Tesis

The impact of the clil implementation on senior high school students’ english proficiency / Muhammad Kholili

Abstrak
Kholili Muhammad. 2024. The Impact of The CLIL Implementation on Senior High School Students rsquo English Proficiency. Master Thesis. Department of English Faculty of Letters Universitas Negeri Malang. Advisors (I) Prof. Dr. Sri Rahmajanti Dip.TESL M.Pd (II) Prof. Anik Nunuk Wulyani Ph.D Keywords CLIL impact CLIL Implementation Senior High School Students English Proficiency Several researches have shown positive results indicating that CLIL can be an effective approach in EFL classrooms. However there is still limited research on the effect of CLIL on high school students English proficiency in Indonesia. Therefore two hypotheses were proposed to answer the research questions and achieve the research objectives (1) Do high school students taught using CLIL have better English proficiency than those taught using a traditional non-CLIL approach (2) What are students rsquo perceptions of the implementation of CLIL This research employed a quasi-experimental posttest-only design to implement the CLIL approach in an EFL classroom in Indonesia that included Biology as a subject. The study was conducted at a high school in Gresik Indonesia. Specifically two eleventh-grade science classes were selected based on a homogeneity test of language and biology achievement scores. These classes were then assigned to either the experimental group (39 students) which was taught using CLIL or the control group (32 students) which was taught using a traditional approach over six sessions. During the treatment the CLIL 4Cs framework (Content Cognition Communication and Culture) including the language triptych (Language of learning for learning and through learning) as part of Communication was applied to design CLIL learning objectives. Data were collected from the students posttests. The posttest instrument consisting of 10 questions was developed based on a 3x3 grid (Lin 2016) to identify and plan content demands (recall application and analysis) and language demands (vocabulary sentence patterns and text types) in CLIL assessment tasks to balance content and language. The instrument was distributed to participants after the treatment was given. After data collection posttest scores were analyzed using an independent sample t-test in SPSS following statistical assumptions. A significance level of 0.05 was set to test the hypothesis. Finally an independent sample effect size test was conducted to measure the effectiveness of the treatment. Based on the descriptive statistical analysis results the experimental group s mean posttest score was higher than that of the control group. The research rsquo s findings provide sufficient evidence to reject the null hypothesis (Ho) regarding the impact of CLIL implementation on high school students English proficiency. The significance level was 0.008 which is lower than the 0.05 threshold. Statistical analysis revealed that students using the CLIL approach demonstrated better English proficiency than those taught without it. Supporting these findings a questionnaire of 10 closed-ended questions in a 5-point Likert scale format was distributed to the experimental group to investigate students rsquo perceptions of CLIL implementation. The results showed that students agreed on various benefits including improved understanding of biological concepts effective integration of language and biology enhanced critical thinking and problem-solving skills engaging and challenging tasks comfort in using English in class language activities supporting biology learning vocabulary and sentence structures aiding in understanding biology topics and appreciation of diverse cultural perspectives in science. Additionally using English to communicate with peers and teachers and gaining a broader global understanding of biology positively impacted the learning process.

Informasi Detail

DDC

Rt 420.76 KHO i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiv, 87 Lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00277/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - PRESTASI BELAJAR
2. BAHASA INGGRIS - MODEL PEMBELAJARAN
3. ENGLISH - LEARNING ACHIEVEMENT

Pembimbing

1. Prof. Dr. Sri Rachmajanti, Dip.tesl, M.pd;2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas