Course Grids
School : Nong Cong 2 High school
At the end s of the course, students are expected to
Teacher shows several pictures that related to the lesson.
Pictures of famous fairy tales and fables
Written test Write a short narrative text that you know
TiengAnh 11 produce a narrative text fluently, accurately, and appropriatel y. n in the text.
Know the past- tense forms of English verbs well.
Find the meaning of the difficult words.
Answer written questions related to the story.
Make past questions to students to.
Students mention the story that they know.
The teacher asks the students what kind of text they are.
The teacher reminds the students about the pre-test they had before.
Scaffol di ng Englis h for Junior High School Student s for Grade VIII.
Jakarta: Departe m en Pendidi k anNasiona l.
Use past tense in making a narrative text appropriat
Teacher gives students a short narrative text.
Students are asked to read and answer the questions follow.
Teacher and the students discuss the answer.
Students find the meaning of listed words from the text.
Students and the teacher discuss the appropriate meaning of the words.
The teacher reminds the students how to deal with
A list of vocabula r y task related to the irregular and regular verb.
Students change the words into correct form.
Students together with the teacher discuss the correct answer.
The teacher asks the students to write the new vocabularies they get on that day.
Students are Joint Construction of the text
Students are asked to find the meaning of listed vocabularies.
Teacher and students discuss the appropriate meaning of the listed words.
Students are asked to complete the text with provided words in pairs.
A list of able to vocabular y incompletAn e textJumbled text the story they have read with their own words.
The teacher together with the students discusses the answer.
Independent Construction of the text
Students write a short narrative text.
At the end of of the lesson students areexpected to be able to
Know the verb used in the
The teacher asks the students about about narrative text, the aims, and the main langauge
Written test What is your favorite fable?
Tieng anh 11 narrative text words with their meanings.
Arrange the words into a good sentence.
Formulati n gpast tense sentence s well.
Arrange the paragraph s into a good text.
Make a narrative text students some questions related to the topic.
The students answer teacher’s questions.
The students do warming up activities to build their knowledge on the text they are going to learn.
The teacher reminds the students about the test they had on the previous meeting and how to formulate past- tense sentences. the form of narrative text.
The teacher shows the narrative text.
The students and the teacher discuss the story of the text and the langauge features.
The teacher tells about punctution.
The teacher explains when and how to apply punctuation.
Students are provided with another example of the text.
Students answer the following questions based on the text.
Joint construction of the text
Teacher asks the students whether the statements are true or false.
Students change the verb into past form.
Students rearrange the paragraphs into a good text.
Students higlight the verb used in the text.
Teacher and the students discuss the correct answer.
Students make a group of six.
Teacher gives explanation on the project.
Students discuss with their group.
Arrangi n gthe word into sentenc e task
Jumble Independent Construction of the text
Students write a short narrative text.
Questionnaires for students
This questionnaire aims to collect data for our research entitled " Improving the
11th graders English writing performance through project-based learning."
Please tick the appropriate box Thank you for your cooperation!
1 The benefit of the project – base learnign approach
1 The project – based learning approach made me use my creativity.
2 The project – based learning approach for writing performance was useful
3 The project – based learning made me participate in class more.
4 The project – based learning made me feel braver to open up.
5 I support the use of project – based learning for English writing classes.
6 The project – based learning made me improve my writing skill.
7 Using the project – based learning is an appropriate means of studying.
8 The project – based learning made me feel more relaxed than when I study in the classroom.
9 The project – based learning made studying English more interesting.
1 The project-based learning made me look for more knowledge outside the classroom.
2 The project – based learning helped me to gain knowledge in addition to what I learned in the classroom.
3 The project – based learning helped me develop learning autonomy.
4 The project – based learning made me become more responsible for studying.
5 I applied the knowledge from the classroom when I did the project.
6 I tried to search for what I wanted to know by myself while working on the project.
7 I can determine my strengths and weaknesses in studying
English by looking at my project work.
