USING PROJECT-BASED LEARNING TO IMPROVE THE 10TH GRADERS’ ENGLISH PARAGRAPH WRITING SKILLS AT A HIGH SCHOOL IN HUNG YEN PROVINCE

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

TRẦN MẠNH HÙNG

USING PROJECT-BASED LEARNING TO
IMPROVE THE 10TH GRADERS’ ENGLISH
PARAGRAPH WRITING SKILLS AT A HIGH
SCHOOL IN HUNG YEN PROVINCE

MA THESIS IN ENGLISH LANGUAGE

HANOI, 2021


VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Trần Mạnh Hùng

USING PROJECT-BASED LEARNING TO
IMPROVE THE 10TH GRADERS’ ENGLISH
PARAGRAPH WRITING SKILLS AT A HIGH
SCHOOL IN HUNG YEN PROVINCE

Field: English Language
Code: 8220201
Supervisor: Assoc. Prof. Dr. Hoàng Tuyết Minh,


DECLARATION BY AUTHOR

I, the undersigned, thusly guarantee that the thesis named “Using
project-based learning to improve the 10th graders’ English paragraph
writing skills at a high school in Hung Yen province " is the aftereffect of
my own research for the Degree of Master of Arts in English Language. The
substance of the thesis has not, wholly or in part, been submitted for any other
degree to any other universities or institutions.
Except where reference has been made in the text, this thesis contains
no material previously published or written by another person.
The study reported in this thesis was approved by Graduate Academy
of Social Sciences.
Author’s Signature

Trần Mạnh Hùng

iii


ACKNOWLEGDEMENTS
Although only one name appears as the author of this work, writing a
thesis is indeed a collaborative effort. I would like to express my sincere
thanks to the many people who made it possible.
First and foremost, I would like to express my heartfelt gratitude to my
M.A thesis’s supervisor, Assoc. Prof. Dr. Hoàng Tuyết Minh, for her kind
consultation, invaluable encouragement as well as thorough correction in the
process of completion. But for her helpful guidance, this study would not
have been achieved.
Next, I would like to convey my sincere appreciation and thanks to Dr.
Đặng Nguyên Giang - Dean of the Department of Foreign Languages and the
other staff at Graduate Academy of Social Sciences the Department of
Foreign Languages, Graduate Academy of Social Sciences for granting me the

honor of writing this thesis as well as their assistance and most valuable
comments.
Especially, millions of my special thanks go to the teachers and
students of my High School in Hung Yen, who participated in this study for
their kind and patient co-operation and encouragement. They helped provide
me with valuable data for the study so that I could have a better view of
activities in English writing classes at my High School in Hung Yen province.
Last but not least, I am deeply indebted to my family for their sympathy and
support during all the time I was studying for M.A degree at Graduate
Academy of Social Sciences. Without their unconditional love and sincere
contribution, I could not have overcome my difficulties and
concentrated on my studies.


