SKKN Educating the sense of responsibility and kindness for 10th graders via project activities in teaching Tieng Anh 10 (Global success)

ing House 
5. Poonpon, K. (2017). Enhancing English skills through project-based learning. 
The English Teacher, 10. 
6. Sepulveda, J. (2016). Introduction: Project Based Learning. Oregon: 
University of Oregon. 
7. Textbook “Tieng Anh 10 (Global Success)” 
Webliography: 
1. 
2. 
3. Project-Based Learning, Edutopia, 2016, March 14. Retrieved from 
4. Regular training materials: Documents for learning foreign language program 
(Website: 
 APPENDIX 
APPENDIX 1 
SURVEY QUESTIONNAIRE FOR STUDENTS (BEFORE PROJECTS) 
Dear my students, 
I am carrying out a study on educating student’s responsibity and kindness. I 
would be grateful if you could completely this questionnaire. The data will be 
used for the research paper only, not for any other purposes. From the results of the 
survey, I would like to find out a better way to improve students’ responsibilities 
and kindness to everyone. You do not have to write your name in this paper 
Gender: Male: ................. Female: ....................... 
Class: ................ 
Please put a tick (v) in one of the frequency level in each situation. 
Questions 
Frequency (%) 
Always Often Sometimes Rarely Never 
About your 
family life 
1. How often do you 
do housework? 
2. How often do you 
join your father in 
doing housework? 
3. How often do you 
join your mother in 
doing housework? 
4. How often do you 
help your brother or 
sister with their 
housework’s duty? 
About the 
environment 
5. How often do you 
put the rubbish in 
proper dustbin? 
6. How often do you 
take part in planting 
trees movement? 
7. How often do you 
 take care of trees to 
protect the 
environment? 
8. When you see 
dirty garbage in 
your class, in your 
school or in your 
village road, do you 
stop to pick it up? 
About the 
community 
9. How often do you 
give money to the 
poor? 
10. How often do 
you give items to 
the needy? 
11. How often do 
you take actions to 
help the 
disadvanteged? 
12. How often do 
you organize 
activities to raise 
fund to help the 
needy? 
About 
traditional 
music 
13. How often do 
you listen to 
traditional music? 
14. How often do 
you take part in folk 
songs club of our 
school? 
15. How often do 
you learn by 
yourself about 
traditional music? 
THANK YOU FOR YOUR COOPERATION! 
 APPENDIX 2 
SURVEY QUESTIONNAIRE FOR STUDENTS (AFTER PROJECTS) 
Dear my students, 
You have done four projects about doing research on family day, designing 
messages to call for environmental protection; doing research on traditional music 
in Vietnam; making a plan for a volunteer project. I would like to know if there are 
any changes in the frequency of doing these things. I would be grateful if you 
could completely this questionnaire. The data will be used for the research paper 
only, not for any other purposes. You do not have to write your name in this paper 
Gender: Male: ................. Female: ................. Class: ................ 
Please put a tick (v) in one of the frequency level in each situation. 
Questions 
Frequency (%) 
Always Often Sometimes Rarely Never 
About your 
family life 
1. How often do you 
do housework? 
2. How often do you 
join your father in 
doing housework? 
3. How often do you 
join your mother in 
doing housework? 
4. How often do you 
help your brother or 
sister with their 
housework’s duty? 
About the 
environment 
5. How often do you 
put the rubbish in 
proper dustbin? 
6. How often do you 
take part in planting 
trees movement? 
7. How often do you 
take care of trees to 
 protect the 
environment? 
8. When you see 
dirty garbage in your 
class, in your school 
or in your village 
road, do you stop to 
pick it up? 
About the 
community 
9. How often do you 
give money to the 
poor? 
10. How often do 
you give items to the 
needy? 
11. How often do 
you take actions to 
help the 
disadvanteged? 
12. How often do 
you organize 
activities to raise 
fund to help the 
needy? 
About 
traditional 
music 
13. How often do 
you listen to 
traditional music? 
14. How often do 
you take part in folk 
songs club of our 
school? 
15. How often do 
you learn by 
yourself about 
traditional music? 
THANK YOU FOR YOUR COOPERATION! 
 APPENDIX 3 
A SET OF INTERVIEW QUESTIONS 
(AFTER QUESTIONNAIRE, BEFORE PROJECTS) 
1. Do you often share the household chores with your family members? If not, 
why? 
2. Are you often interested in planting trees movements? If not, why? 
3. Are you often interested in taking care of the trees? If not, why? 
4. Do you often help others by giving money or items? If not, can you tell me the 
reasons? 
5. Do you often organize activities to raise funds? If not, why? 
APPENDIX 4 
A SET OF INTERVIEW QUESTIONS (AFTER PROJECTS) 
1. Are you more responsible for yourself and your family after you do research on 
family day? 
2. Are you more responsible for protecting the environment after you take part in 
the project to design a message to call for environmental protection? 
