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

Deswila, Nurhamsi; Kustati, Martin; Besral, Besral; Sukandi, Syayid Sandi

doi:10.46843/jiecr.v1i1.4

Cited by 9 publications

(9 citation statements)

References 23 publications

(25 reference statements)

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“…They explained that to achieve a good understanding can be achieved through meaningful learning (Smaldino et al, 2014). One of the many ways to create meaningful learning is by PjBL strategy which is believed to promote learners to auto construct knowledge and skill as well as believed to have more advantages to develop a concept and motoric skill (Deswila et al, 2020;Putranta & Supahar, 2019;Rusman, 2017). The PjBL strategy is a way to provide opportunities for pre-service teachers to construct their knowledge and develop the potential they have.…”

Section: Introductionmentioning

confidence: 99%

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Safaruddin

Degeng

Setyosari

et al. 2020

JPII

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The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

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Section: Introductionmentioning

confidence: 99%

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Safaruddin

Degeng

Setyosari

et al. 2020

JPII

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“…The CLIL implementation stimulated active learning participation that created a collaborative learning environment, and the activities significantly affected their content and language achievements (Hashmi, 2019). Furthermore, cooperative learning techniques helped them achieve the learning goals of acquiring the language and as well as learning the subject content (Deswila et al, 2020). The current research also proved that the collaboration among students during CLIL implementation reinforced the online teaching and learning process, and the students were able to improve their language ability.…”

Section: Discussionmentioning

confidence: 51%

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

Budiarta

Artini²,

Padmadewi³

et al. 2023

IJLTER

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Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.

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“…For oral production in particular, student teachers' level is not satisfactory, though they use oral presentation as a learning and teaching requirement. It's a form of the learner's independent construction of knowledge that goes in line with recent calls for the learner's activeness and autonomy and also a means for making the academic content comprehensible to ELLs as indicated by Ali (2018) and Deswila, et al (2020). With the poor oral skills and disciplinary knowledge among EFL student teachers who are supposed to be responsible for developing such aspects among their own students, CLIL as one of the most popular terminologies in this context has been used as a proper alternative.…”

Section: Context Of the Problemmentioning

confidence: 60%

A Content Language Integrated Learning (CLIL) Program for Developing EFL Oral Presentation Skills and Disciplinary Knowledge of the Pre-service Teachers at Faculty of Education

Makhyoun¹

2022

مجلة کلية التربية. بنها

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The aim of this research was to investigate the effectiveness of a CLIL based program in developing oral presentation skills and disciplinary knowledge. The participants of the study were 60 third year English Department students at Damanhour Faculty of Education. The experimental group (N=30) received the CLIL-based program, whereas the control group received the regular instruction. The researcher used the pretest-posttest control group design to examine the effect of the treatment. Data collected from the oral presentation test and the disciplinary knowledge test were analyzed. Findings revealed a significant improvement in oral presentation of the CLIL group compared with the non-CLIL group. Findings also indicated significant gains obtained by the experimental group in disciplinary knowledge. A semi structured interview was conducted at the end of the intervention to explore the students' impressions about using CLIL, its potential effect, and challenges. Based on these findings, it was recommended to use CLIL in teaching scientific topics in English. The findings were compatible with many related studies and also the curricular development occurring in the Egyptian pre-university stage.

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

Cited by 9 publications

References 23 publications

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

A Content Language Integrated Learning (CLIL) Program for Developing EFL Oral Presentation Skills and Disciplinary Knowledge of the Pre-service Teachers at Faculty of Education

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