Jazuly, Ahmad (2022) Developing a clil module for economics students / Ahmad Jazuly</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The aim of the current study is to develop the CLIL module for teaching the economics students for first semester to fill the gaps that exist at the Muhammadiyah University of Jember namely the lack of CLIL Module used by current teachers in teaching English which integrates language and content especially Economics material. This study uses a research and development design that adapts the R amp D framework of Borg 2013 and Torre (2018) rsquo s ADDIE model which includes 5 steps namely (1) Analysis (2) Design (3) Development (4) Implementation and (5) Evaluation. The CLIL module was assessed by English Teachers two expert validators and one media expert validator at the approval stage. In the exact approval stage the item was guided in the educating and educational experience including two English teachers and 42 students of economic class and subject of English for Specific Purpose. A progression of polls and field notes were utilized to gather information and data connected with item acknowledgment for expert. The information is utilized as the reason for quantitative and subjective criticism to make the last modification of the item. Gathering information utilizing teacher meetings and student polls in the need appraisal approval agendas at the approval stage and surveys for teacher and students and perception agendas at the restricted field try-out stage 1) needs assessment 2) product design 3) product development 4) evaluation and (5) the final product. The study aims to integrate language and content (Economics) therefore texts related to subject matter are also chosen to follow the content discussed in the subject matter content. Once the relevant text is selected then careful modification and development of the task can be carried out likewise with the Coyle 4Cs framework Mohan rsquo s Structure of Knowledge Bloom rsquo s Cognitive Taxonomy Cummins CLIL Matrix Language Triptych to foster tasks and standards of modules and material improvement CLIL-situated to oversee language perspectives and division of errands in every unit. In view of the data acquired in the restricted field try-out it was uncovered that the item model created in this study was adequate and could be applied by experts. Moreover the item model created in this study enjoys a few benefits. The first is an item evolved by including content region points that address the issues of students concentrating on financial matters majors. The second is that the model CLIL module coordinates all language abilities and parts. Third the item is furnished with a Teacher rsquo s Guide and Video Listening which contains of video for listening exercises. Fourth it is conceivable that the item model created in this study can be utilized as a wellspring of Economics student self-study. Albeit the item model is considered by users as functional the expert recognizes that there are a few limitations. The first limitation was due to a pandemic situation which made teacher and students faced restriction during the teaching and learning process because of online meeting. Whereas with CLIL students should study and work in groups while speaking as much as they can in the target language both to one another and to the teacher. The second limitation was ldquo Culture rdquo as one of the four components of CLIL could not be implemented as expected since the lecturer was purely from English Department who did not have enough knowledge and information about the subject material of English for Economics. This condition made the component of Culture was only transferred on the surface structure of the text and could not be connectedly explained to Indonesian context of Economy. The third limitation was due to time constraint during the research which made the implementation of feedback and evaluation of CLIL module was less to be done. The implementation of CLIL itself need at least two semesters so that students and lecturers could have enough time to adapt and implement as expected in order to explore themselves toward the materials. The fourth limitation was because the implementation of teaching and learning with CLIL method is still very rarely carried out in Indonesia and specially CLIL was still new for the students and lecturer of Muhammadiyah University of Jember. There were not enough example of the implementation of CLIL method in Indonesian context which made this research faced trial and error. Therefore these four limitations then made a stronger suggestion for more future researchers to make and apply CLIL module in the teaching and learning of English with more careful selections of resources facilities and adequate preparation of selective research subject and location so that the implementation of the CLIL method can run optimally.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 26 Dec 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/349324 |
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