TABLE OF CONTENTS
Page
DECLARATION BY AUTHOR

i

ACKNOWLEDGEMENTS

ii

ABSTRACT

vi

LIST OF TABLES

vii

LIST OF FIGURES & CHARTS

viii

LIST OF ABBREVIATIONS

ix

CHAPTER 1: INTRODUCTION

1

1.1. Rationale

1

1.2. Aims of the Study

3

1.3. Research Questions

4

1.4. Scope of the Study

4

1.5. Significance of the Study

5

1.6. Research Methods

6

1.7. Structure of the Study

6

CHAPTER 2: LITERATURE REVIEW

7

2.1. Concepts of writing

7

2.1.1. Definitions of writing

7

2.1.2. Characteristics of writing

8

2.1.3. The importance of teaching writing

9

2.1.4. Teacher’s roles in teaching writing

11

2.2. Concepts of paragraph

12

2.2.1. Definitions of paragraph

12

2.2.2. Structures of paragraph

13


2.2.3. Approaches to teaching paragraph writing skills in foreign

14

language
2.3. Project-based learning

17

2.3.1. Definitions of project-based learning

17

2.3.2. Types of projects

20

2.3.3. Key features of Project-based learning

20

2.3.4. Advantages and challenges of project-based learning

23

2.3.5. Process of Project-based learning

25

2.4. Previous studies

28

2.5. Summary

29

CHAPTER 3: METHODOLOGY

31

3.1. Research Setting

31

3.2. Participants

32

3.2.1. The researcher

32

3.2. 2. The teachers

33

3.2.3. The students

33

3.3. Design of the study

34

3.3.1. Action research

34

3.3. 2. Procedures of the study

35

3.3.2.1. Phase 1: Planning

36

3.2.2.2. Phase 2: Action

37

3.3.2.3. Phase 3: Observation

39

3.3.2.4. Phase 4: Reflection

40

3.3.3. Data collection instruments

42

3.3.3.1. Pre-test and post-test

42

3.3.3.2. Questionnaires

43

3.3.3.3. Semi-structured interview

45

3.4. Data analytic method

46

3.5. Summary

48

CHAPTER 4: FINDINGS AND DISCUSSIONS

49

4.1. Data Analysis from Tests

49

4.2. Analysis from the survey Questionnaires

53

4.3. Analysis from the Interview

63

4.4. Discussion of findings

66

4.5. Summary

68

CHAPTER 5: CONCLUSION

71

5.1. Recapitulation

71

5.2. Concluding Remarks

72

5.3. Implications

73

5.4. Limitations and Suggestions for Further Studies

74

References
APPENDIX 1: Pre-test for students

I

APPENDIX 2: Post-test for students

II

APPENDIX 3: Rating scale for Writing test

III

APPENDIX 4: Survey questionnaire

IV

APPENDIX 5: Post- survey questionnaire

VI

APPENDIX 6: Interview

XII

APPENDIX 7: Transcripts of interviews

XIII

APPENDIX 8: Sample project plans

XVI

ABSTRACT


In a diligent attempt to investigate the impacts of PBL on students’
paragraph writing skills and their attitudes towards the new approach in my
own teaching conditions to see whether it is applicable at my school or not,
this research addressed two issues: (1) the effectiveness of using PBL on
students’ paragraph writing Learning in their English optional lessons; (2).
students’ attitudes toward the use of Project-based learning. Especially, an
action research project was carried out with the participation of 40 students in
Class 10A11 at a High School in Hung Yen province as a research class as a
compared class by dint of the same age, level and size of students. The study
lasted 12 weeks and involved some data, pre- test, post-test and interviews.
Research findings showed that students had positive attitudes towards the use
of PBL in their English lessons. It was also acknowledged that the PBL was
beneficial for helping students improve their performance in writing lessons.
Based on the findings, some implications would be given for both the teachers
and the students. With all these information, this study is expected to be useful
to both teachers and students in teaching and learning English writing skills.


LIST OF TABLES
Page
Table 2.1: Assessing Writing Performance- Level B1 (CEFR)

10

Table 2.2: Observation Checklist

37

Table 3.1: Procedures of the study

41

Table 4.1: The results of pre-test and post-test

50

Table 4.2: Students’ responses to the questionnaire

54


LIST OF FIGURES & CHARTS
Page
Figure 2.1: Stages of the process approach to writing

16

Figure 3.1: Action Research Cycle

34

Chart 4.1: Students’ mean score of average mark

50

Chart 4.2: A comparison of mean scores on pre-test and post-test

50

by five criteria
Chart 4.3: Students’ opinions of being afraid of writing English

52

lessons in class
Chart 4.4: Students’ opinions of difficulties in English writing

53

lessons
Chart 4.5: Frequency of practicing writing English lessons

54

Chart 4.6: Students’ being active in English writing lessons

54

Chart 4.7: Students’ interest in writing English lessons in class

55

Chart 4.8: Students’ attitude towards PBL

58

Chart 4.9: The benefits of PBL

59

Chart 4.10: The benefits of PBL in learning paragraph writing

60

skills
Chart 4.11: Students’ difficulties when implementing PBL

60


LIST OF ABBREVIATIONS
AR:

Action Research

CEFR:

Common European Framework for Reference

CLT:

Communicative Language Teaching

EFL:

English as Foreign Language

PBL:

Project-Based Learning

T:

Teacher

Ss

Students


CHAPTER 1: INTRODUCTION

1.1.

Rationale
In recent years, project-based teaching has been focused on and applied effectively in Vietnamese

education. The phrase "Project-Based Teaching" has been mentioned in many books on teaching methods
and techniques as well as many other scientific works. Research has shown that project-based teaching or
project-based teaching methods and techniques have been shown to be positive and effective. It is a
learner-centered teaching model, through open tasks, encouraging learners to explore, perceive
knowledge learned during implementation, and create their own products. Instead of following a model
lesson plan that guides learners through a specific path of learning outcomes and goals, project-based
instruction leads students to undertake an in-depth investigation of a topic under discussion and essay.
Through project- based teaching, learners have more autonomy over what they learn, stay interested, and
are motivated to take greater responsibility for their learning. The project-based teaching approach
“focuses on the realism of how teachers facilitate high-quality learning experiences” (Suzie Boss and

