The objective of this article is to explore the effectiveness of a method of
teaching English as a foreign language in Indonesian higher institutions
called project based Content Language Integrated Learning (CLIL) higher
education institutions. The design proposed was based on the principle of
language integrated learning (CLIL). Quantitative data were obtained from
the scores of students' English proficiency before and after CLIL model
application. While the qualitative data were obtained from the output of
language produced by students during the learning process took place The
results showed that CLIL English language course at higher education
institutions in Lampung could work effectively. This is evident from the
implementation of the whole program activities, from the implementation of
the formation of groups, students work in groups to finish the project, group
presentation activities, personal presentations and students’ responses to all
activities.
This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
This lesson plan aims to teach 3rd grade students about the importance of hand washing through a CLIL approach. The teachers will act out a scene showing dirty hands and using hand sanitizer to introduce the topic. Students will then watch a video song about germs and answering questions. Finally, students do a matching activity to practice vocabulary like "germs" and "hand sanitizer." The goal is to make English learning relevant to students' lives by discussing health topics.
This document discusses Content and Language Integrated Learning (CLIL). It identifies the five dimensions of CLIL as culture, environment, language, content, and learning. It explains each dimension in detail. The document also discusses the advantages of CLIL for young children, noting their brain plasticity and ability to learn through interaction. Finally, it explores how CLIL key terms like target language, exposure, and learning strategies interact in a CLIL lesson.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
Languages used by teachers in English-language classrooms: An EFL perspectivesouvikbarua3
Language and language policy researchers are interested in the development of using English in the English
language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study
was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have
in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged
by their own language skills, students’ language ability, and pedagogical problems. The findings of this study will help
teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes
toward English language teaching. Additionally, the study may reveal the teachers’ perspectives on the issues their
students face. In Bangladesh, social and economic disparities in two different regions within the same country produce
an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language
of instruction in the classroom. Taking this into account, educators may focus on the procedures for an engaging and
neutral English language classroom use.
This document discusses a project conducted to improve the communicative English skills of 9th grade students at Domingo Savio school through project-based activities centered around United States culture. The project aimed to engage students and encourage language learning by using meaningful, authentic content instead of just focusing on grammar lessons. It involved integrating language skills and cultural topics related to foods, dances, and clothing of the US. Student attitudes, language skill use, and the effectiveness of content-based, task-based, and project-based teaching methods were evaluated. The theoretical framework discussed content-based instruction and how embedding language learning within engaging subject matter can increase motivation and empower students to communicate competently.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
Enhancing English skills by using CLIL articleBelinda Bow
1) The document discusses using Content and Language Integrated Learning (CLIL) to improve English skills for Thai high school students.
2) A study was conducted with 40 students and found their listening, reading, speaking, and writing skills significantly improved after learning through three CLIL English lesson plans compared to pre-tests.
3) CLIL helps students learn content and a second language simultaneously in an engaging way that motivates learning. This results in better language skills compared to traditional language-only teaching methods.
This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
This lesson plan aims to teach 3rd grade students about the importance of hand washing through a CLIL approach. The teachers will act out a scene showing dirty hands and using hand sanitizer to introduce the topic. Students will then watch a video song about germs and answering questions. Finally, students do a matching activity to practice vocabulary like "germs" and "hand sanitizer." The goal is to make English learning relevant to students' lives by discussing health topics.
This document discusses Content and Language Integrated Learning (CLIL). It identifies the five dimensions of CLIL as culture, environment, language, content, and learning. It explains each dimension in detail. The document also discusses the advantages of CLIL for young children, noting their brain plasticity and ability to learn through interaction. Finally, it explores how CLIL key terms like target language, exposure, and learning strategies interact in a CLIL lesson.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
Languages used by teachers in English-language classrooms: An EFL perspectivesouvikbarua3
Language and language policy researchers are interested in the development of using English in the English
language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study
was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have
in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged
by their own language skills, students’ language ability, and pedagogical problems. The findings of this study will help
teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes
toward English language teaching. Additionally, the study may reveal the teachers’ perspectives on the issues their
students face. In Bangladesh, social and economic disparities in two different regions within the same country produce
an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language
of instruction in the classroom. Taking this into account, educators may focus on the procedures for an engaging and
neutral English language classroom use.
This document discusses a project conducted to improve the communicative English skills of 9th grade students at Domingo Savio school through project-based activities centered around United States culture. The project aimed to engage students and encourage language learning by using meaningful, authentic content instead of just focusing on grammar lessons. It involved integrating language skills and cultural topics related to foods, dances, and clothing of the US. Student attitudes, language skill use, and the effectiveness of content-based, task-based, and project-based teaching methods were evaluated. The theoretical framework discussed content-based instruction and how embedding language learning within engaging subject matter can increase motivation and empower students to communicate competently.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
Enhancing English skills by using CLIL articleBelinda Bow
1) The document discusses using Content and Language Integrated Learning (CLIL) to improve English skills for Thai high school students.
2) A study was conducted with 40 students and found their listening, reading, speaking, and writing skills significantly improved after learning through three CLIL English lesson plans compared to pre-tests.
3) CLIL helps students learn content and a second language simultaneously in an engaging way that motivates learning. This results in better language skills compared to traditional language-only teaching methods.
