THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN THE NEW ENGLISH TEXTBOOK TO DEVELOP HIGH SCHOOL STUDENTS’ SPEAKING SKILL
Field: English Teaching Methodology Code: 8140231.01
DECLARATION OF AUTHORSHIP
ACKNOWLEDGEMENTS
ABSTRACT
TABLE OF CONTENTS
LIST OF ABBREVIATIONS
CHAPTER 1: INTRODUCTION
1.1. Rationale for the research
1.2. Aims and research questions
1.3. Scope of the research
1.5. Significance of the research
1.6. Organisation of the thesis
CHAPTER 2: LITERATURE REVIEW
2.1. Project-Based Learning
2.1.1. Definition of PBL
2.1.2. Stages of PBL
Stage 1: Preparation cycle
Stage 2: Information gathering cycle
Stage 3: Information processing cycle
Stage 4: Information display cycle
Stage 5: Reflection cycle
Learner-centeredness
Cooperative learning
Authenticity of learning
2.2. Speaking
2.3. Summary
CHAPTER 3: METHODOLOGY
3.1. Context of the study
3.1.1. Research site
3.1.2. Participants
3.1.3. Material
3.2. Research method
3.3. Research procedure
ii) Implementing and observing the action
iii) Reflection of Cycle 1
3.4. Data collection instruments
3.5. Data analysis
3.6. Summary
CHAPTER 4: FINDINGS AND DISCUSSION
4.1. Summary of three cycles
4.1.1. Cycle 1
4.1.2. Cycle 2
4.1.3. Cycle 3
4.2. Students’ speaking performance
4.2.1. The teacher’s evaluation of students’ speaking performance
4.2.2. Students’ self-evaluation of their speaking performance
4.2.3. Comparison of teacher’s evaluation and students’ self-evaluation of speaking performance
4.3. Students’ attitudes towards PBL
4.3.1. Students’ attitudes drawn from the teacher’s reflection
4.3.2. Students’ attitudes drawn from questionnaires
i) Students’ speaking involvement
ii) Students’ affective factors
iii) Students’ opinions on PBL’s benefits
iv) Students’ favorite activities and reasons
v) Students’ dislikes and reasons
vi) Students’ difficulties and reasons
vii) Students’ expectations of the teacher’s help
4.4. Discussion
4.4.1. PBL’s positive impacts on students’ speaking improvement
4.4.2. PBL’s positive impacts on students’ attitudes
4.4.3. A strong relationship between students’ attitudes and students’ performance
4.4.4. PBL’s other benefits besides speaking improvement
4.5. Summary
CHAPTER 5: CONCLUSION
5.1. Recapitulation
5.2. Implications
i) Framework
ii) Project requirements
iii) The teacher’s roles
5.3. Limitations of the study
5.4. Suggestions for further study
REFERENCES
APPENDICES
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Appendix 4: Students’ Speaking Performance in Three Projects
Appendix 6: Close-ended questionnaire result
Appendix 8: Project in Unit 7
Appendix 9: Lesson plans in project 3
Appendix 10: PHOTOGRAPHS