John Larmer 2018). Along with the changes in the world, the demand for project-based teaching is
increasing. We see schools and districts working towards a more student-centered approach that includes
question-and-answer learning, personalized learning, performance-based assessment, and a large amount
of engagement. interest and implement project-based learning. Project-based learning (PBL) is a showing
strategy where understudies get information and abilities by working throughout a drawn-out timeframe
to examine and respond to an inquiry, issue, or challenge, authentic, engaging, and complex. PBL is the
transformation of project-based teaching. PBL and project-basedteaching presuppose each other. So, in
this thesis, project-based teaching was experienced through my exploration of the field of PBL.
PBL is a constructivist-based learning method (Hmelo-Silver 2004) first proposed by John
Dewey (1859-1952) in the late 1890s (Douglas and Stack 2010). Dewey's philosophy is to be childcentered and to incorporate real-life situations and contexts into the school environment. His ideas were
further developed by Kilpatrick in the early 1900s in his book "Project Methods" (1918). Since then, the
PBL has been elaborated and applied to different school subjects and learning situations. As a result of
such an effective experience, our understanding of PBL has been greatly enriched. With the theory of
"learning by doing and experiencing", Dewey advocates teaching students how to learn through building
a specific project and finding reasonable solutions to bring the project to success. According to Thomas
(2000), this learning method gives learners a good opportunity to improve general skills such as language
competence and other necessary expertise in the 21st century. PBL allows teachers to demonstrate
diversity in learners, such as interests, abilities, and learning styles.
Having taught English in a high school for over twenty years, I have noticed that students can
read and write English well but they cannot write paragraphs clearly and academically. Writing is one of
four skills which are taught at high school. In particular, Writing is compulsory in 10 Units and 4 reviews
in Grade 10, Grade 11 and Grade 12. However, most of the students showed little motivation in writing.
They are quite passive, not active in writing classes. The
12 importance of writing is revealed more with the


integration of other language skills. Being academic in English is a priority for many foreign or second
language learners. Our learners often rate their success in learning a foreign language as well as the
effectiveness of theirEnglish learning on the basis of how much they feel they have improved in their
language proficiency.

In order to deal with the emergence of educational development trends, globalization, and
internationalization, as well as to improve students' learning efficiency, the researcher has been trying to
find out the most appropriate and effective methods of teaching English. The methods being implemented
can be for the four English skills, in which the writing skill requires the most attention. Realizing the
benefits of PBL, the researcher is interested in applying it to his teaching work to improve his learners'
writing skills. Therefore, the project “Using project-based learning to improve the 10th graders’
English paragraph writing skills at a high school in Hung Yen province” has been carried out. The goal
is to develop the most effective ways to help students overcome the barrier of low self-esteem when
learning writing skills through this innovative method as well as students' motivation, self-control can be
promoted and improved significantly.

1.2. Aims of the Study
The aim of the study is to improve the 10th-graders’ paragraph writing skills at a High School
in Hung Yen province.
In order to achieve the aim, the study is expected to reach the following objectives.
- To evaluate the effectiveness of the project-based learning techniques applied to paragraph
writing skill teaching and learning.
- To find out the attitudes that 10th grade students at a High School when leaning paragraph writing
skills when project-based learning is applied.

1.3.

Research Questions
To achieve the above-mentioned aims, the following research questions (RQ) are raised:
RQ 1. To what extent does project-based learning better the 10 th students in improving

paragraph writing skills?
RQ 2. What are the 10th-grade students’ attitudes towards project- based learning?
Of these two questions above, the first one is the focus of the study.

1.4.

Scope of the Study
Due to time constraints, the study cannot cover all the techniques to motivate students’ writing

ability in a language class. Therefore, it mainly focuses on some typical skills of using project-based
learning which may produce a stimulation for the 10th-grades’writing.
The focus of the study is using Project-based Learning techniques to improve the 10 th graders’
English paragraph skills at a high school. Hence, the study could not cover all aspects in writing teaching.
It only focused on some typical skills of using project-based learning which may produce stimulation for
the 10th-grade students’ paragraph writing ability.
13


The subjects of the study are 40 male and female students coming from class 10A11. The age of
those 40 students is around 15. They are going to be the participants and respondents to survey
questionnaires, trial lessons and tests.
The action plan was implemented in 5 months from early January 2021 to late May 2021, during
optional lessons of the academic school year 2020- 2021 at the high school where the researcher works in
Hung Yen province.

1.5.

Significance of the Study
Theoretically, the findings of this research will reaffirm the adequacy of project-based learning

methods in past examinations. Furthermore, the educators' ability in utilizing PBL to improve the
understudies' English writing skills is relied upon to be honed and created. Moreover, the findings of this
research will be considered as the reference to different specialists who need to contemplate PBL all the
more serious in showing paragraph writing skills.

