Analysing the possibility to implement Content and Language Integrated Learning (CLIL) in Senior High School in Indonesia

Akhmad Affandi; Auliyanti Sahril Nurfadhilah

doi:10.26858/jmtik.v6i3.54669

Analysing the possibility to implement Content and Language Integrated Learning (CLIL) in Senior High School in Indonesia

Akhmad Affandi^(1*), Auliyanti Sahril Nurfadhilah⁽²⁾,

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(*) Corresponding Author

DOI: https://doi.org/10.26858/jmtik.v6i3.54669

Abstract

This paper explores the feasibility of implementing the Content and Language Integrated Learning (CLIL) approach in the Indonesian education system, focusing on four key dimensions: the education system, student assessment, teacher readiness, and parental perspectives. The qualitative approarced was used to conduct thematic analysis in the form of desk research and it will be employed to categorize the information into themes, focusing on education system, students, teachers, and parents’ aspects as dimensions of feasibility. The implementation of CLIL approach has already spread over the world in the past two decades which begins with movement of European Commission Policy. The Longitudinal research has been conducted to give a new insight regarding CLIL implementation. However, previous research scope is limited only for higher education. Having discuss four considerations that have to take into account, it can be therefore concluded that CLIL can be implemented in Senior high school level in Indonesia. The most pivotal factor is institutional support from government in which regulation regarding education goal can be arranged. In addition, the availability of prospective teacher is beneficial for sustain implementation, although they need pre-sessional and in-sessional training before teaching process. The other reason is that student would be free of national examination pressure so that they would be able to focus on sharping language skill in gaining communicative competence rather than mastering grammar. Absolutely, this condition provides a promising opportunities to apply CLIL approach and Task-based learning which aims to build communicative competence. However, it is still necessary to carry out longitudinal research in different context and level of students to unveil robustness and drawbacks of this approach.

Keywords

CLIL; Senior High School; Indonesia

Full Text:

PDF

References

C. Dalton-Puffer, T. Nikula, and U. Smit, Language use and language learning in CLIL classrooms, vol. 7. John Benjamins Publishing, 2007.

A. Maciejewska, Ł. Kuzak, J. Sobieraj, and D. Metelski, “The Impact of Opencast Lignite Mining on Rural Development: A Literature Review and Selected Case Studies Using Desk Research, Panel Data and GIS-Based Analysis,” Energies, vol. 15, no. 15, 2022, doi: 10.3390/en15155402.

D. Kurikulum, “Kementrian Pendidikan dan Kebudayaan Republik Indonesia.” 2013.

J. C. Richards and T. S. Rodgers, Approaches and Methods in Language Teaching, 3rd ed. Cambridge: Cambridge University Press, 2014.

D. Brinton, M. A. Snow, and M. B. Wesche, Content-based second language instruction, 2nd edn. Ann Arbor MI: University of Michigan Press, 2008.

D. Hanesová, “History of CLIL,” CLIL Foreign Lang. Educ. E-textb. foreign Lang. Teach., pp. 7–16, 2015.

C. Baker and S. P. Jones, “Encyclopedia of bilingualism and bilingual education,” Choice Rev. Online, vol. 36, no. 04, pp. 36-1907-36–1907, 1998, doi: 10.5860/choice.36-1907.

M. McGroarty, Bilingual Approaches to Language Learning, 3rd ed. Boston: Heinle & Heinle, 2001.

A. Campo, J. Grisaleña, and E. Alonso, Trilingual Students in Secondary School: A New Reality. Bilbao: Basque Institute of Educational Evaluation and Research, 2007.

D. Coyle, P. Hood, and D. Marsh, CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press, 2010.

R. Ellis, “Task-based language teaching: sorting out the misunderstandings,” Int. J. Appl. Linguist., vol. 19, no. 3, pp. 221–246, 2009, doi: 10.1111/j.1473-4192.2009.00231.x.

P. Moore and F. Lorenzo, “Task-based learning and content and language integrated learning materials design: process and product,” Lang. Learn. J., vol. 43, no. 3, pp. 334–357, 2014.

H. Jang, J. Reeve, and E. L. Deci, “Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.,” J. Educ. Psychol., vol. 102, no. 3, pp. 588–600, Aug. 2010, doi: 10.1037/a0019682.

W. Yang, “Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme,” Int. J. Biling. Educ. Biling., vol. 18, no. 4, pp. 361–382, 2015.

S. Sasajima, M. Ikeda, C. Hemme, and T. Reiley, “Current practice and future perspectives of content and language integrated learning (CLIL) in Japan,” 2010.

A. Paran, “Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?,” Appl. Linguist. Rev., vol. 4, no. 2, pp. 317–342, Oct. 2013, doi: 10.1515/applirev-2013-0014.

Y. Kartikawati, E. Fauziati, and M. H. Hikmat, “The implementation of scientific approach in teaching english at the eight grade of SMP Muhammadiyah 10 Surakarta in 2014/2015 academic year: A naturalistic study,” Dr. Diss. Univ. Muhammadiyah Surakarta), 2015.

D. Marsh, A. Maljers, and A. K. Hartiala, “Profiling European CLIL Classrooms,” Jyväskylä, Finl. Cent. Appl. Lang. Stud., 2001.

Z. Dornyei, “‘Attitudes, orientations, and motivation in language learning: Advances in theory, research, and application,’” Lang. Learn., vol. 53, no. 1, pp. 3–32, 2003.

W. Admiraal, G. Westhoff, and K. Bot, “Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English,” Educ. Res. Eval., vol. 12, no. 1, pp. 75–93, 2006.