Effectiveness of Content-Language Integrated Learning (CLIL) Toward Students' English Competence

Sumartana, None Made; Sadiyani, Wayan; Widanta, Rai; Ardika, Dana; Sitawati, Raka; Suciani, Ketut

doi:10.2991/icastss-19.2019.81

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…This study found that CLIL was proven to be able to improve students' language skills and cognition. It was in accordance with several previous studies that state that CLIL is effective to be used for English language teaching (Simbolon, 2020;Sumartana et al, 2019). By implementing CLIL in English language teaching, students not only develop their language competence but also gain their perspectives, awareness, sensitivity, and insight into the world (Bower et al, 2022).…”

Section: Discussionsupporting

confidence: 90%

“…Although numerous studies explain the effectiveness of CLIL-based education in Indonesia (Arham & Akrab, 2018;Izzah et al, 2018;Sarip, 2019;Simbolon, 2020;Sumartana et al, 2019;Wijirahayu, 2019), not many explain in detail how CLIL can be implemented in the classroom. The implementation of CLIL in each research can vary depending on the context and circumstances.…”

Section: Introductionmentioning

confidence: 99%

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Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study

Norhasanah¹,

Setiawan²

2023

SAGA

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This paper aims to investigate CLIL implementation for English teaching in Indonesia, particularly how this approach can be used in the EFL learning context considering that in most cases CLIL is implemented for bilingual education. To get the information and learn the phenomena in depth, a study case was conducted. The data was collected through classroom observation of two English teachers who have implemented CLIL in their teaching practice. It was then followed by a focus group discussion with those teachers to confirm the CLIL application and get more comprehensive data. This study found that CLIL was quite significant to be implemented for teaching English as it was not only able to improve students’ language skills but also broaden their insight globally. From this study, it was also highlighted that teachers must carefully select the materials and consider students’ level of proficiency to make a meaningful and effective learning process.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study

Norhasanah¹,

Setiawan²

2023

SAGA

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“…Furthermore, students articulated some additional experiences to have, such as authentic learning materials such as a fishing vessel and more visual materials. In the same vein, Sumartana et al (2019) through their experimental studies, proved that CLIL has been successfully to improve the students' performance of presentation. The participants, the Mechanical Engineering students, also deliver positive perception on CLIL implementation.…”

Section: Introductionmentioning

confidence: 89%

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Khoiriyah

Soeparto

2022

Eralingua

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Abstract. This research aims to analyze the students’ language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students’ suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student’ response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers’ scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.Keywords: Language Learning Strategies; Online CLIL classroom; Students’ voices

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Designing and Producing CLIL Materials for Mathematics Content Learning

Abril

2022

Handbook of Research on International Approaches and Practices for Gamifying Mathematics

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One of the greatest challenges regarding CLIL implementation, especially for mathematics content learning, involves materials design. CLIL materials are expected to be incorporated from authentic sources, but reality shows that they are usually adaptations of previous materials or originals designed ad hoc to meet the curriculum requirements. Following Mehisto's criteria for producing CLIL learning materials as well as Meyer's successful planning and teaching strategies to design quality CLIL resources, this chapter presents a case study of designing and producing quality CLIL materials for mathematics content learning developed in the framework of the Erasmus+ Project Framing CLIL. Based on telecollaborative international work, multilingual CLIL materials to learn about fractions are presented, and the main challenges and the key strategies followed to cope with them successfully are addressed. Finally, practical orientations and guidelines for the design, and an elaboration of CLIL materials for mathematics content learning is presented.

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Effectiveness of Content-Language Integrated Learning (CLIL) Toward Students' English Competence

Cited by 3 publications

References 13 publications

Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study

Content and Language Integrated Learning (CLIL) Implementation for Indonesian EFL Learners: A Case Study

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Designing and Producing CLIL Materials for Mathematics Content Learning

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