CHAPTER I

INTRODUCTION

1.1 Background of the Study

Nowadays, teaching English is not only teaching English as a subject. In

some schools, English is also used as the medium to teach some subjects such as

math, science, and computer science. While studying those subjects students also

acquired some vocabulary related to those subjects. Moreover, it can be quite dif-

ficult for teachers to use an effective teaching technique, thus they need to be very

aware of "How and What to teach to students." Teaching any subject in a scien-

tific, methodical manner is known as methodology. It provides guidance for edu-

cators on "How to teach" and "How his or her teaching may be effective". Conse-

quently, a great deal of emphasis is placed on communicative activities while

teaching English, and teachers need to be versed in a wide range of instructional

techniques.

The use of appropriate learning methods influences students' understand-

ing of each material that has been taught. For this reason, the content language in-

tegrated learning (CLIL) method is the right method to use. CLIL is one of the

learning approaches that combine language and content approaches, where a sec-

ond or foreign language is not only used as a language in instruction learning but

also as a very important tool for building knowledge. Moreover, it also stated that

the characteristic of CLIL is that it combines materials non-language lessons with

a foreign language of instruction in the learning process with portions of the same

thing, not just focusing on one aspect. The CLIL approach makes it possible for

students to be able to understand non-language material as well as the language

used. In addition, the CLIL approach had an impact positive towards students’

material knowledge and English vocabulary knowledge. Therefore, CLIL is very

appropriate to be applied in bilingual schools where the subject matter is pre-

sented in English.

One of the most interesting benefits of CLIL is its ability to increase lan-

guage proficiency. CLIL encourages students to engage in natural and meaningful

language production. Rather than relying solely on memorization and made-up

examples, CLIL encourages students to actively apply language skills in real-

world academic contexts. This not only strengthens communicative language de-

velopment but also encourages critical thinking and cognitive engagement as stu-

dents grapple with complex, high-level subject material. CLIL students should ex-

plore the relationship between language use and lexical richness, accuracy, and

syntactic complexity when expressing subject-specific concepts and ideas. In this

way, CLIL offers the dual benefit of building content knowledge and higher-order

cognitive abilities.

However, there are some challenges in teaching using the CLIL method.

One of the challenges is related to teacher preparation and resources. Equipping

teachers with the skills and knowledge necessary to implement CLIL effectively is

critical to its success. Quality CLIL teaching requires specific pedagogical strate-

gies that balance language and content mastery. Teachers must master techniques

such as scaffolding, differentiation, and formative assessment within an integrated

CLIL framework. Lack of training leaves teachers unprepared to provide optimal

CLIL instruction, thereby compromising student learning outcomes. Continuous

professional development and supportive resources are critical to success.

 Based on the problem above, in Jambi province, there are several institu-

tions that offer classes, especially for bilingual students. One of the institutions is

Efata Learning Center. In Efata Learning Center the learning methods and ap-

proaches follow the school of the students. Moreover, CLIL is the most method

that used. The researcher, herself is a teacher in Efata Learning Center. The re-

searcher often uses CLIL method in the class. The research wants to know what

are the challenges and how is the experience when teaching using CLIL method.

Moreover, the researcher wants to know what are the challenges faced by English

teachers when teaching using the CLIL method, since most of the previous re-

search focuses on the three subjects. In this research, the researcher wants to know

the challenges of teaching young learners using CLIL method in informal educa-

tion such as English courses. Therefore, the researcher is interested in conducting

a research entitled “Teachers' Experiences in Teaching Using CLIL method at

Lower Grades Students in Efata Learning Center”

2.2 Research Question

Based on the background described above, the researcher formulates the

research questions as follows:

1. What are the challenges faced by teachers in teaching English using CLIL

method?

2. What are the solutions to deal with the challenges faced by teachers in

teaching using CLIL method?

2.3 Limitations of the Research

 In this research, the researcher only focuses on the teachers' experience of

using CLIL method in teaching lower grades students (1st to 3rd grade students).

Moreover, the researcher only wants to find out the effect of the CLIL method in

teaching English. In addition, this research only focuses on teachers who have

graduated from English Education Program.

2.4 Objectives of the Research

This research is aimed at:

1. Know the implementation and the effect of CLIL method in teaching Eng-

lish to 1st grade students.

2.5 Significant of the Research

The significance of the research is:

1. For the Students

By conducting this research, the researcher expected that through

CLIL students have an understanding of the whole material that has

been taught in English.