Practically, the researcher trusts that the effectiveness of the study might be for all intents and
purposes valuable to the researcher herself as well as to different instructors, the understudies at a
secondary school. Right off the bat, to the researcher, subsequent to doing this research, she will have a
more careful comprehension of the hypothesis and strategy of showing writing abilities, particularly PBL.
Besides, to the instructors, the findings of this research can uphold the teachers of English at a secondary
school in Hung Yen province in applying this technique in showing writing paragraphs, alongside
numerous different strategies, with the goal that the tenth graders, as well as the rest understudies, may
get benefits. Also, the teachers can set to the side their customary techniques in showing the English
language, especially in teaching writing. They can utilize this new methodology to make the understudies
keener on learning measures. Thirdly, to the understudies, the positive aftereffects of this research are
hoped to assist the understudies with being sure and afterward improve their English writing abilities. At
long last, to my upper-secondary school, the school leaders can give the suggestion to the teachers in
order to utilize the proper methods or techniques in teaching and learning paragraph writing skills.
Thusly, the teachers will master moreteaching skills and will bring benefits to the school.

1.6.

Research Methods

The method employed in the study is classroom action research (AR). According to Ferrance
(2000), action research is regarded as one of the most common research methods applied in current
educational circumstances. To achieve the objectives, both qualitative and quantitative methods will be
exploited in this action research project. The data will be collected via survey questionnaires, tests, and
interviews.

1.7.

Structure of the Study

The study consists of five chapters:

Chapter 1 – Introduction: The first chapter gives reasons for choosing the thesis, scope, and aims
of the study as well as the research method and the structure of the study.
14


Chapter 2 – Literature Review: This chapter focuses on an overview of the Nature of language
skills and oral communication, writing skills, Communicative Language Teaching, PBL as well as
previous studies on improving or developing students’ writing skills.
Chapter 3 - Methodology: This chapter reports the context settings, research hypothesis,
participants, instruments, and the procedure of conducting Action Research for the study. The detailed
results of the surveys and a critical comprehensive analysis of the data collected are presented.
Chapter 4- Findings and Discussion: This part deals with the data analysis from the Action
Research results to make the foundation for the activities recommended in Chapter 5.
Chapter 5 – Conclusion: This chapter summarizes the study and suggests some typical activities
as well as practical tips for teachers to stimulate 10th -grade students’ writing skills when using PBL.
Limitations of the study and suggestions for further study are also included in this chapter.

15


CHAPTER 2: LITERATURE REVIEW
The study investigates the effectiveness of using PBL approach to improve a High School
students’ paragraph writing skill. This chapter reviews the theories and literature relevant to the study
area.

2.1. Concepts of writing
2.1.1.

Definitions of writing
Writing is an important interpretation skill so we have to find out “what is writing? How to write

well?...” There are many definitions of writing. According to Byrne (1991:1) that “When we write, we
use graphic symbols that is, letters or combinations of letters which relate to the sentences we make when
we write. Then, writing can be said to be the act of constituting these symbols; making marks on the flat
surfaces of some kind... The symbols have to be classified, according to certain assemblies, to construct
words, and words have to be arranged to form sentences” Lannon (1989) make an incompatible
explanation that, writing is a process of transforming tile material determined by research inspiration,
accident, trial, and error, or whatever into a message with definite meaning... a process of deliberate
decision. Having the same assessment with Lannon, White (1991:3) considered that writing is a logical
process in its own right and is not a simple action but a complex one “ writing is a form of problemsolving which involves such processes as generating ideas, discovering a “voice” With which to write,
planning, goal-setting, monitoring and evaluating with which to express exact meanings” From another
analysis of writing, Candlin and Hyland(1999: 107) affirmed writing as “ an engagement in a social
process, where the production of the text reflects methodologies, arguments and rhetorical strategies
constructed to engage colleagues and persuade them of the claims that are made.”
According to (Trible. 1996:3), in language teaching, writing is considered to be difficult to
acquire, and it is “not a skill that is readily picked up by exposure. Rivers also determined that “Writing is
not a skill that can be learned or developed in isolation, but it should be taught and developed
incorporation with other skills and aspects of the language studied”. It is a mechanism that exists over a
period of time, particularly if we take into consideration the sometimes-elongated periods of thinking that
precede creating an original preliminary form. In short, writing is an art that writers want to convey ideas
to certain groups of audiences... Through writing pieces, writers are able to formulate intellectually,
handle everyday affairs, express ideas or argue. By writing, they can have management of both
information and communities.

2.1.2.

