THE EFFECT OF CONTENT AND LANGUAGE INTEGRATED LEARNING ON READING COMPREHENSION AT ELEVENTH GRADE AT SMA AL-IJTIHAD IN ACADEMIC YEAR 2018/2019
Abstract
ABSTRACT
This research aims at finding out the effect of Content and Language Integrated  Learning  (CLIL)  strategy  at  eleventh  grade  of  SMA  Al-Ijtihad  Kota Tangerang.  This  research  was  quantitative  with  the  quasi-experimental  to  chose  the sample, and got 57 students to two classes : one experimental and one control. The experimental class (XI IPS 2) which was taught by Content and Language Integrated Learning (CLIL) strategy, whereas the control class (XI IPS 1) which was taught by Conventional Instruction (CI). The researcher used the written test to collect the data, and counting the data with the chi square formula to test normality data, fisher formula to test homogeneity data. The result of this research showed the students’ score of reading comprehension after taught by Content and Language  Integrated Learning (CLIL) is good, because the mean value of post-test which was taught by is Content and Language Integrated  Learning (CLIL)  higher  than  students  which  was  taught  by Conventional Instruction  (CI).  So,  the  gained  results  of  the  research  indicated  that  Content  and Language  Integrated Learning (CLIL)  strategy is an effective strategy on improving students’ reading comprehension, however there are some constraints on the language used by the researchers in this strategy, namely the use of English to convey the material.
Â
Keywords : Content and Language Integrated Learning (CLIL), Reading Comprehension
References
REFERENCES
Brown, H. D., & Lee, H. (2015). Teaching Reading. Teaching by Principles: An Interactive Approach to Language Pedagogy, 124–141. Development, F. (2004). Formative and Summative Assessment.
Hamidavi, N., Amiz, M. S., & Gorjian, B. (2016). The effect of CLIL method on teaching reading comprehension to junior high school students. Bulletin de La Société Royale Des Sciences de Liège, 85(1998), 1642–1652.
Harlen, W. (2005). Teachers ’ summative practices and assessment for learning – tensions and synergies, 16(2), 207–223. https://doi.org/10.1080/09585170500136093
Harrop, E. (2012). Content and Language Integrated Learning ( CLIL ): Limitations and possibilities, (Clil), 57–70.
Hughes, A. (2003). Testing for Language Teachers Second Edition.
Khusniyah, N. L., & Lustyantie, N. (2017). Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R). English Language Teaching, 10(12), 202. https://doi.org/10.5539/elt.v10n12p202
Klingner, J. K. (2015). Assessing Reading Comprehension, 59–70.
Knutson, E. M. (1997). Reading with a Purpose : Communicative Reading Tasks for the Foreign Language Classroom, (1).L . Dale & R . Tanner. (2017). Review of the book CLIL activities : A resource for subject and language teachers ( with CD-ROM ) , by L . Dale & R .Tanner 1, (April), 1–6. https://doi.org/10.5294/laclil.2013.6.1.5
Lesiak, K. (2015). Teaching English to adolescents, 1, 246–260.
Lilija Vilkancienė, I. R. (2013). Clil Teacher Competences and Attitudes. ISM University of Management and Economics, Lithuania, 2019, 196–218. https://doi.org/10.1515/sm-2017-0019
Mckee, S. (2012). Reading Comprehension , What We Know : A Review of Research 1995 to 2011. Language Testing in Asia, 2(1), 45–58. https://doi.org/10.1186/2229-0443-2-1-45
Downloads
Published
How to Cite
Issue
Section
License
- Authors certify that the work reported here has not been published before and contains no materials the publication of which would violate any copyright or other personal or proprietary right of any person or entity.
- Authors transfer or license the copyright of publishing to Foremost Journal to publish the article in any media format, to share, to disseminate, to index, and to maximize the impact of the article in any databases.
- Authors hereby agree to transfer a copyright for publishing to Foremost Journal a Publisher of the manuscript.
- Authors reserve the following:
- all proprietary rights other than copyright such as patent rights;
- the right to use all or part of this article in future works of our own such as in books and lectures;
- use for presentation in a meeting or conference and distributing copies to attendees;
- use for internal training by author's company;
- distribution to colleagues for their research use;
- use in a subsequent compilation of the author's works;
- inclusion in a thesis or dissertation;
- reuse of portions or extracts from the article in other works (with full acknowledgement of final article);
- preparation of derivative works (other than commercial purposes) (with full acknowledgement of final article); and
- voluntary posting on open web sites operated by author or author’s institution for scholarly purposes, but it should follow the open access license of Creative Common CC BY-NC-SA License.