8 I can determine the level of my own English proficiency by looking at my project work.
9 After completing the project work, I am confident that I can study efficiently outside classroom all by myself.
10 I did not need any help from the teacher when working on the project work.
11 I think the teacher’s advice on the project work was necessary.
12 When there was a problem while doing the project work, I had my teacher solve the problem for me.
13 I needed more help from the teacher.
1 The project – based learning allowed me to work with others as a team.
2 The project – based learning increased the skill of cooperating with others.
3 The project – based learning encouraged me to exchange knowledge with my friends.
4 The project – based learning made me become braver to say what I think.
5 The project – based learning enabled me to interact more with my friends outside of class.
6 I like the fact that my classmates and I could make the decision on how to do the project work.
7 When there was a problem while doing the project, my friends and I could solve it by ourselves.
8 I learned about my English ability from my friends’ suggestions while doing the project.
CÂU HỎI ĐIỀU TRA DÀNH CHO HỌC SINH
Bản khảo sát này được thiết kế để thu thập dữ liệu cho nghiên cứu mang tên “Cải thiện hiệu suất viết tiếng Anh của học sinh lớp 11 thông qua việc áp dụng phương pháp học dự án” Xin vui lòng đánh dấu vào ô phù hợp Cảm ơn các em đã hợp tác!
1 Giá trị của đường hướng học tập theo dự án
Nhận định Hoàn toàn đồng ý (5) Đồn g ý (4)
1 Đường hướng học tập theo dự an làm cho tôi sử dụng được óc sáng tạo của bản thân.
2 Đường hướng học tập theo dục án dành cho bài kỹ năng viết thì hữu ích.
3 Đường hướng học tập theo dự án làm tôi tham gia vào lớp học nhiều hơn
4 Đường hướng học tập theo dự án làm tôi cảm thấy mạnh dạn để bày tỏ suy nghĩ.
5 Tôi ủng hộ việc vận dụng đường hướng dạy học theo dự and trong giò học viết
6 Đường hướng dạy học theo dự án làm tôi cải thiện kỹ nawgn viết của bản thân.
7 Sử dụng đường hướng dạy học theo dự án là một phương tiện phù hơp đối với việc học viết
8 Đường hướng dạy hoc theo dự án làm cho tôi thấy được thư giãn khi học trong lớp.
9 Đường hướng dạy học theo dự án làm cho việc học tiếng anh trở nên thú vị hơn.
5) Tính tự quản của học sinh
Nhận định Hoàn toàn đồng ý (5) Đồng ý (4)
1 Đường hướng dạy học theo dự án bắt tôi phải tìm kiểm kiến thức nhiều hơn từ ngoài lớp học.
2 Đường hướng dạy học theo dự án giúp tôi tích lũy thêm vào những gì học trên lớp.
3 Đường hướng dạy học theo dự án giúp tôi phát triển tính tự chủ.
4 Đường hướng dạy học theo dự án bắt tôi trở nên có trách nhiệm hơn với việc học của bản thân.
5 Tôi ghi nhạn kiến thức từ lớp học khi toi làm dự án.
6 Tôi cố gắng tìm kiếm những gì tôi muốn biết trong khi tôi làm dự án.
7 Tôi có thể chỉ ra được điểm mạnh và điểm yếu trong việc học tiếng anh thông qua sản phẩm dự án của bản thân
8 Tôi có thể chỉ ra mức độ tiêu chuẩn TIếng Anh của bản thân thông qua việc xem xét sản phẩm dự án của bản thân.
9 Sau khi hoàn thanh dự án, tôi cảm thấy tự tin rằng tôi có thể tự học tập hiệu quả bên ngoài lớp học
10 Tôi không cần bất cứ sự giúp đỡ nào từ thầy giáo khi làm sản phẩm dự án.
11 Tôi cho rằng lời khuyên của thầy giáo đối với sản phẩm dự án là cần thiết
12 Khi có vấn đề trong lúc làm sản phẩm dự and, tôi nhờ thầy giáo giải quyết vấn đề giúp tôi
13 Tôi cần nhiều sự giúp đỡ hơn từ thầy(cô) giáo.
6) Làm việc theo nhóm của học sinh
1 Đường hướng dạy học theo dự án cho phép tôi làm việc với nguwoif khác theo nhóm.
2 Đường hướng dạy học theo dự án tăng kỹ năng kết hợp với người khác.
3 Đường hướng dạy học theo dự án khuyến khích tôi trao đổi kiển thức của bản thân với người khác.
4 Đường hướng dạy hoc theo dự án làm tôi mạnh dạn nói ra suy nghĩ của bản thân.
5 Đường hướng dạy học theo dự án làm cho tôi có khả năng tương tac nhiều hơn với bạn bè ngoài lốp học.
6 Tôi thich một sự thật rằng bạn bè cùng lớp và tôi có thể đưa ra quyết đinh về việc làm sản phẩm dự án như thế nào.
7 Khi có vấn đề trong lúc là dục án, bạn bè tôi và tôi có thể giải quyết vấn đề cùng nhau
8 Tôi học năng lực tiếng anh
Tiếng Anh từ những gợi ý của bạn bè trong lúc cùng nhau làm dự án.
Observation Checklist
Observation Items Yes No Description
1 Researcher opens the class by greeting the students.
3 Researcher introduces the topic to the students.
4 Researcher delivers the aim of the lesson.
5 Researcher informs the text that will be learned.
1 Researcher shows the model of the text.
2 Researcher explains a narrative text based on the input text.
3 Researcher uses media in teaching narrative text.
4 Researcher asks students to identify the generic structure and the language features.
5 Researcher gives opportunity for students to
8 Researcher gives individual writing practice.
9 Researcher helps students to finish the exercise.
10 Researcher gives activities leading to project.
11 Researcher gives procedures of the activities to the project.
12 Reseracher controls the students when doing the activities in the project.
13 Researcher helps students when find difficulties in doing the project.
14 Researcher moves around the class to monitor and see the students’ progress.
15 Students pay attention to the teacher’s explanation.
16 Students ask to the researcher.
17 Students do the exercises given by the researcher
19 Students follow the researcher’s instruction.
3 Researcher tells the students about the material on the next meeting.
Writing Assessment Rubric
Content Excellent very good to 4 Knowledgeable, substantive, thorough development of thesis, and relevant of assigned topic.
Good average to 3 Some knowledge of subject, adequate range, limited development of thesis, mostly relevant in topic, but lacks detail.
Fair to poor 2 Limited knowledge of subject, little substance, and inadequate development of topic.
Very poor 1 Does not show knowledge of subject, non-substantive, not- persistent or not enough to evaluate.
Organization Excellent very good to 4 Fluent expression, ideas, clearly stated/supported, succinct, well- organized, logical sequencing, cohesive.
Good average to 3 Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing.
Fair to poor 2 Non-fluent, ideas confused or disconnected, lacks logical sequencing and development.
Very poor 1 Does not communicate, no organization or not enough to evaluate.
Vocabulary Excellent very good to 4 Sophisticated range, effective word/idiom form choice and usage, word form mastery, appropriate register
3 Adequate range, occasional errors of word/ idiom form, usage but meaning not obscured.
Fair to poor 2 Limited range, frequent errors of word/idiom form, choice, usage, meaning confused or obscured.
Very poor 1 Essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate
Language Use Excellent very good to 4 Effective complex constructions, few errors of word order function, articles, pronouns, preposition
Good average to 3 Effective but simple construction, minor problems in complex constructions, several errors of … tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.
Fair to poor 2 Major problems in simple complex constructions, frequent errors of tense, word order/function, articles, pronouns, prepositions and/or fragments, run-outs, deletions, meaning confused or obscured.
Very poor 1 Virtually no mastery of sentence construction rules, dominated by errors does not communicate or not enough to evaluate.
Mechanics Excellent very good to 4 Demonstrate mastery of conventions, few errors of spelling,punctuation, capitalization,paragraphing.
Good average to 3 Occasional errors of spelling, pronunciation, capitalization, paragraphing but meaning not obscured.
Fair to poor 2 Frequent errors of spelling, punctuation, capitalization, paragraphing, poor hand writing, meaning confused or obscured.
Very poor 1 No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting, illegible or not enough to evaluate.
The samples of Students’ Writing
THE SAMPLES OF STUDENTS’ WRITING
Students’ Score
Content Organizatio Vocabulary Languag e Use Mechanic