Characteristics of writing
Writing has the following characteristics:
The situation in which the form and meaning of the writing process are dependent on itself

follows, including the participants themselves, their concerted backgrounds, the natural surroundings, and
the directions for writing. It is often unplanned, open-ended, and emerging. However, speech is not


always unpredictable. Language functions (or patterns) that tend to reiterate in certain discourse
situations can be established and charted.
Writing depends upon those learners not only know how to produce explicit points of language
such as grammar, pronunciation, or vocabulary, but also that they consider when, why, and in what ways
to use language.
Lannon (1989) makes an adverse explanation that writing is a process of transforming tile material
discovered by research inspiration, accident, trial, and error, or whatever into a message with a definite
meaning... a process of cautious decision. Having the same conclusion as Lannon, White (1991:3)
estimated that writing is a thinking process in its own right and is not a simple process but a complex one
“writing is a form of problem-solving which involves such processes as provoking ideas, detecting a
“voice” With which to write, planning, goal-setting, controlling and evaluating with which to convey
exact meanings”

2.1.3.

The importance of teaching writing skill
Teaching writing is an essential part of second language learning. The capacity to convey in a
second language obviously and proficiently adds to the achievement of understudies in school and
achievement later in each period of life. Therefore, it is essential that language teachers pay great
attention to teaching writing including paragraph writing. Rather than leading students to authentic
memorization, providing extensible skills of writing. With this aim, PBL can contribute a great deal to
students in terms of gaining the three functions of paragraph writing. Besides, PBL helps develop basic
skills necessary for life. Those activities at PBL result in students being more active in the learning
process and at the same time make their learning more meaningful and fun.
For evaluating and assessing high school students’ English writing in EFL, it is appropriate to
refer to the set of proposed Common Reference Levels in single holistic paragraphs, as shown below:

Table 2.1: Assessing Writing Performance – Level B1, CEFR
( />B1

5

CONTENT

COMMUNICATIV
E

ORGANISATION

LANGUAGE

All

ACHIEVEMENT
Uses the conventions

Text is generally well-

Uses a range of

content is

of the communicative

organised and coherent,

everyday vocabulary

relevant to

task to hold the target

using a variety of

appropriately, with

the task.

reader’s attention and

linking words and

occasional

Target

communicate

cohesive devices.

inappropriate use of

reader is

straightforward ideas.

less common lexis.

fully

Uses a range of simple

informed.

and

some

grammatical

complex
forms


with a good degree of
control.
Errors do not impede
communication.

Performance shares
features of

4
3

Minor

Bands 3 and 5.
Uses the conventions of Text is connected and

Uses everyday

irrelev

the communicative task

coherent, using basic

vocabulary generally

anc es

in generally appropriate

linking words and a

appropriately, while

and/or

ways to communicate

limited number of

occasionally

omissi

straightforward ideas.

cohesive devices.

overusing certain

ons

lexis.

may be

Uses simple

present

grammatical forms

.

with a good degree

Target

of control.

reader is

While errors are

on the

noticeable, meaning

whole

can still be

informed.

Performance shares
features of

2
1

Bands 1 and 3.
Text is connected

Uses basic

communicates simple

using basic, high-

vocabulary

ideas in simple ways.

frequency linking

reasonably

words.

appropriately. Uses

Irrelevances

Produces text that

and
misinterpret
ation of task

determined.

may be

simple grammatical

present.

forms with some

Target

degree of control.

reader

Errors may impede

is

meaning at times.

minim
all y
informed.


0

Content is

Performance below
Band 1.

totally
irrelevant.
Target reader
is not
informed.
Using the scales themselves during classroom writing practice tasks will help them to analyze
their students’ strengths and weaknesses when they do writing tasks and form an impression of how ready
their students are to take the writing test.

2.1.4.

Teacher’s Roles in teaching writing
According to Harmer (2007), teachers play a significant role in teaching writing, including:

•

Building the writing topic with the students and giving advice and comment on each of their
contributions.

•

Encouraging students to write out as much as they can by giving some further suggestions basing on what
students have just written and trying not to use a student’s short expression to be a version for another
lengthy turn.

•

Applying the language students are learning to deal with the subject matters and besides, stimulate the
involvement of students in the class.

•

Asking the least amount of display questions. In other words, teachers should encourage students to
“display” their background and subject knowledge by asking questions instead of giving information
directly. For instance: “What is the noun form of communicating?”

•

Including a clarification of the intention of what students display by extending your opportunities to
another student and trying not to cut off an exchange too early.

•

Taking serious notice of the usage of natural feedback rather than assessing or evaluating the utterance of
the students and ask them to follow the judgment deliberately.

