Abstract
The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expected that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.
Highlights
Teaching English has been devoted to meet the specific needs of each discipline, for example: Engineering English, English in sports, English in Medicine, Business and Economics English, etc
The observation was focused on the steps undertaken by the lecturer in implementing Content and Language Integrated Learning based on Systemic Functional Linguistics
Interview is aimed to know the opinion of the students towards the implementation of Content and Language Integrated Learning based on Systemic Functional Linguistics in Tennis class
Summary
Teaching English has been devoted to meet the specific needs of each discipline, for example: Engineering English, English in sports, English in Medicine, Business and Economics English, etc. CLIL itself has become a trend of English teaching that is commonly applied in Europe and there is a change of name to Sheltered Instruction (SI) in America This English teaching technique is considered to be able to bridge the learner's need to acquire learning content in each field of study and English. If viewed from the aspect of language, the application of CLIL itself is in line with the central principle of communicative language learning which aims to place language learning in a meaningful context for learners (Finocchiaro and Brumfit, 1983) While if it is viewed from the pedagogical science, CLIL is an approach in response to the necessity for integrating education in both university subjects and language skills (Rubtcova and Valentina, 2016)
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