This document discusses Content and Language Integrated Learning (CLIL), an educational approach used in Europe to teach additional languages. CLIL aims to teach content, such as history or biology, in the target language. The document provides background on CLIL and related language teaching methods. It then discusses scaffolding, the temporary support teachers provide students as they learn. The study analyzed video recordings of CLIL lessons to identify scaffolding strategies teachers used. It found teachers applied verbal and non-verbal techniques to extend understanding and promote interaction. The analysis contributes to research on CLIL practices and scaffolding strategies.
This document discusses a study that implemented task-based language teaching (TBLT) in an English as a foreign language (EFL) program at a university in Colombia. The study aimed to integrate language skills through tasks to help students improve their communicative competence. Six tasks were implemented with first semester students. The results showed that TBLT facilitated the integration of reading, writing, listening, and speaking skills. The tasks were meaningful and combined exercises in different skills, which enhanced student interaction and communication abilities. The study concluded that TBLT is effective for integrating language skills and developing language competencies.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
Modernistic Upgradation of Content-Based Instruction in Teaching English As A...IRJET Journal
This document discusses modern approaches to content-based instruction for teaching English as a second language. It describes three basic models of content-based instruction: theme-based language model, sheltered content model, and adjunct language model. It then discusses how these models have evolved, including the immersion model and Monterey model, which integrate language and content learning to improve students' language skills like speaking. The document argues that combining elements of the different content-based instruction models can effectively develop English proficiency among second language learners.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
An experiment in the use of content and languageAlexander Decker
This study examined the effectiveness of combining Content and Language Integrated Learning (CLIL) and genre process writing to enhance students' writing skills. An experiment was conducted with one group receiving CLIL and genre process writing instruction, while the other group received traditional instruction. Pre- and post-tests showed the experimental group made greater gains in writing grammar, with statistically significant differences between the groups in the post-test. The results suggest CLIL combined with genre process writing can more effectively improve students' writing abilities than traditional instruction alone.
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Evaluating Teaching and Learning of Grade 12 Physics Using the CLIL MatrixMirlan Jussambayev
This study evaluated the teaching and learning of grade 12 physics using CLIL (Content and Language Integrated Learning) at a private school in Kazakhstan. The school teaches in Kazakh, Russian, and English but had no visible CLIL assessment. The researchers reviewed literature and used a CLIL matrix to assess physics lessons. They found the weakest areas were integration of content and language and connections to the community. Recommendations included increasing support for English language development, focusing more on higher-order thinking, and engaging more with the local community. Overall the study found potential for improvement, especially in integrating content, language, and community, but progress was being made in implementing CLIL for physics.
The document summarizes a study that investigated the impact of Content and Language Integrated Learning (CLIL) on the English skills of 40 Thai high school students. The students' listening, reading, speaking, and writing skills were tested before and after three English lessons using CLIL. The results showed significant improvements in all four skills after using CLIL. CLIL helped students learn content and language simultaneously. The study concluded that CLIL is an effective technique for improving English skills in high school students.
This document summarizes a research article that aims to develop a conceptual prototype for teaching English as a foreign language based on local culture at STKIP PGRI Lumajang in Indonesia. The study found that incorporating local Javanese culture into English lessons could help overcome obstacles like limited textbooks and teaching hours. A conceptual prototype was created containing English standards, competencies, materials, teaching approaches, and assessments. Integrating local wisdom was expected to strengthen students' sense of nationalism while learning English.
This document presents an English language curriculum for elementary and secondary students in Ecuador whose first language is not English. The curriculum is designed to help students communicate effectively in today's globalized world while recognizing their cultural backgrounds. It is based on a communicative language approach and content and language integrated learning (CLIL) to develop students' language skills through other subjects. The curriculum incorporates five threads - oral communication, reading, writing, language through the arts, and communication and cultural awareness. It takes a learner-centered approach that recognizes students learn in different ways and focuses on developing their language skills and critical thinking.
The function of English as the international language that connects various countries with different languages makes English as an important communication tool to be learned and taught for students from various levels of education as the provision to face the current era of globalization. The chain story technique that implemented in this research, is a technique that is suitable to be used to teach students who have not dared to actively use English. This technique helps students of Imanuel YPK Vocational High School, Sorong City to work as a team and help each other to construct the sentence. This study was designed in the form of Classroom Action Research (CAR). The method of this research is a qualitative and quantitative method. The qualitative to explain the condition before and after the action. The quantitative to count the score of the students. As for the subject in this research is the Class X Automation and Office Management. This is done in order to obtain valid and reliable research data. Data collection techniques used were observation, test and interview. Results of the study showed that: (1) Based on the observation, the students are changed to be more brave and confident to speak English; (2) Based on the test, there is a very significant change towards the positive, when compared to the value of very good and good in cycle 1 which is 42% while in cycle 2 is 80%, so there is an increase of 38%; (3) Based on the interview, the students were happy and giving the good responses about the treatment and the progress they have done.