2. For the Teacher

To support the teaching and learning process, the researcher antici-

pated that the English instructor would be able to use CLIL as a

method of teaching bilingual students.

3. For the Researchers

This study is intended to serve as a guide for other researchers who

are working on similar projects.

2.6 Definition of Key Terms

 1. CLIL: Content Language Integrated Learning is an approach used to teach

subjects focused on learning a new language and content.

2. Lower grade students: Lower grade students are for children aged 6 to 10

years old, they include the 1st through 4th grade of primary school.

3. Young Learners: Children who are not yet adults or adolescents, and who

are typically between the ages of 3 and 11 or 12 years old.

CHAPTER II

REVIEW OF RELATED LITERATURE

The purpose of the review of related literature is to provide a succinct ex-

planation of the topics that are relevant to the study's main objectives. The theo-

ries around the Content and Language Integrated Learning (CLIL) approach and

its implementation are covered in this chapter.

2.1 Definition of CLIL

One of the most revolutionary and effective strategies created to assist

pupils in becoming multilingual is CLIL. It stands for Integrated Language and

Content Learning. This method refers to teaching subjects other than English us-

ing the foreign language instead of the pupils' native tongue, including science,

geography, history, arithmetic and physical education, to mention a few.

CLIL is not a new form of language education. It is not a new form of sub-

ject education. It is a fusion of both. It is content-driven, and this is where it both

extends the experience of learning a language, and where it becomes different to

existing language-teaching approaches (Coyle, Hood & Marsh, 2010, p. 1). David

Marsh and Anne Maljers introduced the term CLIL in 1994. However, Mehisto,

Marsh, and Frigols (2008) note that this method is not new, as 5000 years ago, in

what is now Iraq, the Akkadians subjugated the Sumerians and sought to learn the

local language. As a result, Sumerian was used to educate the Akkadians various

subjects, including technology, botany, and zoology. Latin's centuries-long use as

a teaching language at European universities as the language of law, medicine,

theology, science, and philosophy is another example.

As explained by Aliaga (2008), when putting the CLIL approach into prac-

tice, it may vary depending on the pupils’ age, their sociological background, and

the aims pursued. Many varied practices exist throughout Europe regarding CLIL

implementation such as differences in the program starting age, the languages

taught, the number of hours taught using the CLIL program, and the methods and

subjects taught, from storytelling to geography units, among others. Wolff (2007)

differentiates CLIL schools from traditional schools by describing them as: the

modern schools that have adopted a methodology to prepare their students for fu-

ture life, where cooperation among teachers is fundamental and where the Euro-

pean projection is evident.

2.2 The Aim of CLIL

The aims of CLIL are to improve both the learners’ knowledge and skills

in a subject and their language skills in the language the subject is taught through.

The language that use in CLIL lesson is the language as the medium for learning

subject content, and subject content is used as a resource for learning the language

itself (Spratt 2012:10). Meanwhile according to Coyle (2007) in Spratt (2012:10)

describe the aims of CLIL more specified in term of do Coyle’s 4Cs: The first is

Content, refers to the main objectives, which is learning the subject matter and ac-

quiring the knowledge. The second is communication, language that uses both

learning and communication. The students learn language in different classroom

situation and provide language skill. The third is Cognition, developing thinking

skills, language proficiency. The last is cultures, bring the students to closer other

culture by linking language, thinking, culture.

2.3 Designing CLIL in classroom

2.3.1 Planning

Integration of content and language teaching process is challenges in face

of both language teacher and content teacher. The biggest challenges lie in incor-

porating development of both students’ subject and language knowledge and skill

or in CLIL called dual-focus. Selecting and adapting materials to meet the specific

teaching context, then designing activities to meet the CLIL purpose that is to

communicate subject content orally, the next to develop listening and reading

strategies and the last id to support written or physical production (Bentley

2011:57 in Spartt, 2012:38).

2.3.1.1 Planning the Content

First step in planning a content in CLIL approach is choosing the

content area e.g. Science, Math, language Arts, Social Studies. In CLIL,

teaching objectives usually based on the content curriculum and the

teacher determines what knowledge and skill need to be achieved in the

area of subject content. Next, the teacher has to find out which the concept

appropriate themselves best to teaching in English. The next step is choos-

ing a theme or topic. The theme should be motivating, interesting, and rel-

evant to the learners and to the teacher. It must be connected to real life

situation and provide a context for meaningful, authentic and interaction

and facilitated the development, real life language functions and communi-

cation. More over the theme should take into the student progression in

learning, encourage the use of both higher order-thinking skills e.g. prob-

lem solving and lower thinking skills e.g. remembering and understanding

(Coyle, Hood & Marsh 2010, 76 in Savic 2012).

