Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia

Rina Wahyu  Setyaningrum; Oikurema  Purwati

doi:10.21070/jees.v5i1.352

(1) * Rina Wahyu Setyaningrum Universitas Muhammadiyah Malang, Indonesia
Indonesia
(2) Oikurema Purwati Graduate School, Universitas Negeri Surabaya
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v5i1.352

Abstract

2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded.

Highlights:

Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually.
Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.

Downloads

Download data is not yet available.

Author Biographies

Rina Wahyu Setyaningrum, Universitas Muhammadiyah Malang, Indonesia

Rina Wahyu Setyaningrum is an English Language Education Department teaching staff of Faculty of Teacher Training and Education at Universitas Muhammadiyah Malang - Indoensia. She received a Master's degree on Bilingual Education from Rangsit University Thailand. Her research interest is Teaching English to Young Learners.

Oikurema Purwati, Graduate School, Universitas Negeri Surabaya

Dr. Oikurema Purwati, M.A., M.AppL. is a senior lecturer at Graduate School of Universitas Negeri Surabaya, mastering Arts and Applied Lingusitics. Her research area includes curriculum, innovation and teaching models.

References

Astuti, D., Nurhayati, W., Santosa, R., and Wiratno, T. (2018). Exploring Indonesian Interference on Morpho- Syntactic Properties by Javanese Speakers : A Case Study of English Lecturers and Students ’ Interaction in Two Colleges in East Java. Indonesia. Pertanika Journals Social Sciences & Humanities, 26:257–282.

Bekleyen, N. (2011). Can I Teach English to Children? Turkish Preservice Teacher Candidates. Journal of Early Childhood Education, 32(3):256–265. DOI: https://doi.org/10.1080/10901027.2011.594700

Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research. Language Teaching. DOI: https://doi.org/10.1017/S0261444815000105

Cameron, L. (2005). Teaching Languages to Young Learners. Cambridge University Press, Cambridge.

Cenoz, J., Genesee, F., and Gorter, D. (2014). Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics, 35(3):243–262. DOI: https://doi.org/10.1093/applin/amt011

Chou, M. (2014). Assessing English Vocabulary and Enhancing Young English as a Foreign Language ( EFL ) Learners ’ Motivation through Games, Songs, and Stories. International Journal of Primary, Elementary and Early Years Education, 42(3):238–297. DOI: https://doi.org/10.1080/03004279.2012.680899

Copland, F., Garton, S., and Burns, A. (2014). Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities. TESOL Quarterly, 48(4):738–762. DOI: https://doi.org/10.1002/tesq.148

Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5):543–562. DOI: https://doi.org/10.2167/beb459.0

Coyle, D., Hood, P., and Marsh, D. (2010). Clil: Content and language integrated learning. Cambridge University Press. DOI: https://doi.org/10.1017/9781009024549

Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 31:182–204 DOI: https://doi.org/10.1017/S0267190511000092

Dervin, F. and Dyer, C. (2016). Constructing Methodology for Qualitative Research.

García, S. (2015). Soft CLIL in Infant Education Bilingual Contexts in Spain. International Journal of Language and Applied Linguistics, 1:30–36.

Hamid, M. O., Nguyen, H. T. M., and Baldauf, R. B. (2013). Medium of instruction in Asia: context, processes and outcomes. Current Issues in Language Planning, 14(1):1–15. DOI: https://doi.org/10.1080/14664208.2013.792130

Harmer, J. (2007). The Practice of English Language Teaching (fourth). Pearson Longman ELT, London.

Llach, A. and P, M. (2017). The Effects of the CLIL Approach in Young Foreign Language Learners’ Lexical Profiles. International Journal of Bilingual Education and Bilingualism, 20(5):557–573. DOI: https://doi.org/10.1080/13670050.2015.1103208

Mukminin, A., Sari, S. R., Haryanto, E., Habibi, A., Hidayat, M., Marzulina, L., and Ikhsan, I. (2019). They can speak English, but they don’t want to use it.” Teaching contents through english in a Bilingual school and policy recommendations. DOI: https://doi.org/10.46743/2160-3715/2019.3580

Qualitative Report, 24(6):1258–1274. Othman, J. and Kiely, R. (2016). Preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1):50–50. DOI: https://doi.org/10.17509/ijal.v6i1.2661

Rachmajanti, S. and Anugerahwati, M. (2019). Predictors of the students’ english achievement at lower secondary school: Clil context. Teflin Journal, 30(1):72–87. DOI: https://doi.org/10.15639/teflinjournal.v30i1/72-87

Ratminingsih, N. M., Putu, L., Mahadewi, P., Gede, D., and Divayana, H. (2018). ICT-Based Interactive Game in TEYL : Teachers ’ Perception. Students ’ Motivation , and Achievement. IJET, 13(9):190–204.

Richards, L. (2005). Handling Qualitative Data: A Practical Guide. Washington DC.

Saldana, J. (2013). The Coding Manual for Qualitative Researchers (Second). SAGE, Los Angeles.

Sehan, Z. (2018). An investigation on the last year EFL university students “ ideas on using story in teaching English to young learners. Journal of Language and Linguistic Studies, 14(1):125–138.

Setyaningrum, R. W. and Sabilah, F. (2015). Integrasi Materi Otentik dalam Kegiatan Ekstra Kurikuler Bahasa Inggris SD (Integrating Authentic Materials in Teaching English as Extra-Curricular st Primary Schools). Erudio (Journal of Educational Innovation), 3(1):55–65. DOI: https://doi.org/10.18551/erudio.3-1.6

Shin, J. (2006). Ten helpful ideas for teaching english to young learners. English Teaching Forum, 2.

Shin, J. and Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. Heinle Cengage Learning.

Sulistiyo, U., Haryanto, E., Widodo, H. P., and Elyas, T. (2019). The portrait of primary school English in Indonesia : policy recommendations The portrait of primary school English in Indonesia : policy. 3(13):1–15. DOI: https://doi.org/10.1080/03004279.2019.1680721

Syathroh, I. L., Musthafa, B., and Purnawarman, P. (2019). Providing Teaching Resources for Young Learner Classes: Best Practices in EFL Context. ELT in Focus, 2(December):11–25. DOI: https://doi.org/10.35706/eltinfc.v2i2.3054

Tsuchiya, K. and Murillo, M. D. P. (2019). Content and Language Integrated Learning in Spanish and Japanese Contexts. In and others, editor, Content and Language Integrated Learning in Spanish and Japanese Contexts. DOI: https://doi.org/10.1007/978-3-030-27443-6

Wannagat, U. (2007). Learning through L2 – Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI). International Journal of Bilingual Education and Bilingualism, 10(5):663–682. DOI: https://doi.org/10.2167/beb465.0

Yin, R. K. (2016). Qualitative Research from Start to Finish (second). The Guilford Press, New York.

Zein, M. S. (2016). Professional Development Needs of Primary EFL Teachers : Perspectives of Teachers and Teacher Educators. Professional Development in Education, 5257(March):1–21.

Zein, S. (2015). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 42(3):423–440. DOI: https://doi.org/10.1080/19415257.2015.1005243