Learning Science Through English: Tertiary Clil Classroom Interaction in Indonesia  

Oleh:

Manafe, Novriani Rabeka

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 895-901.
Topik: classroom interaction; resources; task difficulty; teacher’s performance
Fulltext: hal 895.pdf (16.58MB)

Isi artikel

This paper seeks to investigate the classroom interaction of a tertiary Content Language Integrated Learning (CLIL) class in Indonesia. The CLIL program was conducted in Indonesia, using the experiences of learners in the Nusa Cendana University, the state university of Kupang, Indonesia, Faculty of Public Health. Specifically, the thesis explores the documented experiences of students’ and their perceptions of the learning activities and resources, the tasks given, the teacher’s performance and the use of English during the teaching and learning of two sample Biology lessons conducted in the second language - English.This research adopted a qualitative case study method with a focus in-depth interview, questionnaire and classroom observation for data collection. Twenty participants responded to the questionnaire whilst six students made up the focus -group interview The findings of this writing demonstrate that the majority of students were satisfied with the CLIL program in terms of its objectives for developing dual focus knowledge and skills in Biology and English as a foreign language. All the students viewed that the activities conducted during the lessons were interesting and engaging. Similarly, they thought that the learning resources were reliable and updated. Following this, the teacher’s teaching style was also considered enjoyable to the students. However, the findings also highlighted noticeable gaps, including the tasks’ difficulty level and the use of English in the classroom. Suggestions are recommended. This pilot project also reinforces the notion that further research in CLIL is crucial in developing tertiary courses.

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