EFFECTS OF PROJECT-BASED LEARNING METHOD TO THEREPORT-WRITING SKILLS OF MAJOR IN ENGLISH STUDENTS

Abstract

The study focused on the effectiveness of the application of project-based learning method in enhancing the report-writing skills of English major students. It employed non-equivalent pretest-posttest control group experimental design. The results showed that the project-based learning method and the lecture method were not equal. Based on the findings, there was a significant difference between the mean gain scores in the pretest-posttest performances of the experimental group and control group. The experimental group performed far better than the control group which showed that the PBL method was better than the use of the traditional lecture method. Thus, language teachers should employ methods in a language class that would develop appropriate skills of students. They need to be innovative, creative or resourceful, should orient
learners on the purpose of project tasks and should set clear, measurable, valid objectives in implementing such work in the classroom.