Abstract
The objectives of this study are (1) to find out and to present the evidence whether the pedagogical model of the genre affects the writing skills of elementary school students, (2) to know and present the evidence whether Content and Language Integrated Learning (CLIL) affects the writing skills of elementary school students, (3) to know and explain evidence whether the genre pedagogical model and Content and Language Integrated Learning (CLIL) jointly influence the writing skills of elementary school students. This research is a Pre-Experimental Design with One Group Pretest-Posttest Design. In this design, there is only one class that will be analyzed and measure the extent of students' writing skills before and after treatment. The results of the study are proven (1) that genre pedagogical model has a positive and significant effect on the writing skills of grade 5 elementary school students, (2) that the Content and Language Integrated Learning (CLIL) has a positive and significant effect on the writing skills of grade 5 elementary school students, (3) that the genre pedagogical model and Content and Language Integrated Learning (CLIL) jointly influence the writing skills of grade 5 elementary school students.
Highlights
Language has a central role for intellectual, social and emotional development of students and it is a way of success in learning in all fields of study
Language learning is expected to help students participate in communities by using its language, and the analytical and imaginative abilities within themselves (Depdiknas, 2006)
According to Program for International Student Assessment (PISA) (2018), students’ ability to think in Indonesia is only at level 3. It is significantly different from other countries in the Southeast Asia region which are above Indonesia (OECD), 2015)
Summary
Language has a central role for intellectual, social and emotional development of students and it is a way of success in learning in all fields of study. The purpose of language learning is to carry the language continuous process through listening, speaking, reading, and writing stages. The end of this purpose is to make students be able to implement language learning, express their ideas smoothly and clearly, and communicate effectively (learning to use language, learning about language, and learning through language). According to Program for International Student Assessment (PISA) (2018), students’ ability to think in Indonesia is only at level 3. It is significantly different from other countries in the Southeast Asia region which are above Indonesia (OECD), 2015). The improvement of Indonesian language skills through writing text skills in the form of stories and exposition texts needs to be implemented
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