Content and Language Integrated Learning (CLIL) Approach across Curriculum in Science Classrooms: Are the English Language Use and Learning Reveal?

Nurhamsi Deswila,Martin Kustati,Syayid Sandi Sukandi,Besral Besral

doi:10.46843/jiecr.v1i1.4

Abstract

The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom. A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLIL Strategy.

Highlights

Content and language integrated learning (CLIL) has been developed and implemented in Europe as an approach that is considered to be effective in teaching and learning
The International class program is only conducted by the private school since it has been diminished in public schools by the Indonesian government years ago
We argued that Model B type B in which English and Indonesian language is used in the same portion 50:50 enable effective CLIL Strategy in the classroom

Summary

INTRODUCTION

Content and language integrated learning (CLIL) has been developed and implemented in Europe as an approach that is considered to be effective in teaching and learning. Teachers should deal with the mastery of content and the ability in delivering the lesson through excellent communication (Darling-Hammond & Baratz-Snowden, 2007; Hapsari, 2012) Given those challenges, the Indonesian teachers should find a suitable way to get the benefit of CLIL as it has been proven to be effective in the western country in improving student’s language skills. The students are multilingual who speak at least four different languages which are a vernacular language that depends on where the students come from (Minangkabau language, Pasaman language, Aceh language, etc.), Indonesian language, Arabic and English They speak Bahasa Indonesia, Arabic and English in a formal communication at school and use local language with friends in an informal talk. The research intended to determine the implementation CLIL approach in improving students’ English language use and learning in the science classroom. It is significant to design the CLIL Strategy carefully for them to benefit

METHODS

AND DISCUSSION

Findings

CONCLUSION