English Bilingual Education: The Challenge Of Communication And Cognition Aspects Of Content Language Integrated Learning (Clil) In Indonesia

Hapsari, Astri

doi:10.20885/jee.vol6.iss2.art2

Cited by 7 publications

(9 citation statements)

References 2 publications

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“…According to Coyle's 4Cs curriculum [8], a successful CLIL class should include the following four elements: Content Progression in knowledge, skills and understanding related to specific elements of a defined curriculum Communication Using language to learn whilst learning to use language Cognition Developing thinking skills which link concept formation (abstract and concrete), understanding and language. Culture Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self [9].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The impact of project based-CLIL on students’ english proficiency

Yufrizal

2021

EduLearn

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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.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The impact of project based-CLIL on students’ english proficiency

Yufrizal

2021

EduLearn

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“…Thus, CLIL is the solution to the current problem faced by the teacher. CLIL is not only good theoretically, but it also has been proved from the previous studies such as (Hapsari, 2012;Lee & Chang, 2008;Lin, 2015). It is suggested that the English teacher could catch the students' attention, create a student-centred activity and motivate them to be more active.…”

Section: Resultsmentioning

confidence: 80%

“…Private schools also find it is not simple to apply CLIL in the classroom for several reasons. According to (Hapsari, 2012), the challenge in the implementation of CLIL in Indonesia is the status of English as a foreign language that resulted in teachers' lack of English proficiency.…”

Section: Introductionmentioning

confidence: 99%

“…Although teachers of Islamic boarding schools use foreign languages, such as English and Arabic, in teaching and learning, English is still regarded as challenging (Bin Tahir, 2015;Hidayati, 2016;Lukens-Bull, 2001). Furthermore, teachers also 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.…”

Section: Introductionmentioning

confidence: 99%

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

Deswila

Kustati²,

Besral³

et al. 2020

jiecr

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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.

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“…Research has scrutinized learning objectives and student responses toward activities implemented in CLIL programs with Indonesian tertiary settings (Hapsari, 2016;Puspitasari, 2016;Rahmadani et al, 2019). These studies focused on the positive implications of CLIL principles in developing critical reading material; however, they overlooked the need for incorporating technology and interactive multimedia in our modern education arena.…”

Section: Introductionmentioning

confidence: 99%

The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia

Fitrawati

Syarif

Zaim

et al. 2023

Indonesian J. Appl. Linguist.

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Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.

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English Bilingual Education: The Challenge Of Communication And Cognition Aspects Of Content Language Integrated Learning (Clil) In Indonesia

Cited by 7 publications

References 2 publications

The impact of project based-CLIL on students’ english proficiency

The impact of project based-CLIL on students’ english proficiency

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

The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia

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