Improving Students� Factual Report Writing Skill by Using Content and Language Integrated Learning (Clil) Method

Kusmayadi, Yadi; Suryana, Yayan

doi:10.25134/ieflj.v3i1.650

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…The research findings showed that the only communicative competence in which differences in favor of CLIL students were significant was spoken production and interaction. Almost the same with Cristina and Martínez (2017) and Kusmayadi and Suryana, (2017) analyzed the effect of CLIL on the writing competency of s students. This study was focused to analyze the writing product such as fluency, accuracy, grammatical complexity, and lexical complexity.…”

Section: Introductionmentioning

confidence: 81%

Content and Language Integrated Learning in Writing in the Junior High School

Antari¹

2023

JoES

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The purpose of this research is to analyze the steps and writing competency implemented through CLIL in writing. This research is aimed at seventh-grade students in the Junior High School at SMPN 4 Busungbiu, Singaraja. The participants of students in the Junior High School were 30 students in one class. The first time, the researcher found the diagnostic of students writing competency in SMPN 4 Busungbiu. The mixed method combining descriptive qualitative and quantitative was applied in this study. The data collected by Classroom research that determined by who does such as the teacher, the research then used a syntax, lesson plan (RPP), and rubric as the instruments. The result of students writing competency is seen by the writing component, namely: 1) Title, 2) Topic sentence, 3) Develop Topic Sentence, 4) Grammatical, 5) Vocabulary, and 6) Punctuation. There were 73.3% students had corrected in writing descriptive text based on seven components of writing. Almost same with descriptive text, there were 70% students had corrected in writing procedure text. The result showed a significant increase in students’ writing competency after being implemented CLIL method by the teacher.

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Section: Introductionmentioning

confidence: 81%

Content and Language Integrated Learning in Writing in the Junior High School

Antari¹

2023

JoES

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“…Meanwhile, several studies showed tangible evidence with regard to content knowledge and four language skills (listening, speaking, reading and writing). Kusmayadi & Suryana (2017) proved that there is a significant difference in the students' writing skill since CLIL approach was tailored to the experimental group. Students are able to improve both their writing skills and their understanding of the writing content.…”

Section: Suggestions For Clil Practice In Indonesian Efl Contextmentioning

confidence: 97%

Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview

Khoiriyah

2021

JPP

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Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview. Objectives: this study aims to give an overview of the implementation of CLIL in the Indonesian context from recent empirical studies. Methods: a systematic literature review was employed, including searching the literature, identifying the study, coding the study, conducting a quality appraisal, and doing thematic analysis. Findings: (1) CLIL is implemented as a framework for teaching material developments, (2) CLIL has been researched to seek the effect of implementation of CLIL on content comprehension, language skills and attitude, and (3) pedagogical suggestions were highlighted including improving teachers' competence, initiating cooperation among content and language teachers and boosting students' motivation. Conclusion: CLIL research in Indonesian EFL setting has been growing significantly in recent years. Some reported that CLIL approach is also collaborated with other approaches such as bilingual education, project-based learning, task-based learning and genre-based learning.

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“…Content can enrich, or reinforce language learning. Content can be drawn from many disciplines in a single lesson or unit (Curtain & Pesola, 1994;Kusmayadi & Suryana, 2017, Banegas, 2020. On the other hand, Content-Driven CLIL primarily focuses the teaching and learning on the subject content, and evaluation is based on students' knowledge of the content and not on language proficiency (Met, 1999;Nikula & Mård-Miettinen, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A language-driven CLIL Unit was elaborated based on the qualitative results and on theories by Met (1999), Coyle, Hood and Marsh (2010), Olsson (2010), Bentley (2010), and Kusmayadi and Suryana (2017). It was essential to divide the unit into single lessons considering Content-Compatible Language and Content-Obligatory language objectives (Bentley, 2010;Banegas, 2012).Seven lesson-plans were created, and each one of them took 5 class periods.…”

Section: Interventionmentioning

confidence: 99%

Language-Driven CLIL: Developing Written Production at the Secondary School Level

Chumbay¹,

Ochoa²

2020

ELT

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This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.

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Improving Students� Factual Report Writing Skill by Using Content and Language Integrated Learning (Clil) Method

Cited by 5 publications

References 2 publications

Content and Language Integrated Learning in Writing in the Junior High School

Content and Language Integrated Learning in Writing in the Junior High School

Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview

Language-Driven CLIL: Developing Written Production at the Secondary School Level

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