge.
From the personal teaching experience, the researcher all agrees with the framework of
Kriwas‟ study (1999) following four steps: 1-Planning the project; 2- Carrying out the
project; 3-Exhibiting the project; 4- Evaluating the project. These stages of projectbased learning are applied in this study.

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2.3. Previous studies
Project-based learning is considered one of the most effective methods which
is applied to improve students‟ speaking competence. It has been received interests
and attentions of various researchers so far. Like any teaching methods, projectbased learning can be used effectively or ineffectively. A lot of researchers assert
that project-based learning is useful in helping students to improve their speaking
competence.
Pryla Rochmahwati (2015) carried out a study in an attempt to know the
effect of project-based learning toward speaking ability and its effective
implementation. The researcher used questionnaires, test, observation and interview
as data collection instruments. The research pointed out that the effective
procedures for the implementation of project-based learning are dividing the class
into groups, explaining the project and performing the project. Moreover, the
students showed significantly positive attitude towards the implementation of
project-based learning in speaking class.
Another research done by Abubakar (2015) explored students‟ speaking
ability at the second year students of MTsN Model after applying project based
learning as a method. The data of the study came from tests, observation and
interview. The researcher stated that students‟ participation in the project assigned
by the teacher has helped them to be more active in asserting their ideas. Through
performance, the students are enabled to be actively involved in presenting and
giving feedback which are acquired from small and big group discussion. Through

the project, the students could interact with their friends in small group before
speaking in a big group to enhance their speaking ability. The implementation of
project-based learning is generally positive as the students seemed to enjoy the
discussion and the performance based on what the students had made through the
project assigned.
Darini (2013) conducted a study that also involved using project-based
learning in improving the students` speaking skill. The study aimed to find out
whether project-based learning could improve young learners‟ speaking skill or not.

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It also aimed to investigate what speaking activities were used in project-based
learning to improve their speaking skill. To collect the data, participatory
observation was done for eight meetings and speaking assessment was conducted
three times in the first, fifth, and eighth meetings. The findings showed that projectbased learning could improve young learners‟ speaking skill. Of all the five aspects,
comprehension and vocabulary were improved most significantly. Of 21 speaking
activities, nine of them were used, namely drilling, storytelling, directed response,
picture-cued, translation of limited stretches of discourse, question and answer,
discussion, games, and role-play. Based on this study, it is suggested that projectbased learning is implemented in teaching speaking in primary schools.
Naajihah & Rahima (2020) carried out a study about the effect of project
based learning to the students‟ speaking ability. The study aimed to describe the
implementation of project-based learning in non- English department and to know
the effect of project-based learning in students‟ speaking ability. The researchers
used tests and observation as data collection instruments. The research found a
significant effect of project-based learning to the students‟ speaking ability. It was
also an effective methodology in teaching speaking because it made the students to
be more active and innovative in doing the task and joining the class. Thus, projectbased learning is strongly recommended as an alternative way in improving
students‟ speaking competence.
In Vietnam, project-based learning is considered a new teaching method

which has not been yet applied widely. Some studies have been carried out to
investigate the use of project-based learning in teaching speaking English,
especially in new textbook English in public schools.
Pham Thi Thu Ha (2014) conducted a research on developing students‟
speaking skill through project- based learning at a high school. The tools for data
gathering included questionnaires and interviews for students. The result revealed
that project-based learning was beneficial to help students improve their
performance and students had positive attitude towards the use of project-based
learning in their speaking lessons. Based on the findings, some implications would

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be given for both the teacher and the students.
Phan Thi Ngoc Le (2018) carried out a study on application of project-based
learning in teaching communication skill in English to engineering students. By
using statistical method and questionnaires for 21 engineering- majored students as
data collection instruments, the results of the study showed that engineering
students not only improve significantly their oral and written communication skill
but also apply content knowledge in their major in the English language course.
Pham Duc Thuan (2018) did a research with an aim to shed light on the
benefits of project-based learning and difficulties in implementing project-based
learning in EFL (English as a Foreign Language) classroom. The tools for data
gathering included questionnaires for students, class observation and interview for
teachers. The author suggested some projects for teaching English for elementary
EFL students based on the author‟s two-semester experience of using the projectbased approach in teaching English for first year non English majors in a university
in the north of Vietnam with the aim of increasing the students‟ motivation and
autonomy.
Nguyen Van Loi (2019) did a study with an aim to find out the Vietnamese
high school teachers‟challenges in implementing project-based learning in the new

English text book. The participants of the study were thirty-three EFL teachers from
sixteen high schools in both rural and urban areas of the Mekong Delta, Vietnam.
The tools for data gathering included questionnaires and an in-depth interview.
These results provide useful implications for how innovative approaches can be
successfully implemented, especially with respect to the kind of support EFL
teachers need to make project-based learning more feasible in the Vietnamese
educational context and similar ones.
Tran Thao Quoc & Tran Tu Ngoc Phan (2020) carried out a study on high
school students‟ attitudes towards the use of project-based learning. This paper
aimed at investigating EFL high school students‟ attitudes towards project-based
learning when they implemented project-based learning with the new English
textbooks. The researchers used questionnaire and interview as data collection

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