Exploring Indonesian Students’ Socio-Affective Perceptions of CLIL (Content and Language Integrated Learning) in a Science Class
Abstract
CLIL (Content and Language Integrated Learning) is an innovative teaching approach that combines content subject with language learning. It is essential to explore students' socio-affective perceptions of the implementation of this approach because these perceptions can influence their learning experience and outcome. This study aims to explore students’ socio-affective perceptions of 11th grade senior high school students at MAN 2 Kudus regarding the use of CLIL in science class. In this study, researchers used qualitative methods with open-ended questionnaires and semi-structured interviews. The participants were 27 students in the 11th grade of XI-5 at MAN 2 Kudus. The results show that students’ attitudes in CLIL-based Science class, such as confidence, comfort, motivation, and participation, are influenced by their English proficiency. Those with higher English proficiency tend to feel more confident, motivated, and participative in the classroom, while those with lower proficiency have more challenges and participate less. Despite these challenges, most students had a positive perception of the use of the CLIL approach. They believe that it helps enhance their English skills, significantly improving their vocabulary.
Keywords
Full Text:
PDFReferences
Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research, 5(1), 1–15. https://doi.org/10.46281/aijssr.v5i1.462 Akramul Kabir, S. M. (2024). Thematic Analysis: A Practical Guide. Pasaa Paritat Journal, 39(September), 142–145. https://doi.org/10.58837/chula.ppj.39.8 Amor, M. I., Tinedo-Rodríguez, A. J., & Osuna-Rodríguez, M. (2023). The Interaction between Language Skills and Cross-Cultural Competences in Bilingual Programs. Languages, 8(3). https://doi.org/10.3390/languages8030181 Banegas, D. L. (2020). Teacher Professional Development in Language-Driven CLIL: A Case Study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242–264. https://doi.org/10.5294/laclil.2019.12.2.3 Banegas, D. L., & del Pozo Beamud, M. (2022). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal, 53(1), 151–164. https://doi.org/10.1177/0033688220930442 Banegas, D. L., Poole, P. M., & Corrales, K. A. (2020). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283–305. https://doi.org/10.14746/ssllt.2020.10.2.4 Campillo, J. M., Sánchez, R., & Miralles, P. (2019). Primary Teachers’ Perceptions of CLIL Implementation in Spain. English Language Teaching, 12(4), 149. https://doi.org/10.5539/elt.v12n4p149 Creswell, J. W. (2009). Desain penelitian: Pendekatan kualitatif, kuantitatif, dan campuran (Edisi ke-3). Sage Publications, Inc. Cresswell, J. W., Plano-Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of Mixed Methods in Social and Behavioral Research. Daraini, A. M., Fauziyati, E., & Rochsantiningsih, D. (2021). Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School. AL-ISHLAH: Jurnal Pendidikan, 13(1), 41–48. https://doi.org/10.35445/alishlah.v13i1.404 Filice, S. (2021). CLIL in Pharmacology: Enabling Student Voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7 Guntur, M., Martuti, R., Hasmawaty, H., Purwati, D., Wijaya, H., & Zulfah, Z. (2023). The Impact of CLILL Approach to Enhancing University Students’ Speaking and Creative Thinking Skills. AL-ISHLAH: Jurnal Pendidikan, 15(4). https://doi.org/10.35445/alishlah.v15i4.3941 Helali, M. M., & Alsobie, S. M. (2023). The Role of Higher Education Institutions in Enhancing the Mother Language for Their Students. World Journal of English Language, 13(6), 225–234. https://doi.org/10.5430/wjel.v13n6p225 Hidayat, R. P. (2024). Students ’ perception of Content Language Integrated Learning (CLIL) approach in international classes at Universitas Negeri Padang. Journal of English Language Teaching, 13(1), 393–401. https://doi.org/10.24036/jelt.v13i1.127695 Huang, Y.-C. (2020). The Effects of Elementary Students’ Science Learning in CLIL. English Language Teaching, 13(2), 1. https://doi.org/10.5539/elt.v13n2p1 Kate Burton & B. Platts. (2006). Building self-confidence or dummies, Chichester. England: John Wiley & Sons. Macías, G., & Judit. (2020). Students and teachers’ perceptions on CLIL: Exploring the socio-affective factors and the diversity in levels of English in a Science CLIL class. RECERCAT (Dipòsit de La Recerca de Catalunya), 2020, 1–51. http://hdl.handle.net.sire.ub.edu/2072/443899 Nur Siwi Suci Anggraini, Ahmad Munir, & Purwati, O. (2023). The Implementation of CLIL at Primary School : Teacher’s Perspectives and Challenges. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(2), 991–1000. https://doi.org/10.62775/edukasia.v4i2.381 Pérez-Gracia, E., Serrano-Rodríguez, R., & Carpio, A. J. (2020). Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?). Cultura y Educacion, 32(4), 621–648. https://doi.org/10.1080/11356405.2020.1819119 Ramadan Elbaioumi Shaddad, A., & Jember, B. (2024). A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00261-5 Rosi, F., Amato, G., & Zappoli, A. (2023). The Role of Motivation in Content-specific Learning in CLIL: Core vs Non-core Subjects. International Journal of Linguistics, 15(6), 131. https://doi.org/10.5296/ijl.v15i6.21559 Sinurat, J. D. (2021). an Analysis of Students’ Learning Strategies in Speaking. Journal MELT (Medium for English Language Teaching), 6(1), 81. https://doi.org/10.22303/melt.6.1.2021.81-93 Skinnari, K. (2020). CLIL Challenges: Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts. Journal for the Psychology of Language Learning, 2(2), 6–19. https://doi.org/10.52598/jpll/2/2/2 Syinta, V. C. (2021). THE EFFECTIVENESS OF SOCIOAFFECTIVE STRATEGIES TOWARD STUDENTS’ IMPROVEMENT OF SELF CONFIDENCE IN SPEAKING (A Quasi Experimental Study at Third Semester Students in IAIN Bengkulu. Szczesniak, A., & Luna, R. M. (2022). Teachers’ perceptions of Content and Language Integrated Learning (CLIL) in primary schools in Andalusia. Porta Linguarum, 2022(37), 237–257. https://doi.org/10.30827/portalin.vi37.18414 Villamarín-Guevara, J. E., & Fajardo-Dack, T. (2022). CLIL in use: perceptions and experiences of English teachers in public schools. Cienciamatria, 8(1), 513–541. https://doi.org/10.35381/cm.v8i1.688 Virdia, S. (2022). The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy. International Journal of Bilingual Education and Bilingualism, 25(5), 1877–1893. https://doi.org/10.1080/13670050.2020.1835805 Waloyo, A. A., Khoiriyah, K., & Farah, R. R. (2021). Teachers’ Perception To Clil and Web-Based Material Implementation in a Primary School. English Review: Journal of English Education, 9(2), 227–234. https://doi.org/10.25134/erjee.v9i2.4347 Wang, Z. (2023). Implementation of CLIL Pedagogy in Preschool Context in China. Frontiers in Educational Research, 6(14), 143–148. https://doi.org/10.25236/fer.2023.061423 Zanoni, F. (2021). Students’ View on CLIL: Perceived Benefits and Limitations. El.Le, 10(2), 261–278. https://doi.org/10.30687/elle/2280-6792/2021/02/005
DOI: https://doi.org/10.24176/pro.v8i1.14335
Refbacks
- There are currently no refbacks.
Prominent Journal of English Studies is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Dedicated to:
in Collaboration with APSPBI:
