Content and Language Integrated Learning Practice in English for Accounting Course

Abstract

The contextualization of materials in the context of teaching English for specific purposes (ESP) is a prerequisite to gain maximum input of language knowledge. The present study sheds some light on the practice of Content and Language Integrated Learning (CLIL) approach in English for accounting course. This study involved 38 Indonesian ESP students majoring in accounting of a public university in Surakarta Indonesia as the participants. Pre-experimental research design was conducted in eight meeting during the course, including the administration of vocabulary test to examine the participants’ score in pre-test and post-test. A focus group discussion (FGD) was also carried out to reveal the students’ perception about the practice of CLIL approach in English for accounting course. The results depicted that there was a significant difference on the participants’ vocabulary scores between the pre-test and the post-test. It was also portrayed that the participants positively perceived the CLIL practice in their class. The results of this study contribute to providing fruitful insights for teachers and future researchers about CLIL practice in English language teaching, specifically in the context of teaching English for specific purposes.

Indonesian learners in Australian education environment: perceptions, challenges, and resilience

“…With regards to the participants' resilience toward these challenges, this study found that having continuous practices and building self-confidence are the possible solution that Indonesian learners can do. This finding is consistent to the results of Naghdipour (2017) and Nugroho (2020) that language learners need to practice as much as they can to obtain a lot of exposure of English. The finding is also in line with Alberth (2018) that language learners have to be confident to use language especially in communication without too much worry about grammar and language structure.…”

Temporal changes of compassion in accounting and business students in an English course: a longitudinal study in higher education

“…Moreover, the number of participants was larger than other classes at university because the General courses at universities of Iran usually host many more students than specialized courses. Finally, acquiring great proficiency in English language can guarantee promising job positions in future especially in the accounting and business field (Nartiningrum and Nugroho, 2020; Nugroho, 2020).…”

“…Moreover, English course at university is compulsory and all accounting and business students in higher education should pass it. The aim is to raise students' awareness of the overall purposes and needs of English knowledge and practical skills (Nugroho, 2020). Considerable English language proficiency can guarantee a promising job position in future (Nartiningrum and Nugroho, 2020), including the accounting field of study (Nugroho, 2020).…”

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

“…From those previous findings, it can be concluded that as one of the essential language components, improving vocabulary competence provides students with a valuable opportunity to acquire the expected content knowledge. As a result, knowing English vocabulary related to the content is critical to comprehending and gaining the content knowledge (Nugroho, 2020;Xanthou, 2011).…”