This document describes a study that developed a methodological model for integrating character education within Content and Language Integrated Learning (CLIL) at a university in Indonesia. The study was conducted in a bilingual sociology of religion class with 25 students. The results indicated that integrating character within CLIL can enrich CLIL by strengthening its use for intellectual growth and moral development. CLIL with character education also provides methods to strengthen character education in Indonesia, which has focused on curriculum reforms without changing teaching methods. The study also found that CLIL's weakness in using textbooks can be addressed through specific reading and writing strategies.
From the importance of English in world of internationally communicated,
the problems of learning management in each area seems to be differenced,
language and culture are needed for recognizing, active learning is called for
effectiveness instruction, and primary English teachers need to prepared in
modern classroom. This research employed evaluative research to employ
active learning for primary English teachers through professional program.
Data were collected by setting a connoisseurship technique. Seven experts
are appointed and read carefully a tentative program for primary English
teachers. The connoisseurship technique allowed all experts share their
experiences and ideas to promote active learning in freely. Video recording
and note taking were recorded during the validation activity. Active learning
program for primary English teachers is approved before implementation in
different school contexts. The uncertainty situations, COVID-19 pandemic
may be affected to schooling, teachers have to redesign lesson. The
implementation though active online learning is needed to discuss and
rethinking how it be effectively in authentic classroom.
Advantages Of Not Knowing Your Students Language A Case Study Of A Multilin...Lisa Brewer
This document summarizes a case study on the advantages and challenges of teaching English to a multilingual group of students where the teacher does not share a common language with the students. The study examined a group of 8 students from Turkey, Russia, and Georgia studying English at a university in Georgia. Key findings included:
1) Teachers found it difficult to explain new vocabulary and grammar points without being able to use students' native languages. They had to rely more on visual aids, simplifying language, and reducing explicit grammar instruction.
2) Students had lower English proficiency and self-confidence than other Georgian students. They also relied heavily on mobile dictionaries during class.
3) While challenging, not being able to
Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.
This document contains Paula Martinez's answers to practice questions about Content and Language Integrated Learning (CLIL). It includes:
1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
4) The correct answers to a CLIL sample test from the University of Cambridge.
5) An outline for designing a CLIL class for
This document discusses a study on the role of Communicative Language Teaching (CLT) in English as a Second Language (ESL) using a thematic approach at the University of Technology MARA (UITM) in Shah Alam, Malaysia. The study aims to identify lecturers' perceptions and attitudes towards CLT with a thematic approach. It provides background on Malaysia's education policies emphasizing English proficiency and holistic development. The problem is that effective language teaching methods are needed to improve ESL students' proficiency. The research is designed to understand lecturers' perceptions of CLT with a thematic approach to enhance their effective teaching approaches.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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This document discusses Content and Language Integrated Learning (CLIL), an educational approach used in Europe to teach additional languages. CLIL aims to teach content, such as history or biology, in the target language. The document provides background on CLIL and related language teaching methods. It then discusses scaffolding, the temporary support teachers provide students as they learn. The study analyzed video recordings of CLIL lessons to identify scaffolding strategies teachers used. It found teachers applied verbal and non-verbal techniques to extend understanding and promote interaction. The analysis contributes to research on CLIL practices and scaffolding strategies.
This document discusses a study that implemented task-based language teaching (TBLT) in an English as a foreign language (EFL) program at a university in Colombia. The study aimed to integrate language skills through tasks to help students improve their communicative competence. Six tasks were implemented with first semester students. The results showed that TBLT facilitated the integration of reading, writing, listening, and speaking skills. The tasks were meaningful and combined exercises in different skills, which enhanced student interaction and communication abilities. The study concluded that TBLT is effective for integrating language skills and developing language competencies.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
Modernistic Upgradation of Content-Based Instruction in Teaching English As A...IRJET Journal
This document discusses modern approaches to content-based instruction for teaching English as a second language. It describes three basic models of content-based instruction: theme-based language model, sheltered content model, and adjunct language model. It then discusses how these models have evolved, including the immersion model and Monterey model, which integrate language and content learning to improve students' language skills like speaking. The document argues that combining elements of the different content-based instruction models can effectively develop English proficiency among second language learners.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
An experiment in the use of content and languageAlexander Decker
This study examined the effectiveness of combining Content and Language Integrated Learning (CLIL) and genre process writing to enhance students' writing skills. An experiment was conducted with one group receiving CLIL and genre process writing instruction, while the other group received traditional instruction. Pre- and post-tests showed the experimental group made greater gains in writing grammar, with statistically significant differences between the groups in the post-test. The results suggest CLIL combined with genre process writing can more effectively improve students' writing abilities than traditional instruction alone.
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Evaluating Teaching and Learning of Grade 12 Physics Using the CLIL MatrixMirlan Jussambayev
This study evaluated the teaching and learning of grade 12 physics using CLIL (Content and Language Integrated Learning) at a private school in Kazakhstan. The school teaches in Kazakh, Russian, and English but had no visible CLIL assessment. The researchers reviewed literature and used a CLIL matrix to assess physics lessons. They found the weakest areas were integration of content and language and connections to the community. Recommendations included increasing support for English language development, focusing more on higher-order thinking, and engaging more with the local community. Overall the study found potential for improvement, especially in integrating content, language, and community, but progress was being made in implementing CLIL for physics.