•

Giving explicit credit to the students by quoting them and trying not to take credit for the contribution
that students have made by giving the intention for the content of the conversation that had been
previously preparedby the teacher. From the above-mentioned features, it can be seen that in writing
activities, like any other type of classroom procedure, the role of teachers is of great importance.
However, based on the viewpoint of Brown (1994), there are three most outstanding roles that require
more concentration from the teacher:

•

Prompter: During writing activities, owing to various reasons, students can get lost or cannot think of
what should be written from time to time, or even have trouble with accuracy and productivity. In order
to help students, teachers can leave them to deal with the struggle on their own and ask them when they
come up with a possible solution.


•

Participant: Students are the main participants of every writing activity, so the teacher should be a good
guide and also a model participant when requiring them to write.

•

A person who gives proper feedback: After each student presents their ideas or produces a short piece of
writing, teachers should immediately give comments to encourage the students. However, if there are
some points that the students need to improve, teachers should also let them know.

2.2. Concepts of paragraph
2.2.1.

Definitions of paragraph
Up to now, several definitions of paragraphs have been proposed. For some people, a paragraph

is simply a course of indention that is beginning a little to the right of the margin. In other views,
“paragraphing is indicated by a skipped line and a new sentence beginning at the left-hand margin”
(Robert & Wilson, 1980, p.52), in a word, these definitions of paragraph tend to focus on punctuation.
There is another trend to define paragraphs. Oshima & Hogue (1996, p. 2) defines a paragraph as "... a
basic unit of organization in writing in which a group of sentences develops one main idea”. Rooks
(1988, p.4)states “a paragraph is a group of sentences which logically develops one subject”. In short, a
paragraph can be defined as a group of sentences that develop one main idea.

2.2.2.

Structures of paragraph
Walter (2000) specifies that the construction of a passage should contain three sections: topic

sentence, supportive sentences, and concluding sentence. The topic sentence is one sentence that
introduces the topic and expresses the main idea of a paragraph. Supportive sentences support the topic
sentences. The writing should be precise, correct purposeful, clear, concise, and meaningful. The
concluding sentence: the last sentence of your paragraph is important and it often restates the idea
expressed in the topic.
According to Oshima & Hogue (1996, p.104) “it is called the topic sentence because it tells the reader
what the topic of the paragraph is”. In other words, it tells the readers what they are going to read. A topic

sentence consists of two parts: topic and controlling idea. The topic tells the readers what the paragraph is
about. The controlling idea limits the topic. According to Oshima & Hogue (1996), the topic sentence
may be the first or the last sentence in a paragraph. Supporting sentences uphold or demonstrate the
thought expressed in the point sentence. That is they clarify the point sentence by giving realities,
reasons, models, insights, and citations.
The concluding sentence is the last sentence of the paragraph. It “signals the end of the paragraph and
leaves the readers with important points to remember” (Oshima & Hogue, 1996, p. 36). A good
concluding sentence should: restate the main idea in the topic sentence and include the writer’s comments
or opinions about the topic.

2.2.3.

Approaches to teaching paragraph writing skills in foreign language

Ann Rainies (1983, pp. 5- 10) presents the following approaches to teaching uniting:


(i) The Control - to- Free Approach

The Control- to- Free Approach in writing focused on spoken language and written one in which the
mastery of grammatical or syntactic rules were achieved. Here, the students are given sentence exercises,
then paragraphs copy or manipulate grammatically. These controlled compositions are then followed by
correction of errors so that it can lead to the free composition. Overall, this approach emphasized the
accurate way to demonstrate rather than fluency.
(ii) The Free- Writing Approach

The Free-Writing Approach centers more around familiarity and amount of composing than quality.
The emphasis in this approach is on content and fluency rather than on accuracy and form. This approach
encouraged students to write as much and quickly as possible without worrying about grammar and
spelling. The principle that is based on is if once ideas are there, the organization follows.

(iii) The Grammar- Syntax- Organization Approach

This approach focuses on simultaneous work on more than one composition feature. It means that
writing cannot be seen as composed of separate skills that are learned one by one. Students need to pay
attention to the organization while they also work on the necessary grammar and syntax. In general, this
approach is the combination of the purpose and the form of the writing.
(iv) The Communicative Approach

The Communicative Approach aims at communicative competence, so it stresses the purpose of the
writing and the audience for it. Students should have a reason for writing and think about whom they
wrote to or for. Helping students comprehend that a successful piece of writing must attain its
communicative purposes in the advantage of the communicative approach. Thus, this approach is quite
functional in nature, which can provide the actual experiences to the learners.
(v) The product approach

This approach can be used successfully in teaching writing for beginners. All learners cannot write
well as soon as they begin the course but can lake progress step by step with imitation and repetition from
the textbooks or the teacher. Additionally in teaching writing, the important role of using the models for
text analysis and as a basis for thinking about the purposes and readership of a text cannot be denied
particularly when showing composing is coordinated with the teaching of reading. So it is a natural
process in writing when the writer bases himself on a model or an example of a text that he intends to
write and then adapts it for their specific purpose.
(vi) The Process Approach

