xliv There is another definition of project based learning which is different
from similar to Project Work. It is Project Based Learning PBL which is recommended from
http:en.wikipedia.orgwikiProject-based_learning . It is
stated that PBL is the use of classroom projects, intended to bring about deep
learning, where students use technology and inquiry to engage with issues and questions that are relevant to their lives.
Furthermore, he also said that Project-based learning PBL is:
An approach for classroom activity that emphasizes learning activities that are long-term, interdisciplinary and student-centered. This approach is
generally less structured than traditional, teacher-led classroom activities; in a project-based class, students must often organize their own work and
manage their own time. Within the project based learning framework, students collaborate, working together to make sense of what is going on.
Based on the definitions of project works by some experts, the writer concluded that Project Work is a set of teaching strategies which enable teachers
to guide students through in-depth studies of real world topics leading a great way to have learners work together. It makes students highly motivated, feel actively
involved in their own learning, and produce work of a high quality.
b. Defining a project
Fried-Booth 1986: 6-7 distinguishes between the two main elements of defining a project, they are full-scale projects and bridging or motivating
activities. The main difference between the two is that motivating activities are
xlv restricted to the classroom, while project work is extended beyond the classroom.
A full scales project involves three stages. They are:
1. Classroom planning. The students, in collaboration with the teacher,
discuss the content and scope of their project, and predict their specific language needs, for example discussing projected interview visits,
ways of gathering material-pamphlets, brochures, illustrations, etc. 2.
Carrying out the project. The students move out of the classroom to perform whatever tasks they have planned, for example conducting
interview, making recordings, gathering printed and visual material. At this stage they will be using all four skills reading, writing,
speaking and listening in a naturally integrated way. 3.
Reviewing and monitoring the work. This includes discussions and feedback sessions, both during and after the project.
While bridging or motivating strategies is important that students should have access to other activities, which do not necessarily involve all four skills and
which do not need to be extended beyond the classroom. They are specifically designed to develop receptiveness to project work. Below is a short list of some
of the bridging activities:
Control use of language communicative activities
e.g. information-gap Games
role play e.g. shopping
mini real-world tasks e.g. getting train
times from the station Assignments
e.g. researching in A library, reporting back
Bridging activities simulations
e.g. Newspaper front less controlled
page video
e.g. Food labels: pin workauthentic
and thread display materials brought
xlvi to class; small projects
‗Free‘ use of language full-scale projects
e.g. Good wheelchair guide
c. Developing the Project
