Sari, Alfia (2024) The practices of clil at two private primary schools: a multiple case study / Alfia Sari</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Content language integrated learning is increasingly discussed in many countries including Indonesia due to its positive advantages for content and language teaching. However many studies revealed some problems in implementing the CLIL approach especially for young learners including issues with school management teachers rsquo proficiency and professional development learning materials teaching methods and assessment. Nevertheless the successful implementation of the CLIL program requires collaboration from all educational stakeholders and other support systems. Therefore this study is expected to give insights into how schools in diverse contexts can adopt adapt and enhance CLIL practices in primary education. This study employed a multiple case study at two private CLIL-based primary schools that have been implementing the CLIL approach for more than ten years. The data were obtained from observation interviews documentation and questionnaires. Braun amp Clarke (2006) analyzed all the data using thematic analysis. The steps involved in data analysis were reading all the data categorizing it from broad to specific coding it and analyzing it. This study has three main findings CLIL planning implementation and evaluation. First the schools have planned the CLIL program by following the four stages of CLIL planning by Coyle et al. (2010) which included constructing a clear vision and mission personalizing the CLIL context developing a CLIL unit and preparing the CLIL lesson. Second schools A and B implemented the CLIL approach based on the eight national education standards. However an issue found in this study is that about the teachers rsquo educational backgrounds because it was investigated that school A has lower scores in teachers and educational personnel because the teachers rsquo educational background is not linear with the subject they taught. Thus it impacts their teaching ability as they do not master the subjects. Third based on the evaluation implementing CLIL in primary schools has many positive impacts on students including improving students rsquo language proficiency and content knowledge. However some weaknesses and threats have also been identified. Teachers must be fluent in English and have good basic knowledge and comprehension. Therefore schools must consider this aspect when implementing the CLIL approach for young learners. Following the results this study provides some suggestions for future researchers. As this study is limited to observing the implementation of the CLIL approach in the classroom and exploring its implementation from the vice principals and teachers rsquo points of view future researchers could analyze the implementation from the student rsquo s point of view to find out how it impacts students. Furthermore future researchers could use the result of this study as a need analysis for developing teachers rsquo professional programs because it was found that teachers had difficulties in teaching the content using English and lacked CLIL knowledge.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 24 Sep 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/346190 |
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