Improving  Students’ Speaking Skills Through Clil in Tourist Guiding Online Class

Novitasari, Novitasari; Wahyuningsih, Noverita; Agustina, Hiqma Nur

doi:10.22219/celtic.v9i1.20903

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Conversely, lecturers C and IL, who were new to teaching EMI classes, primarily relied on having students present material and provided feedback afterward, resulting in limited interaction due to their lack of proficiency in English. This corroborates the findings of Novitasari et al (2022) that the teachers should be very well-versed in the subject matter and possess a thorough understanding of it in addition to having a superb command of English as the teaching language. There is pressure on teachers to find ways to include these well-established skills in the lessons (Utami & Sulistyaningrum, 2022).…”

Section: Discussionsupporting

confidence: 88%

Lecturer Talk in the Emi Classroom: A Speech Act Analysis

Lestari,

Mutiaraningrum

2023

Celtic

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Research in the area of utilizing English as a medium of instruction hasoverlooked the investigation of communication issues among lecturersteaching their disciplines in English. This study seeks to determine the mostcommon speech act employed by lecturers utilizing English as a medium ofinstruction, the rationale behind the selection, and its implication onpedagogy and education. Employing a case study, we recruited fourinstructors from Biology and Primary Education who teach content-basedsubjects in English. With Searle's framework of speech acts, the studyrevealed that assertive speech acts were used 42.85%, directive 25.8%,expressive 21.65%, and commissive 9.6%. The findings indicate that mostlecturers used assertive speech acts to clarify content and engage studentsin achieving learning objectives. This study expected to give contributionas reflection tool on how speech acts should be performed in teachingprocess to promote successful English utilization by instructors teachingnon-English subjects.

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Section: Discussionsupporting

confidence: 88%

Lecturer Talk in the Emi Classroom: A Speech Act Analysis

Lestari,

Mutiaraningrum

2023

Celtic

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“…From the teachers' readiness, quality means the level of teachers' English mastery. To apply CLIL, the first thing that needs to be ensured is the quality of the teachers' English (Deswila et al, 2020;Novitasari et al, 2022). It is crucial because the teachers' English mastery will influence the quality of the English exposure.…”

Section: Recommendation For Effective Clil Implementationmentioning

confidence: 99%

Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?

Yani,

Budasi,

Ramendra

et al. 2023

Journey

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CLIL is widely implemented in English as a foreign language class, but there has been no specific research conducted to identify the advantages and challenges of implementing it in the context of bilingual education. This study aims to examine the implementation of Content and Language Integrated Learning (CLIL) in bilingual education. Specifically, this study focuses on the benefits of CLIL in bilingual education and the challenges of implementing CLIL in bilingual education. Then, a recommendation to implement CLIL effectively was drawn using the benefits and the challenges of CLIL. This research was conducted by following the steps of a literature review. Data was collected from articles from accredited international journals published online from 2012 to 2022. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages of analysis: data reduction, data display, and conclusion drawing/verification. The data collected showed that CLIL improved mastery of a second language. It is because CLIL provides a lot of exposure for the students. Besides, CLIL enables students to acquire English by practicing it actively. The challenge in implementing CLIL lies in teachers’, students’, and teaching media readiness. To run CLIL effectively, it should be done by considering the quality, quantity, and consistency of the English exposure.

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“…Unlike English for general purposes (EGP), ESP tailors the language curriculum to the specific vocational area, ensuring students acquire language skills directly relevant to their chosen profession. Proficiency in speaking is essential for vocational students as it allows them to express themselves clearly, interact with colleagues and customers, and effectively convey information (Novitasari et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Strategies and Challenges in Teaching Online Speaking Activities

Patty,

Bilung

2023

Celtic

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This study examines the strategies used by vocational education teachers to teach speaking skills online. Specifically, it focuses on English teachers Vocational High School in Ambon and their challenges in implementing these strategies. The study aims to provide practical insights for teaching speaking skills in online vocational high schools and recommend teacher professional development. The research design involves qualitative research methods, including interviews with two English teachers who teach third-grade Nursing students. The interviews were conducted to gather information on the teachers’ strategies and challenges in teaching speaking skills online. The collected data were analyzed using qualitative analysis techniques. The findings indicate that the teachers used dialogue, describing pictures, and drilling as strategies for teaching speaking skills online. Teachers also faced technical and pedagogical challenges in implementing these strategies. Technical challenges included internet reliability, limited device access, and teachers’ technological proficiency. Pedagogical challenges involved limited student-teacher interaction, reduced student engagement, and the asynchronous nature of online platforms. This study contributes valuable insights into teaching speaking skills in online vocational high schools. The findings can inform instructional practices and guide teacher professional development programs to enhance online speaking instruction.

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Improving Students’ Speaking Skills Through Clil in Tourist Guiding Online Class

Cited by 3 publications

References 15 publications

Lecturer Talk in the Emi Classroom: A Speech Act Analysis

Lecturer Talk in the Emi Classroom: A Speech Act Analysis

Content and Language Integrated Learning in Bilingual Education: What Can We Learn from the Previous Studies?

Teachers’ Strategies and Challenges in Teaching Online Speaking Activities

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