Unlike the product approach, the process approach focuses on thinking: (the writing processes. The
product approach sees the language learners as creators of language, decision-makers of the message and
content (Brown 1994: 320). It is contended by Nunan (1991: 87) that while the item situated
methodology targets fostering the student's composing abilities mainly at sentence-level the processoriented approach aims at language al discourse- level. In the view of Hedge (1990). the process contains

a lot of stages which can be illustrated as follows: "being motivated to write - getting ideas togetherplanning and outlining - making notes - making the first draft – revising, replanning, redrafting - editing
and getting ready for publication". examples, statistics, and quotations. The Concluding sentence is the
final part of the paragraph. It “signals the end of the paragraph and leaves the readers with important
points to remember” (Oshima & Hogue, 1996, p. 36). A good concluding sentence should: restate the
main idea in the topic sentence and include the writer’s comments or opinions about the topic.
Figure 2.1: Stages of the process approach to writing (Hedge, 1990)
Pre- writing
(Specifying the task/ planning and outlining/ collecting data/' making notes)
Composing
Revising
(Recognizing/shifting emphasis; focusing on information and styles for your readership)

Editing
(Checking grammar. / lexis/ surface features: for example, punctuation, spelling, layout,
quotation conventions, references)
Last but not least, writing skills are a kind of productive product that requires not only good
knowledge but also a regular practice. So using the target language or the second language to convey
information in real life is one of the facilitators for the students for learning a new language. Many
teachers agree that students should learn to practice writing the second language by interacting with
others to master writing components such as structure, grammar, vocabulary, inherence, and coherence.
Besides, teaching writing is to create good skills for students to express their emotions, thoughts, interact
with other people in any situation, and influence others. Inconclusion, teaching writing skills is helping
students improve their micro and macro skills of writing as mentioned.

2.3. Concepts of Project-based Learning
2.3.1.

Definitions of project-based learning
There are many definitions of a project-based approach in learning. Each definition is the

reflection of the underlying theories or perspectives that the authors assume.
Carter and Thomas (1986, p.196), project work was characterized with three features referring to the
venue, the inter-disciplined characteristics, and student's autonomy:

i)

it takes place outside the classroom

ii)

it is cross-curricular

iii)

it allows learners to set their own targets as they proceed.


Moss, D. and Duzer, V.C. (1998, p.1) defined "PBL is an instructional approach that
contextualizes learning by presenting learners with problems to solve or products to develop".
Accordingly, the essential feature of a project- based approach is a tangible and visible result such as a
product or a solution to a defined problem.
There is a large number of expressions that mention project-based learning such as practical
learning and collaborated language learning (Eyring, 2001; Legutke & Thomas, 1991), project method
(Kilpatrick, 1926), project approach (Diffily, 1996); and investigative research (Kenny, 1993).
Furthermore, numerous experts from different nations have stood to give meanings of this methodology.
PBL is defined as an oriented model which requires students to explore matters; ending in
authentic results. More specifically, projects can be expanded in terms of scope as well as involved
aspects with the aim ofincreasing learning opportunities at school. The writer also emphasizes that
learners should be acted and be experienced in some important roles like decision maker, problem solver,
and investigator (Blumenfeld, 1991).

According to Legutke and Thomas (1991, p.160), PBL is not an available method but an
"educational philosophy which aims at providing the direction, and some possible routes, to a more
democratic and participatory society". In other words, it is the learners' duty to base on instructional steps
to create their own products and deal with troubles by themselves.
Additionally, Beckett (2002) views project fill in as an enduring action that comprises of both
individual and collective errands, to be specific structure up request questions and timetables just as gettogether and examining information. He states that students have a choice to report collected information
in oral or written form.
Likewise, it is asserted by Haines (1989) that projects, multi-skill tasks, append uncommon
significance to subjects instead of little subtleties. Learners play a vital part in choosing appropriate fields
and working approaches so that they can control the "end product". The writer undoubtedly affirms that
with the help of project method, students have ability to "recycle” their existing knowledge by giving
them "natural contexts".
Also, analysts are educated to consider normal sorts concerning projects when characterizing
PBL. The first type is named structured project in which teachers give their pupils available and specific
methods. Thus, students just follow the indicated way for finding and tackling information. Besides, a
semi-structured research method shows both project area and methodology providing that learners must
be much more active and responsible for their studying process. In general, not only teachers but also
students take charge of this kind of method.
Thirdly, learner-centered language target is the characteristic of an unstructured project. That
means they are free to create and manage the learning timetable, content, and methodology (Petersen,
2004).
In Petersen's perspective, the assorted methods of gathering information and where it is found
likewise produce various projects. One of them is correspondence research through which messages are


sent between people by using letters, phone calls, and email. Another type is a survey project that allows
students to search for their favorite survey instruments, gather necessary documents, action and analyze
assembled ones. Last but not least, the production project requires learners to work with materials such as
boards, chalk, posters, slides, and other visual and audible aids. Then, they are also asked to hand in
reports, narrative work, and brochures or to give a short oral presentation.