3. Are you kinder to wildlife after you take part in the project to design a message 
to call for environmental protection? 
4. Are you more responsible for preserving traditional music of our country after 
you do research on traditional music in Vietnam? 
5. Are you kinder to everyone in the community after you take part in the project to 
make a plan for a volunteer project to help the needy? 
6. Are you more responsible to the community after you take part in the project to 
make a plan for a volunteer project to help the needy? 
 APPENDIX 5 
PROJECT TEAMWORK PLAN 
Project Name 
Team Members 
Product: Due Date: 
Task 
(Activities need to be 
done) 
Person responsible 
(A responsible person 
must be identified for 
each action step) 
Timeline 
(An expected 
completion 
date) 
Comment 
(Comments 
are optional.) 
1. 
2. 
3. 
4. 
5. 
6. 
 APPENDIX 6 
CATEGORY 4 3 2 1 SCORE 
Content 
Shows a full 
understanding 
of the topic. 
Shows a good 
understanding 
of the topic. 
Shows a good 
understandin
g of parts of 
the topic. 
Does not 
seem to 
understand 
the topic very 
well. 
Comprehension 
Student is able 
to accurately 
answer almost 
all questions 
posted by 
classmates 
about the topic. 
Student is able 
to accurately 
answer most 
questions 
posted by 
classmates 
about the topic. 
Student is 
able to 
accurately 
answer a few 
questions 
posted by 
classmates 
about the 
topic. 
Student is 
unable to 
accurately 
answer 
questions 
posted by 
classmates 
about the 
topic. 
Clear speech 
and 
pronunciation 
Speaks clearly 
and distinctly 
all (100-90%) 
the time, and 
mispronounces 
no words. 
Speaks clearly 
and distinctly 
most (89-75%) 
the time, but 
mispronounces 
1, 2, or 3 
words. 
Speaks 
clearly and 
distinctly 
about 74-
60% of the 
time. 
Mispronounc
es no more 
than 5 words 
Often 
mumbles or 
cannot be 
understood 
OR 
mispronounc
es more than 
7 words. 
Enthusiasm 
Facial 
expressions 
and body 
language 
generate a 
strong interest 
and enthusiasm 
about the topic 
with the others. 
Facial 
expressions 
and body 
language 
sometimes 
generate a 
strong interest 
and enthusiasm 
about the topic 
with the others. 
Facial 
expressions 
and body 
language are 
used to try to 
generate 
enthusiasm, 
but seem 
somewhat 
pretended. 
Very little 
use of facial 
expressions 
or body 
language. Did 
not generate 
much interest 
in topic being 
presented. 
Preparedness 
Student is 
completely 
prepared and 
has fully 
rehearsed. 
Student seems 
pretty prepared 
but might have 
needed a 
couple more 
rehearsals. 
The student is 
somewhat 
prepared, but 
it is clear that 
rehearsal was 
lacking. 
Student does 
not seem at 
all prepared 
to present. 
Total score ___ / 20 
ORAL PRESENTATION RUBRIC Topic: _____________________________ 
Teacher: ________________________ Group: _____________________________ 
________________________________________ 
 18-20: Excellent, 16-17: Good, 13-15: Satisfactory, 10-12: Unsatisfactory, <10 redo is 
required 
(Adapted from 
APPENDIX 7 
MINDMAP POSTER RUBRIC 
Teacher: 
___________________________________________________________________ 
Group: ____________________________________ Class: _________________ 
Topic: _____________________________________________________________ 
Criteria 4 3 2 1 Score 
Required 
Elements 
The poster 
includes all 
required 
elements as 
well as 
additional 
information. 
All required 
elements are 
included on 
the poster. 
All but 1 of 
the required 
elements is 
not included 
on the poster. 
Several 
required 
elements were 
missing. 
Graphics & 
Texts 
All graphics 
and texts are 
related to the 
topic and 
make it easy 
to understand. 
All graphics 
and texts are 
related to the 
topic and 
most make it 
easy to 
understand. 
Some 
graphics and 
texts do not 
relate to the 
topic and it is 
not easy to 
understand. 
Many 
graphics and 
texts do not 
relate to the 
topic and it is 
very difficult 
to understand. 
Attractiveness 
& 
Organization 
The poster is 
exceptionally 
attractive in 
terms of 
design, 
layout, and 
neatness and 
the 
information is 
very well-
organized 
The poster is 
attractive in 
terms of 
design, layout 
and neatness 
and the 
information is 
well-
organized. 
The poster is 
acceptably 
attractive 
though it may 
be a bit messy 
and the 
information is 
organized 
acceptably. 
The poster is 
distractingly 
messy or very 
poorly 
designed. It is 
not attractive. 