The document summarizes a study that investigated the impact of Content and Language Integrated Learning (CLIL) on the English skills of 40 Thai high school students. The students' listening, reading, speaking, and writing skills were tested before and after three English lessons using CLIL. The results showed significant improvements in all four skills after using CLIL. CLIL helped students learn content and language simultaneously. The study concluded that CLIL is an effective technique for improving English skills in high school students.
This document summarizes a research article that aims to develop a conceptual prototype for teaching English as a foreign language based on local culture at STKIP PGRI Lumajang in Indonesia. The study found that incorporating local Javanese culture into English lessons could help overcome obstacles like limited textbooks and teaching hours. A conceptual prototype was created containing English standards, competencies, materials, teaching approaches, and assessments. Integrating local wisdom was expected to strengthen students' sense of nationalism while learning English.
This document presents an English language curriculum for elementary and secondary students in Ecuador whose first language is not English. The curriculum is designed to help students communicate effectively in today's globalized world while recognizing their cultural backgrounds. It is based on a communicative language approach and content and language integrated learning (CLIL) to develop students' language skills through other subjects. The curriculum incorporates five threads - oral communication, reading, writing, language through the arts, and communication and cultural awareness. It takes a learner-centered approach that recognizes students learn in different ways and focuses on developing their language skills and critical thinking.
The function of English as the international language that connects various countries with different languages makes English as an important communication tool to be learned and taught for students from various levels of education as the provision to face the current era of globalization. The chain story technique that implemented in this research, is a technique that is suitable to be used to teach students who have not dared to actively use English. This technique helps students of Imanuel YPK Vocational High School, Sorong City to work as a team and help each other to construct the sentence. This study was designed in the form of Classroom Action Research (CAR). The method of this research is a qualitative and quantitative method. The qualitative to explain the condition before and after the action. The quantitative to count the score of the students. As for the subject in this research is the Class X Automation and Office Management. This is done in order to obtain valid and reliable research data. Data collection techniques used were observation, test and interview. Results of the study showed that: (1) Based on the observation, the students are changed to be more brave and confident to speak English; (2) Based on the test, there is a very significant change towards the positive, when compared to the value of very good and good in cycle 1 which is 42% while in cycle 2 is 80%, so there is an increase of 38%; (3) Based on the interview, the students were happy and giving the good responses about the treatment and the progress they have done.
This document describes a study that developed a methodological model for integrating character education within Content and Language Integrated Learning (CLIL) at a university in Indonesia. The study was conducted in a bilingual sociology of religion class with 25 students. The results indicated that integrating character within CLIL can enrich CLIL by strengthening its use for intellectual growth and moral development. CLIL with character education also provides methods to strengthen character education in Indonesia, which has focused on curriculum reforms without changing teaching methods. The study also found that CLIL's weakness in using textbooks can be addressed through specific reading and writing strategies.
From the importance of English in world of internationally communicated,
the problems of learning management in each area seems to be differenced,
language and culture are needed for recognizing, active learning is called for
effectiveness instruction, and primary English teachers need to prepared in
modern classroom. This research employed evaluative research to employ
active learning for primary English teachers through professional program.
Data were collected by setting a connoisseurship technique. Seven experts
are appointed and read carefully a tentative program for primary English
teachers. The connoisseurship technique allowed all experts share their
experiences and ideas to promote active learning in freely. Video recording
and note taking were recorded during the validation activity. Active learning
program for primary English teachers is approved before implementation in
different school contexts. The uncertainty situations, COVID-19 pandemic
may be affected to schooling, teachers have to redesign lesson. The
implementation though active online learning is needed to discuss and
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The impact of project based-CLIL on students’ english proficiency
1. Journal of Education and Learning (EduLearn)
Vol. 15, No. 1, February 2021, pp. 11~18
ISSN: 2089-9823 DOI: 10.11591/edulearn.v15i1.15692 11
Journal homepage: http://edulearn.intelektual.org
The impact of project based-CLIL on students’ english
proficiency
Hery Yufrizal
Language and Art Department, Universitas Lampung, Indoneisa
Article Info ABSTRACT
Article history:
Received Jan 30, 2020
Revised Dec 7, 2020
Accepted Jan 18, 2021
The objective of this article is to explore the effectiveness of a method of
teaching English as a foreign language in Indonesian higher institutions
called project based Content Language Integrated Learning (CLIL) higher
education institutions. The design proposed was based on the principle of
language integrated learning (CLIL). Quantitative data were obtained from
the scores of students' English proficiency before and after CLIL model
application. While the qualitative data were obtained from the output of
language produced by students during the learning process took place The
results showed that CLIL English language course at higher education
institutions in Lampung could work effectively. This is evident from the
implementation of the whole program activities, from the implementation of
the formation of groups, students work in groups to finish the project, group
presentation activities, personal presentations and students’ responses to all
activities.
Keywords:
Content language integrated
learning (CLIL)
Higher education institutions
Project based
This is an open access article under the CC BY-SA license.