A clearer picture of PBL from the above definitions is that Project- Based Learning is engaging
learning experiences that involve students in complex, real-world projects through which they develop
and apply skills and knowledge. The outcomes can be identified upfront but sometimes are only
experiences to allocate resources such as time or materials.
In English language teaching, project-based learning is not only able to optimize language skills
but also other skills such as critical and creative thinking. This study tries to investigate the use of
project-based learning to develop students’ abilities and creativity in writing paragraphs and the students’
perception towards the implementation of project-based learning in writing course in Grade 10. This
study employed a qualitative approach by involving second semester students who take writing course.
The results of this study indicated that project-based learning can help the students to develop their
ability and creativity in writing paragraphs in several points including their understanding of the
topic, their knowledge about the structures of a paragraph and how to write a good paragraph. In addition,
the students also showed their creativity through each lesson in all units. Furthermore, the students gave
positive views toward the implementation of project-based learning. They mentioned that they learned
networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one
of alternative ways to teach writing paragraphs at high school.

2.3.2.

Types of projects
Sarah North (1990) classifies projects into four categories based on the primary sources of data.

1.

Community projects, in which students derive their information largely from the local community, using
methods such as observation, questionnaires, interviews, and letter writing.

2.

Case studies, in which students are provided with specific documents (real or imaginary) relating to a

particular problem that has to be solved.

3.

Practical projects, in which students are required to carry out practical work to reach their objectives, for
example, producing a design, building a model or real object, carrying out an experiment, or the form of
equipment and material.

4.

Library projects, in which the main resource background is a library. Typically, students are expected to
take a particular topic, read about it, and produce some kind of written work.

2.3.3.

Key features of Project-Based Learning
There are 6 key features of PBL offered by Stoller's (2007: 4-5). These are as per the following:


1.

Project work centers around content adapting instead of on explicit language targets. Authentic points and
subjects essential to understudies can become basic to projects.

2.

Project work is understudy focused; however, the instructor assumes a significant part in offering backing
and direction all through the cycle.

3.

Undertaking work is agreeable instead of serious. Understudies can work on their own, in little gettogethers, or as a class to do a job, sharing resources, considerations, and capacity in the transit.

4.

Project work prompts the real combination of abilities and handling of data from fluctuated sources,
reflecting genuine errands.

5.

Project work finishes in a final result (e.g., an oral show, a banner meeting, an announcement board show,
a report, or a show) that can be imparted to other people, giving the venture a genuine reason. The worth
of the task, in any case, lies in the end result as well as during the time spent running after the endpoint.
As such, project work has both a connection and thing heading and gives understudies opportunities to
focus on commonality and accuracy at different assignment work stages.

6.

Project work is possibly persuading, invigorating, engaging, and testing. It normally achieves building
understudy conviction, certainty, and independence similarly as additional fostering understudies'
language capacities, content learning, and scholarly limits.
From the features of PBL, a wide extent of benefits to the two understudies and educators are
also clarified. A creating collection of educational investigation maintains the usage of undertaking-based
learning in school to associate with understudies, cut non-participation, help pleasing securing capacities,
and work on academic execution (George Lucas Informational Foundation, 2001).
For certain understudies, the appeal of this taking in style comes from the validness of the
experience. Understudies expect the work and lead of those working in a particular discipline. Whether or
not they are making a story video about an environmental concern, arranging a development handout to
highlight objections of chronicled significance locally, or cultivating an intelligent media show about
their tendencies, understudies are occupied with certifiable exercises that have importance past the

homeroom. For educators, extra advantages incorporate upgraded demonstrable skill and coordinated
effort among partners, and freedoms to fabricate associations with understudies (Thomas, 2000).
Moreover, numerous educators are satisfied to track down a model that obliges different students
by presenting a more extensive scope of learning: openings into the study hall. Besides, a creator named
Bryson (2013) shows that PBL's highlights can be momentarily summed up in the six A5s following
terms:

❖

Authenticity: Projects designed at schools are usually practical and applied programs. These approaches
put passion on students and enable them to work with “real-world issues”. Therefore, learners are likely
to get excited about the topic they are caring about.

❖

Academic rigor: This feature refers to the basic requirement of PBL that asks students to keep in mind
content standards and to think of the topic critically.