Abstract
Twenty-first Century era has brought great challenges in Indonesian education system, i.e. the increasing demand for the students to have foreign language skills to succeed in global world competition. Particularly in the higher education, the awareness of learning English leads some lecturers in Accounting Department Faculty of Economics State University of Malang to apply the concept of Content-and-Language Integrated Learning (CLIL) during the classroom instruction (CLIL) – dual-focused education in which the content subject is delivered through foreign language. It is expected that students are benefited from content and language integration so that they can compete in the real global market. This study, then, elaborated the CLIL practice reflections in Accounting Department as seen from the students’ viewpoint. The data were collected by means of questionnaire and interview. The respondents were students of accounting department class QQ 2012. The result of this current study, then, is aimed at examining students’ general attitude toward CLIL and the effect of English instruction on their language competence. Moreover, the findings in this present study are also intended for evaluating CLIL implementation for further betterment.
Highlights
Since education is the bridge for preparing the students in the real global world, the language classroom is expected to fulfill the demandsas well as challenges of 21st Century
The demand of 21st education in language teaching and learning, leads to the emergence of Content and Language Integrated Learning ( Content-and-Language Integrated Learning (CLIL)) which is dual-focused educational approach in which an additional language is used for the learning and teaching both content and language (Dale and Tanner, 2012)
CLIL offers a number of benefits for learners, such as: (1) learners are motivated; (2) learners developed their cognitive and communication skills; (3) learners’ communication skills progress more due to meaningful communication; (4) learners receive a lot of language input and output; (5) learners develop intercultural awareness
Summary
Marsh (2000) stated that CLIL provides wide variety of opportunities for meaningful tasks and helps the students to speak more in the classroom as students do not learn about the language, yet how to use the language in the real communication. The researcher tried to examine Indonesian students’ general attitude toward CLIL implementation and its effect toward their language competence. What are the students’ perceptions about CLIL practice in the process of teaching and learning content course?
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