Corresponding Author:
Hery Yufrizal
Language and Art Department, English Sudy Program
FKIP Universitas Lampung
Jalan Sumantri Brojonegoro No.1 Gedongmeneng Bandar Lampung 35145, Indonesia
Email: heryyufrizal@gmail.com
1. INTRODUCTION
The need for mastery of English in the future becomes a challenge for higher education institutions
as one the producers for human resources in Indonesia. If the higher education institutions want to win the
competition in the world, they must equip their graduates with sufficient English language skills. In addition,
for students, having sufficient English skills will be very helpful in completing the tasks of college, especially
in reading text books in English. To address all the above challenges, it is necessary to improve the teaching
of English for non-English Study Program students by using a more appropriate design and teaching
approach by placing the learners’ needs as a central issue in the design of learning.
The purpose of this research is to see wether project based content language integrated learning
(CLIL) have significant effect on the students’ oral capability. The significance of the study is that in terms
of the teaching and learning English at higher institution level is only given for one semester with a load of
two or three credits. The teaching of English is only a kind of repetition from the program provided at the
high school level. Classes are usually big which consists of 40 to 60 students. The opportunity to practice
English in the class was very limited. Therefore, the study provides opportunities for students to process
comprehensible input [1] as well to produce comprehensible output [2].
There are two separated but integrated concepts addressed in this study. Firstly the concept of
project based learning and secondly the concept of content language integrated learning (CLIL). The first
concept, project based learning, was popularized by Michael McDowell [3] who stated porject based learning
2. ISSN: 2089-9823
J Edu & Learn, Vol. 15, No. 1, February 2021: 11 – 18
12
is a dynamic classroom approach in which students actively explore real-world problems and challenges and
acquire a deeper knowledge. The scond concept is CLIL (Content and Language Integrated Learning) was
firstly introduced by some experts of education in Europe late in 1990s when this approach was compared
with other second langauege learning concept the content and language integrated learning (CLIL), a
dynamic and lively approach, in this approach both the student and teacher are engaged in energetic activities
[4-6].
2. THEORETICAL FRAMEWORK
Project based learning works on the basis of of teaching strategies that enable teachers to guide
students through in-depth studies of real-world topics. A project, by definition, is an in-depth investigation of
a real-world topic worthy of a student’s attention and effort. The study may be carried out with an entire class
or with small groups of student. Two basic approaches to education are by providing students with a high
level of reading, writing, and talking tasks and providing students with a challenging problem or question that
involves multiple contexts or situations [3].
Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and
a second language at the same time. A science course, for example, can be taught to students in English and
they will not only learn about science, but they will also gain relevant vocabulary and language skills. It’s
important to note that CLIL is not a means of simplifying content or reteaching something students already
know in a new language. CLIL courses should truly integrate the language and content in order to be
successful and success is determined when both the subject matter and language is learned.
It’s important to have a strategy in place when applying CLIL in your courses. One of the key things
to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as
a language class nor a subject class simply taught in a foreign language [7].
According to Coyle’s 4Cs curriculum [8], a successful CLIL class should include the following four
elements: Content Progression in knowledge, skills and understanding related to specific elements of a
defined curriculum Communication Using language to learn whilst learning to use language Cognition
Developing thinking skills which link concept formation (abstract and concrete), understanding and
language. Culture Exposure to alternative perspectives and shared understandings, which deepen awareness
of otherness and self [9]. CLIL is fundamentally based on methodological principles established by research
on language immersion. This kind of approach has been identified as very important by the European
Commision because: "It can provide effective opportunities for pupils to use their new language skills now,
rather than learn them now for later use. It opens doors on languages for a broader range of learners,
nurturing self-confidence in young learners and those who have not responded well to formal language
instruction in general education. It provides exposure to the language without requiring extra time in the
curriculum, which can be of particular interest in vocational settings." This approach involves learning
subjects such as history, geography, managerial skills/concepts or others, through an additional language. It
can be very successful in enhancing the learning of languages and other subjects, and helping children
develop a positive attitude towards themselves as language learners [9]. In a second or advanced language
learning approach, there is a consensus that language must be taught for communication purposes [10].
Therefore, language teaching that is done in a contextual communicative must be supported
continuously to achieve the purpose of language learning is for communication [11]. Mohan [12] even
asserted that if there is a principle approach that legitimizes the promotion of language with other subjects,
language teaching is the teaching of language can not be combined with other teaching, then this principle is
wrong. Mangubhai states that the teaching of languages immersion (combining language with other subjects)
is' one of the best learning approaches [13]. This is supported by Genesee [14] who suggests that the lesson
of the immersion program is the merging of common subjects with language having a more positive effect
than separate language learning; Students on immersion-based learning areable to display the same abilities
even beyond the abilities of native-speaking children in terms of writing or speech when managed well.
While Crandall [15] asserts that the ability to use language in a special situational context can not be
accomplished without integrating the material context with language learning. In Europe, the incorporation of
content with language learning is very popular. Various studies show that CLIL is very effective in
improving student achievement. Dalton-Puffer's findings [16], Ackerl [17] and Lasagabaster [18]
demonstrated that students taught through the CLIL program possessed better writing preference than
students who were not taught by CLIL. Lasagabaster [18] emphasizes that CLIL is believed to be able to
contribute positively to the preparation for international life, improve learning motivation, improve
intercultural communication skills, improve implicit and incidental learning abilities and develop all
language skills, especially writing skills.
