Measuring Writing Writing a. Definition of Writing

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 improvement in attendance, higher class participation, and greater willingness to do homework Bottoms and Webb in Jacklin, 2008. Thomas 2000 defines PBL as an in-depth learning, focusing on real- world problems and challenges that engage students who work as a team through meaningful activities resulting an end product. From the definitions above, it can be concluded that project-based learning is a teaching method centered on the learners. It engages learners in gaining knowledge through activities creating an end product.

b. Benefits of Using Project-based Learning

There are many benefits of using project-based learning in the classroom. Fried-Booth 2002 say that the process leading to the end-product of project work provides opportunities for students to develop their confidence and independence. In addition, students demonstrate increased self-esteem, and positive attitudes toward learning Stoller, 1997. 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 Poonpon, 2011. PBL plays an important role in developing learners’ target language for real life purposes. It helps students’ language skills to become more competent in the use of the target language and promotes learners’ autonomy, learner centeredness, learner motivation and integrated skill practice Stoller, 1997. Hutchinson 1993 suggests Project-based Learning as a powerful and motivating teaching method to develop students’ second andor foreign languages through learning by doing. The use of Project-based Learning activities in teaching English is said to foster students’ autonomy and encourage active and students- centered language practice Philips, 1999. PBL can be a connection between using the target language in authentic contexts outside the classroom. Simpson 2011 mentions some benefits to using PBL in the language classroom. They are: a. Gaining language proficiency, self-efficacy and self-esteem. b. Using real-life language and experiencing language in meaningful life situations. c. Developing motivation, self-confidence and the cognitive domain in secondforeign language learning. PBL will help language learners relate the task to the language, because it offers the potential to integrate the target language into the learners’ communicative competence. It helps the language become more relevant to their needs and enables them to communicate and understands the target language’s culture Hutchinson, 1993. Project work educates the whole child, encourages emotional and personal development and enhances not only intellectual, but also physical and social skills. Philips, 1999. Thomas 2000 defines the issues about the positive side effects of project-based learning for students as the development of positive attitudes toward their learning process, work routines, abilities on problem-solving, and self-esteem. In addition, project-based learning can improve language skills. As students engage in purposeful communication to complete authentic activities, they have opportunity to use language in relative natural context and participate in