Tesis

The implementation of content and language integrated learning (clil) in a primary school: investigating teachers’ strategies and challenges / Afifah Marshalina

Abstrak
The demand for innovative teaching approaches in education has resulted in the increasing adoption of integrated teaching models. One such approach is Content and Language Integrated Learning (CLIL) which has emerged as a pedagogical approach that promotes the simultaneous acquisition of subject matter and language. With these two areas of focus CLIL supports students in developing cognitive and linguistic skills and is regarded as a promising way to foster meaningful learning experiences especially in the context of English as a Foreign Language (EFL). In Indonesia the potential for its deployment has drawn attention and it has already been implemented at the primary school level. Given this context the way teachers plan and present their lessons greatly influences how well CLIL is implemented. As a result strategies for instruction are essential for helping students grasp content and language. Notwithstanding its potential implementing CLIL is not without its difficulties particularly in settings with little exposure to English. Research on CLIL typically examines the effect of CLIL implementation on students academic performance and language competence. The exploration of instructional practices of CLIL in primary classrooms has not been widely researched. A more process-oriented understanding is necessary to understand the actual classroom implementation of CLIL. Therefore this study aimed to investigate how primary school teachers implement teaching strategies in CLIL classrooms and to explore the challenges they face in doing so. This study utilized a qualitative case study design which was conducted in one of the laboratory primary schools in Malang East Java Indonesia. Participants were three teachers (mathematics science English) who taught CLIL in the international class program. In collecting data the researcher used two research instruments namely interviews and classroom observation checklists that had been validated by an expert. First the researcher conducted interviews then classroom observations were carried out to see and check the teachers answers against the actual practice of CLIL. However in some cases the order was adjusted to the teacher s condition and time availability some teachers were observed first before the interview. The results of the thematic analysis indicated that teachers applied various strategies to support learning content delivered in English. Such strategies included teaching a content-specific vocabulary applying scaffolding translanguaging engaging students in active learning using multimodal resources that support content and language comprehension and finally reinforcement strategies for the content and language learned. These strategies were intended to assist students in understanding the content while developing their English language skills. Furthermore the findings of this study also revealed that teachers faced various challenges the most significant of which were language-related issues difficulties in promoting students higher-order thinking skills resource-related constraints and limited training and professional development opportunities for teachers. This study highlighted the significance of strategic planning and teacher support in implementing CLIL thereby facilitating students understanding of content delivered in English. By investigating the strategies and challenges faced by teachers the findings draw attention to the necessity of supportive school facilities continuous professional development and institutional support to ensure effective CLIL implementation. The study s limitations include its small number of participants and focus on a single school setting which leaves room for additional research on appealing to more participants or comparing studies across different schools and using a variety of data collection techniques to increase the findings accuracy and generalizability. However this study adds to our understanding of CLIL practices in Indonesian primary education and offers practical recommendations for enhancing subject and language integration in classrooms for young learners.

Informasi Detail

DDC

Rt 420.76 MAR i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xv, 108 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00631/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN
2. PENDIDIKAN DASAR - KONTEN TERPADU
3. ENGLISH - LEARNING MODEL

Pembimbing

1. Dra. Nunung Suryati, M.ed., Ph.d; 2. Evynurul Laily Zen, S.s., M.a., Ph.d

Lampiran Berkas