3. J Edu & Learn ISSN: 2089-9823
The impact of project based-CLIL on students’ english proficiency (Hery Yufrizal)
13
3. RESEARCH METHOD
This research is quantitative and qualitative with quasi experimental principle that is a research
design that gives treatment to the subject of research, but the sample is taken purposively, has the main
purpose to test whether there is a causal relationship between two or more variables with the data collected
from the heterogeneous group. Quantitative data is obtained from the value of students' English proficiency
before and after CLIL model application. While the qualitative data obtained from the output of language
produced by students during the learning process took place [19]. Such research models are also called
Experimental-quantitative-interpretive [20].
The subjects of this research are the students of Mathematics Study Program of The Department of
Mathematics and Science, the students of the Dapartment of Social science, and the students of the
Department of Education, the faculty of teaching and education Universitas Lampung who seat in the English
Language Course in even semester of 2019/2020 [21]. The number of students who became subject is 88
people.
3.1. Procedures
This research was implemented for one full semester program of a two credit English subject at
three study programs. The traditional way of the teaching English within this study program was an
integrated English study program in which the lecturers prepare reading materials followed by
comprehension questions, completed by practice in vocabulary and grammar. The expriment was done in
different way. The new method was giving students opportunity to explore their field of study using English
as a medium of communication. Language form practice was done integratedly within the subject study.
Complete procedure is:
a. A pre test was undertaken to establish the English ability and to be used as the basis to distribute the
students within the group. The groups were established comprising 4-5 students in each group.
b. Each group was assigned to do project in the field of mathematics, physics, biology and chemistry and
prepare a paper and power point for oral presentation.
c. The groups were given a week for preparation.
d. Group presentation session was undergone; presentation by the member of the group, question and
answer session, lecturer’s comment on the presentation.
e. All presentations were done in English.
4. RESULTS AND DISCUSSION
Content Language Integrated Learning (CLIL) is held in the Department of Mathematics, the
Dapartment of Social science, and the Department of Education, the faculty of teaching and education
Universitas Lampung and Natural Sciences of Lampung University as the realization of English Language
Course which weighs 2 (two) credits.This course is aimed to provide English language skills for students in
listening, speaking, reading and writing skills English as a student to develop academic ability in their field
of study. Formally English courses consist of 120 minutes face-to-face activities, 120 minutes of structured
activity, and 120 minutes of self-help. The total number of meetings for one semester is 16 times including
mid-term exam (MTE) and final-term exam (FTE).
Group projects were implemented in eight initial meetings including mid-term exam. Activity
details consist of:
a. Group formation was done randomly. Each group consists of four or five students, so as to produce
eight groups per class.
b. Each group was given different project topics based on the field of science. For example the field of
mathematics, the field of physics, the field of biology, and the field of chemistry.
c. The group was tasked with determining project topics, executing projects, preparing written reports,
preparing presentations based on discussions undertaken in the project.
4.1. Student english competence
Student's English competency is obtained through written test provided before and after project-
based CLIL implementation. Table 1 below illustrates the students' descriptive statistics. Tabel 1 shows the
average score of the students on the pretest of 70.37 with the deviation stand of 8.25 and the mean of the
post-test 73.64 with the deviation of 5.95. To determine whether there is a significant difference between the
mean score of pre-test and post-test, a t-test was conducted with the following result.
Tabel 1. Descriptive statistics of students’ english competence
Pre-test N Mean Std. Deviation Std. Error Mean
Post-test 88 70.3750 6.26303 .66764
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Table 2 shows the comparison between the English students' ability to test students before and after
the implementation of the project-based CLIL. T-test shows the value of T at the pre-test of 106.408 and the
post-test of 116.137. The difference between these values are significant at the 0.001 level. This means that
there is a significant difference between the competence or competences of the students before and after
CLIL-based project implementation.
Tabel 2. The result of T-test on pre-test and post-test
Test Value = 0
T DfSig. (2-tailed)Mean Difference
95% Confidence Interval of the Difference
Lower Upper
Pre-test 105.40887 .000 70.37500 69.0480 71.7020
Post-test115.13787 .000 73.54545 72.2758 74.8151
4.2. Student performance
Student performance is the ability of students to express their ideas in English orally. The student's
oral skills include aspects: pronuncition grammr, vocabulary, fluency, and comprehensibility. These five
aspects are summarized into an overall verbal ability (overall.). Table 3 describes the descriptive statistic of
students' oral ability from the initial ability (pre-test).
Tabel 3. Descriptive statistics students’ performance at pre-test
N MinimumMaximum Mean Std. Deviation
Vocab 88 2.00 4.00 2.8864 .56082
Pronun 88 2.00 4.00 2.7557 .56728
Gramr 88 2.00 4.00 2.8466 .57913
Fluency 88 2.00 4.00 2.8466 .59383
Compreh 88 2.00 4.00 3.0909 .58006
Overal 88 55.00 100.00 72.1307 10.4648
Valid N (listwise) 88
From the result of oral performance test of English, it was found out that for pronunciation aspect,
the lowest value was 2 and the highest score was 4. While the average value 2,76 (SD=0,55). For the
vocabulary aspect, the lowest score was 2 and the highest score was 4. The mean value of are 2,88 (SD=
0,55). For grammar aspect the lowest value was 2 and the highest value was 4 with an average value of 2.84.
For the fluency aspect, the highest value was and the highest was 4 with an average value of 2.84 SD=0.59.
For aspects of comprehensibility (comprehensibility), the lowest score was 2 and the highest score 4 with an
average 3.08 (SD=0.58).
In total, the average oral ability obtained by mahsiswa is 72,1307, SD=12,14. This means that the
average oral ability of the Mathematics Student students before being given a CLIL-based learning action
project is quite high. Table 4 describes the descriptive statistic of students' oral ability of the final ability
(post-test).
Tabel 4. Descriptive statistics of student performance post-test
N MinimumMaximum Mean Std. Deviation
vocab2 88 2.00 4.00 3.0511 .55211
comp2 88 2.00 4.00 3.0006 .49772
flu2 88 2.00 4.00 2.9261 .53358
pron2 87 2.00 4.00 2.9310 .50677
gram2 88 2.00 4.00 2.9489 .46757
overal2 87 57.50 9.25 74.3707 6.85023
Valid N (listwise) 87
From the result of oral competence test of English students it is known that for the pronunciation
aspect the lowest value was 2 and the highest value was 4, with the average score was 2.93 (SD=0.50). For
the vocabulary aspect, the lowest score was 2 and the highest score was 4, the mean score was 3.05
(SD=0.55). For the grammar aspect the lowest score was 2 and the highest score was 4 with a mean score of
2.94. For the fluency aspect, the lowest score was 2, th highest score was 4 with a average value of 2.92
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(SD=0.53). For the aspects of comprehensibility, the lowest score was 2 and the highest score 4 with a mean
score of 03.00 (SD=0.49).
In total, the average oral ability obtained by the students was 74.37 (SD=6.85). This means that the
average oral competence of Mathematics students of The Faculty of Teaching and Education, Universitas
Lampung before being given a CLIL-based learning action project was quite high. Table 5 is a set of paired
T-test between five aspects of students' oral ability on pre-test and post-test.
Tabel 5. Paired sample statistics of students’ oral performance
Mean n Std. Deviation Std. Error Mean
Pair 1 Vocab 2.8864 88 .56082 .05978
vocab2 3.0511 88 .55211 .05886
Pair 2 Pronun 2.7586 88 .56989 .06110
pron2 2.9310 88 .50677 .05433
Pair 3 Gramr 2.8466 88 .7913 .06174
gram2 2.9489 88 .46757 .04984
Pair 4 Fluency 2.8466 88 .59383 .06330
flu2 2.9261 88 .53358 .05688
Pair 5 Compreh 3.0909 88 .58006 .06183
comp2 3.0006 88 .49772 .05306
Pair 6 Overal 72.1552 87 10.20269 1.09384
overal2 74.3707 87 6.85023 .73442
Paired Differences t df Sig. (2-tailed)
Pair 1 vocab - vocab2 -.16477 87 .004
Pair 2 pronun - pron2 -.1647 87 .016
Pair 3 gramr - gram2 -.10227 87 .156
Pair 4 fluency - flu2 -.07955 87 .285
Pair 5 compreh - comp2 .09034 87 .208
Pair 6 overal - overal2 -2.21552 87 .032
The paired T-test showed that there was a significant difference between the pre-test and the post-
test on vocabulary with a level of significance of .005. There was a signficant difference between the pre-test
and post-test on pronuncation with a level of significance of .05. There were no significant differences
between the pre test score and the post-test score on the aspects of grammar, fluency, and comprehensibility.
However, there was signiificant difference between the pre test score and the post-test score in overall
performance.
4.3. Observation Results
Another aspect studied in this research is how students follow all lecture activities through
observation of the ability they are involved in group activities completion of their project. The results of the
observations are summarized in Table 6. The table presents that majority students’ level ability are in A level
(very well).
Table 6. Students’ capability observation
No Activity Level of ability
A B C
n % n % n %
1 Students’ ability in working in group 68 77 12 13.6 8 09.1
2 Students’ ability in discussing in group 64 72.7 16 18.2 8 09.1
3 Students’ ability in assisting peers who have not
mastered the concept.
58 65.9 20 22.7 10 11.4
4 Responsibility in accomplishing the group task 62 71.5 20 22.7 6 06.8
5 Students’ ability in answering the peers’ question 56 65.7 24 27.2 8 09.1
6 The students’ ability to present the results of
discussion
58 65.9 23 26.1 7 8.0
7 The students’ ability in answering lecturer 54 61.3 25 31.0 7 8.0
A: Very well
B: Well
C: Enough
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4.4. Student perceptions
To find out how students' perceptions of English learning activities using CLIL-based projects,
students are asked to respond in two ways, first by completing the questionnaire and answering 5 questions in
the form of a complete answer. Answers to the maahasiswa are summarized in Table 7, whereas written
responses are described separately.
Tabel 7. Questionnaire of student perceptions on learning
No Questions Opinion
Yes No
1 Is the learning through CLIL Project Based Learning easier? 80 (90.9%) 8 (9.1%)
2 Does the learning through project based CLIL more motivate to learn 82 (93%) 6 (7%)
3 Is the learning through project based CLIL more enjoyable 70 (79%) 18 (21%)
4 Do you feel autonomy learning by learning through model CLIL Project Based Learning ? 70 (79%) 18 (21%)
5 You feel learning through CLIL Project Based Learning more active in the teaching learning
process?
74 (84%) 14 (26%)
6 You feel learning through CLIL Project Based Learning can use your learning time more
effectively?
72 (82%) 16 (18%)
7 You feel learning through CLIL Project Based Learning can raise your interest in learning? 82 (93%) 6 (7%)
8 You feel learning through CLIL Project Based Learning can raise your English mastery? 74 (84%) 14 (26%)
9 You feel learning through CLIL Project Based Learning can raise your understanding of English 74 (84%) 14 (26%)
10 You feel learning through CLIL Project Based Learning should be applied to other subjects? 82 (93%) 6 (7%)
5. DISCUSSION
From the research results can be known things as follows: project bases-CLIL for the English
language course in Mathematics,in the Dapartment of Social science, and in the Department of Education, the
faculty of teaching and education Universitas Lampung the faculty of teaching and education of the
University of Lampung can run well. This is evident from the implementation of the whole program activities
from the implementation of the formation of groups, students work in groups to finish the project well. Group
presentation activities in English, personal presentations and student responses to all activities. This is in line
with the opinion of Mangubhai [13] and [22] who stated that the teaching of language immersion (combining
language with other subjects) is' one of the best learning approaches.
Another thing gained from this research is product oriented learning and process oriented learning
Product-oriented learning is generally based on psychological theories Behaviorism, based on Pavlov's
classical experiments, Thorndike's work on studying, and Watson and Rayner's studies applying Pavlov's
principles to psychological disorders [23]. Skinner's work is considered an important reference in this field
and its application in education [24].
In language teaching, the learning model in this group generally has characteristics that Krashen
[25] calls "learning", such as bound by formal procedures, product-oriented/appearance, and sorted by
grammatical sequence. The role of teachers is very dominant in determining the direction and procedure of
learning. This role is particularly prominent in the tubian and substitution activities that are most prevalent in
these approaches. Among the most popular approaches in this group is the Audiolingual Approach.
Audiolingual Approach is rooted from two schools of thought that are parallel in the field of
psychology and linguistics [26, 27]. In the field of psychology, this approach is rooted in behaviorism and
neo-behaviorism, whereas in the linguistic field this approach is rooted in structural or descriptive flow [24].
The learning methods resulted from this approach are given the same name, the audio method, which is also
known by the following names: Functional Skills, New Key Information, and American Methods [28].
Unlike the learning model in product-oriented larning, learning-model in this group is rooted in the
thoughts of social theorists, which emphasizes the social nature of human beings, the way humans learn
social behavior and the way social interaction serves to strengthen the success of academic learning [29]. In
practice, these principles form the development of cooperative learning societies. The assumptions
underlying the practice have been summarized by Joyce, Weil, and Calhoun [24], namely:
a. The synergy generated in a cooperative setting produces a stronger motivation than that produced by
individualistic and competitive environments. Hence, an integrative social group is more than a
collection of parts of it. The sense of being connected produces positive energy.
b. Cooperative group members learn from each other. Each student gets more help than in a yielding order
solitude.
c. Interaction between members produces cognitive complexity in addition to social complexity, creating
more intellectual activity that supports learning rather than self-study.
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d. Cooperation enhances positive feelings toward others, reduces alienation and loneliness, builds
relationships, and provides solid views of others.
e. Cooperation improves self-image not only through increased learning but also through a sense of being
appreciated and cared for by others in the environment.
f. Students can respond to experience in performing tasks which requires cooperation through the
improvement of their work skills together. In other words, the greater the students are given the
opportunity to work together, the better their skills in working together. This ability helps their general
social skills.
g. Students, including elementary school students, can learn from practice for improving their cooperation
skills.
The implication of this study toward the theories of CLIL and Project based learning is that in the
teaching of English at tertiary level in Indonesia, there are choices that can be made. Firstly, whether to
continue the teaching learning pactice in traditional way, that is, by repeating the explanation of grammatical
structure, or generic sructure of a text or texts. Or secondly, by applying the project based CLIL practice,
where input is not solely contributed by the teacher or the text book, but is also contributed by variety of
sources taken from internet resources [30-32].
6. CONCLUSION
From the results and discussion, it can be concluded that: 1) There is a significant influence on the
project-based Content Language Integrated Learning approach to the fluency and accuracy of English
students of the Department of Education, Faculty of Mathematics and Natural Sciences, University of
Lampung. This is evident from the significant differences between the ability of students before and after
following the English language learning through project-based Content Language Integrated Learning; 2).
Students' responses to English learning before and after project-based Content Language Integrated Learning
are very positive. This is evident from the responses of students to the questionnaire given or written
responses of students in the form of essays.
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BIOGRAPHY OF AUTHOR
Hery Yufrizal is currently a senior lecturer at the Department of Language and Art
Education, FKIP Universitas Lampung. He teaches Second Language Acquisition,
Semantics, Pragmatics and Speaking. He got his Ph.D in Applied Linguistics from La Trobe
University, Melbourne, Australia. His research interests include: classroom interaction,
teachers’ development, and discourse analysis.