Abstract
The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions. The design proposed was based on the principle of language integrated learning (CLIL). Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application. While the qualitative data were obtained from the output of language produced by students during the learning process took place The results showed that CLIL English language course at higher education institutions in Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
Highlights
The need for mastery of English in the future becomes a challenge for higher education institutions as one the producers for human resources in Indonesia
The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions
Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application
Summary
The need for mastery of English in the future becomes a challenge for higher education institutions as one the producers for human resources in Indonesia. If the higher education institutions want to win the competition in the world, they must equip their graduates with sufficient English language skills. To address all the above challenges, it is necessary to improve the teaching of English for non-English Study Program students by using a more appropriate design and teaching approach by placing the learners’ needs as a central issue in the design of learning. The significance of the study is that in terms of the teaching and learning English at higher institution level is only given for one semester with a load of two or three credits. The study provides opportunities for students to process comprehensible input [1] as well to produce comprehensible output [2]
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