ISSN: 2226-6348
Open access
This study aims to explore the practices of Malay Language teachers in implementing Project-Based Learning (PBL) to improve the reading skills of remedial students in Sepang, Selangor. This qualitative study employed in-depth interviews involving ten Malay Language remedial teachers. The findings revealed five key themes: planning based on students' abilities and interests, the use of creative and visual methods, active engagement through hands-on activities, overcoming challenges through time management, and the use of language games. The study found that teachers' ability to tailor projects to students' needs and employ innovative, interactive approaches plays a critical role in enhancing student engagement and reading skills. This study recommends continuous professional development for teachers and institutional support to optimize the effectiveness of PBL in remedial education contexts.
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