2.3.1.2 Planning the language

The content was selecting then the teachers need to define lan-

guage learning and using. The language objective should prepare by the

teacher before they are teach using CLIL approach. The language focus is

decided based on the content aims (Massler, 2011:104). In CLIL, English

focus on meaning and language use, not on grammar rules and forms. The

language objective involved selecting new vocabulary that related to the

content subject (Science). Prepare how to pronounce of new vocabulary,

the function of describing (using simple present, simple past tense depend-
 ing on the genre of text). The teacher should prepare negotiating, suggest-

ing, agreeing, disagreeing, presenting result of the topic that have been se-

lected depend on the content subject (Science), integrating the skills

(Speaking, listening, reading and writing) group interaction, discussion

(Savic, 2012:42). The last is selecting the activities that will use by the

teacher in supporting the CLIL class. The activities should provide the bal-

ance of all four skills, starting with pre-listening or pre-reading activities

that prepare students for listening and reading input activities, building lis-

tening or reading skills and finally involving speaking and writing activi-

ties.

2.3.2 Implementation

Teaching content through English needed to be able to use the specific

methods and techniques. The implementation of CLIL in teaching and learning

process different with other educational approach, there are some technique that

can use by the teacher to make input comprehensible and facilitating student out-

put of both content and language. Successfully implementation of CLIL indicated

that both of content and language could reach together.

2.3.2.1 Implementation of Content

The CLIL teacher use several techniques to guide the student comprehend

the content subject. The techniques that use by the teacher can convey the content

subject more successfully. The techniques are explains below:

1. Using visualization techniques

Visualization techniques are commonly use in teaching general,

but in CLIL it can add importance. The important from visualization

 technique are can assist CLIL content clear and meaningful by allow-

ing the students to associate language in concrete or real through using

picture, real life objects. Besides using real object in visualization tech-

niques, the teacher can use graphs, models, body language hands-on-

manipulative, gesture, body language etc (Massler, et al.,. 2011:82)

2. Active discovery of concept

In CLIL, the teachers provide variety activities to guide the mate-

rial for the students. The kind of activity that can use by the teacher

such as hands on materials or manipulative for student to explore new

content through and stimulate learning. Such activity that can guide the

students include: listening, reading, speaking, writing, watching, decid-

ing experimenting, cutting, gluing, painting, selecting, drawing etc. It

means that the teachers have not to explain complex content using

English without added support other activity. It can make fails to

achieve real students understanding (Massler, et al., 2011:83)

3. Allow student to discuss or work on content in mother tongue

The students who learn content through English sometimes still use

their mother tongue in the classroom activity. In the fact according to

Massler, (2011:85) stated that the students primary use their mother

tongue to converse with their friend and even use it when they want to

ask or talking with the teachers in the classroom. It is normal to see

children at the beginning stage of CLIL use their mother tongue when

in groups’ discussion. Moreover, using mother tongue has some bene-

 fit during group work or discussion the task. Echevarria et al.,

(2010:34) In Massler et al., (2011:85) strongly believe that clarifica-

tion of key concepts in mother tongue is helpful. Discussing concepts

with their peer or even working the task on materials written using

mother tongue can provide an important support for the academic

learning. It is necessary to the students who are weak or lower ability

in foreign language.

4. Regularly checking understanding and giving feedback

The teacher checks the students’ understanding throughout the task

is essential. Student who don’t understand the task that given by the

teacher they will easily off task, creating behavioral problems and

classroom disruption such as the class become noise and distracting

other students. Therefore, it will be able before the students asked to

start work on their task the teacher should to verify their students un-

derstood. A variety method that can use to checks the student under-

stood are ask for nod or a positive answer to elicit more than this.

Comprehension of task can be check by asking a student to explain the

instruction that have been explained by the teacher, sometimes it can

use L1 (Massler et al., 2011:89).

