PROJECT-BASED LEARNING: ENGLISH CARNIVAL IN UNIVERSITI KUALA LUMPUR-MALAYSIA FRANCE INSTITUTE

Abstract

Project-based learning (PBL) is one of the many strategies offered by language practitioners to their learners. The use of projects in teaching English is said to foster student autonomy and encourage active, student-centered language practice. Cognitive psychologists in education concluded that learning from examples and learning by doing tend to expedite learning and achieve a deeper level of understanding. The collaborative nature of PBL promotes a greater appreciation for social responsibility (Scott, 1994). Obviously PBL has many adult world characteristics that can bring concrete purposes and meaning to a wide range of subjects, not only English. Students can see the interdisciplinary nature of the tasks, and see that each task may have more than one solution. Moreover, PBL is an important and effective part of the teaching and learning process because students are given full freedom to choose their own strategies and approaches for their projects. This paper describes the learning and teaching processes involved in organizing the English Carnival in Universiti Kuala Lumpur-Malaysia France Institute (UniKL-MFI). The project was applied and carried out as a class assignment to encourage and motivate students to develop confidence and self-direction as they move through both team-based and independent work.