have numerous grammatical errors or a script may demonstrate an admirable control of syntax but have little or no content.
k. Feedback on Writing
When feedback is applied upon written works, it should affect the learners’ language use in future. Furthermore, feedback can be focused on both
content and form. Feedback on content emphasizes on text organization, ideas, and a number of details. Harmer 2001:110 divides the techniques into two.
1 Responding
Responding is different from assessing or evaluating since it focuses on the thought of the writing works. The important thing in responding is that the
feedback has to support the students’ writing improvement and raise their motivation instead of increasing their anxiety towards writing.
2 Coding
This technique enables the students to realize their mistakes and errors. By using certain codes, the correction seems to be neater, more understandable, less
threatening, and more helpful compared with the use of random marks.
2. Project-based Learning a. Definition of Project-based Learning
Project-based learning PBL is centered on the learners and affords learners the opportunity for in depth investigations of worthy topics Grant; 2002;
1. According to Bell 2010; 39, Project-Based Learning PBL is a student- driven, teacher-facilitated approach to learning. Project-based learning is an
instructional method centered on the learner. Students develop a question and are
guided through research under the teacher‘s supervision Bell, 2010. Instead of using a rigid lesson plan that directs a learner down a specific path of learning
outcomes or objectives, project-based learning allows indepth investigation of a topic worth learning more about Harris and Katz, 2011. In addition, Fried-Booth
2002 state the definition of project-based learning as student-centered and driven by the need to create an end-product. PBL is a means to create an end-product in
real-world environment with confidence and independence. Solomon 2003 says that project-based learning is a process of learning
that students are responsible for their own education. Students work collaboratively to solve problems that are authentic, curriculum-based, and often
interdisciplinary. PBL is potentially motivating, empowering and challenging to language learners; it usually results in building learners’ confidence, self-esteem,
and autonomy as well as improving students’ language skills, content learning, and cognitive abilities Simpson, 2011; Solomon, 2003.
Project-based learning engages students in gaining knowledge and skills through an extended inquiry process structured around complex, authentic
questions and carefully designed products and tasks. Project-based learning enhances the quality of learning and leads to higher-level cognitive development
through the students‘ engagement with complex and novel problems. Students are exposed to a wide range of skills and competencies such as collaboration, project
planning, decision making, and time management through project-based learning. Project-based learning increases the motivation of students. Teachers often note