 Ideas & 
Design 
Ideas and 
several of the 
graphics used 
on the poster 
reflect a 
exceptional 
degree of 
student 
creativity in 
their creation 
and/or display 
Ideas and one 
or two of the 
graphics used 
on the poster 
reflect student 
creativity in 
their creation 
and/or 
display. 
The graphics 
are made by 
the student, 
but are based 
on the designs 
or ideas of 
others. 
No graphics 
made by the 
student are 
included and 
the ideas are 
not creative at 
all. 
Mechanics & 
Grammar 
Capitalization 
punctuation, 
spelling and 
grammar are 
almost correct 
throughout 
the poster. 
There are 2 or 
3 errors in 
capitalization, 
punctuation, 
spelling or 
grammar on 
the poster. 
There are 4 or 
5 errors in 
capitalization, 
punctuation, 
spelling, or 
grammar on 
the poster 
There are 
more than 5 
errors in 
capitalization, 
punctuation, 
spelling, or 
grammar on 
the poster 
Total score _ / 20 
18-20: Excellent, 16-17: Good, 13-15: Satisfactory, 10-12: Unsatisfactory, <10 redo is 
required 
(Adapted from 
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 APPENDIX 8 
A SURVEY QUESTIONNAIRE ON STUDENT’S ATTITUDE TOWARD USING 
PROJECT ACTIVITIES TO EDUCATE THE SENSE OF RESPONSIBILITY 
AND KINDNESS 
Strongly 
Disagree 
Disagree Neutral Agree 
Strongly 
Agree 
1. I love my family more 
after doing project 1 
2. I am more responsible 
for my family in sharing 
the housework with my 
family members after 
doing project 1 
3.I think I am more 
respectful to the 
environment after doing 
project 2 
4.I am more aware of the 
need to keep our 
environment clean and 
green after the project 2 
5. I listen to Vietnamese 
folk songs more after 
doing project 3. 
6.I love Vietnamese 
traditional music more 
after doing project 3 
7. I feel I must take more 
responsibility for 
preserving traditional 
music of our country after 
project 3. 
8. I feel my life more 
meaningful when I can 
help other after doing 
project 4. 
9. I respect and love 
people more and my 
kindness has been 
increased after doing 
project 4 
10. I feel more 
responsible to the 
communiy after project 4 
 APPENDIX 9 
SURVEY QUESIONNAIRE ON URGENCY AND FEASIBILITY OF 
PROPOSED SOLUTIONS 
Dear teachers (/students), 
 Please take the time to read carefully and answer accurately and objectively 
the following questions by placing an (X) only in one box of the selected answer. 
Question 1: In your opinion, is it urgent to use the following solutions to 
educate responsibility and kindness for 10th grade students in the present 
time? 
 Level 
 Not 
urgent 
Less 
urgent 
Urgent 
Very 
urgent 
a. Use project activities” 
b. Participate in doing the research on 
Family Day (with the aim to enhance 
students’ responsibility for themselves and 
their family. Besides, it educates students’ 
love and sharing with their family 
members) 
c. Participate in a project designing a 
message about environmental protection 
(with the aim to enhance students’ 
responsibility for protecting the 
environment) 
d. Participating in doing research on a 
form of traditional music in Vietnam (with 
the aim to educate students on the 
responsibility for preserving traditional 
cultural values of the nation and make 
them love traditional music more). 
e. Make a plan for a volunteer project to 
help disadvantaged children (with the aim 
to educate students’ responsibility and 
kindness to the community) 
 Question 2: In your opinion, is it feasible to use the following solutions to 
educate responsibility and kindness for 10th grade students in the present 
time? 
 Level 
Infeasible 
Less 
feasible 
Feasible 
Very 
feasible 
a. Use project activities” 
b. Participate in doing the research on 
Family Day (with the aim to enhance 
students’responsibility for themselves 
and their family. Besides, it educates 
students’ love and sharing with their 
family members) 
c. Participate in a project designing a 
message about environmental 
protection (with the aim to enhance 
students’ responsibility for protecting 
the environment) 
d. Participating in doing research on a 
form of traditional music in Vietnam 
(with the aim to educate students on the 
responsibility for preserving traditional 
cultural values of the nation and make 
them love traditional music more). 
e. Make a plan for a volunteer project to 
help disadvantaged chidlren (with the 
aim to educate students’ responsibility 
and kindness to the community) 
 APPENDIX 10 
SOME PICTURES ILLUSTRATED STUDENTS’ACTIVITIES ENGAGED 
IN THE PROJECT. 
The presentation of a student of class 10 A6 about the research on family day 
The presentation of a student of class 10 A6 about her group’s product 
SOME REAL ACTIONS OF STUDENTS TO PROTECT THE 
ENVIRONMENT 
The presentation of a student of class 10 D1 about their research on 
traditional music 
The presentation of a student of class 10 D1 about their research on 
traditional music 
SOME REAL ACTIONS FROM STUDENTS FOR THEIR PROJECT 4 
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