2.3.3. Assessment

Assessment in CLIL teaching primary level follows the principles for good

assessment practice valid for teaching young learners in any context. However,

CLIL assessment differs from regular assessment in several ways. In CLIL, as-
sessment is dual focused on language and content, CLIL assessment needs to ac-

count for the goals and objectives of two different subjects, including knowledge,

competence, skills, attitude, and behaviour, for both language and content as com-

pared to one subject in the case of conventional teaching (Massler, et.al.,

2011:114).

2.4. Challanges in Teaching Using CLIL

Despite the numerous benefits that CLIL brings, there are some implementa-

tion problems for this method. One of the main difficulties for CLIL is to have

teachers who have expertise in the subject area of instructions. The other difficulty

is the “insufficient teaching resources”. Harrop (2020) also pointed out the prob-

lem with a shortage of qualified teachers who have expertise in both the language

and the subjects. Curriculum development is another issue. As CLIL is gaining

popularity around the world, Li et al. (2020) conducted a study to explore the cur-

riculum development for this learning method. Their study indicated a lack of

support and material for this learning method. Indeed, curriculum development is

the key to having a high-quality language learning program. The key idea from

their research includes: 1) curriculum development for CLIL should be transdisci-

plinary contain both the language and the content; 2) the development process

should involve all stakeholders, 3) all stages in the curriculum development

should be interconnecte.

2.5 Teaching English for Young Learners

As learners children are often more enthusiastic and lively. They want to

please their teacher than their peer group. They will have a go at an activity even

when they don’t quite understand why or how. However they also lose interest
more quickly and are less able to keep themselves motivated on task they find dif-

ficult. Children as active learners influenced their mental development through the

world that surrounds them. According to Piaget, an important dimensions of chil-

dren’s lives is the social.

Young learners is a term that is used to refer to children from their first year

of formal schooling to when they are 11-12 years old, or to when they move on

from primary school to secondary school. According to Etty Maryati Hosein,

young learners are the students of elementary school who are at grade four up to

grade six. Their ages range from ten to twelve years old. While according to Pur-

waningsih, young learners are learners in Elementary school aging 9-10 years old

who are learning English as foreign language. According to Linse & Nunan

(2005) “young learners are defining as children between the age five until

twelve”. Young learners are cover age around five years olds until twelve in for-

mal school.

From those three statements, young learners is a students who are studying in

Elementary School or Junior High School aging 7-15 years old. Lynne Cameron

(2003) argues that the continuing growth of teaching English to young learners

brings a number of challenges. Starting to learn English at an earlier age may not

bring automatic improvement to proficiency levels, unless teacher education and

secondary language teaching both adapt to meet the challenges of the new situa-

tion. According to Cameron (2003), amongst other knowledge and skills, teacher

for young learners need an awareness of how children think and learn, skills and

knowledge in spoken English to conduct whole lessons orally, an ability to iden-

tify children’s interests and use them for language teaching, and to be equipped to

teach initial literacy in English.

2.6 Characteristics of Young Learners

According to McKay (2006:6-14) children are in constant gradual devel-

opment, continuing to learn through concrete experience, what can be called

‘learn through doing’. Their thinking develops in knowledge and intellectual

skills, but not yet able to use meta-language, the ability to use language, to de-

scribe language.

Based on the explanation above, it is not appropriate to teach the structure of lan-

guage or grammar to young learners. Because, they still learn through concrete

experience. Moreover, McKay (2006) also stated that young learners regarding

their writing ability which at this age is hoped by use of drawings. Writing is

gradually taught and improved together with their abilities to remember the words

and their spelling. When children are 7-8 years old, they start to self-correct and to

be able to convey meaning only though writing itself.

2.7 Previous Study

In this research, the researcher takes some previous study to support the

research. There are some previous studies that have been discussed about the im-

plementation of CLIL in classroom. The first study is written by Feddermann, M.,

Moller, J., & Baumert, J. (2021) entitled Effects of CLIL on second language

learning: Disentangling selection, preparation, and CLIL-effects. The research

method is The Response – Item – Theory (IRT). While, the research design is

quantitative. The finding of the research is showed that CLIL maintains the ad-

vantage in English skills built up through selection and preparation, but does not
have a major effect beyond that for the development of global language skills in

English.

The second previous study is “Learning through L2--Content and Lan-

guage Integrated Learning (CLIL) and English as Medium of Instruction (EMI)”

by Wannagat, U. (2007). The method of the study is ethnographic approach with

qualitative design. The data collection used the transcripts of video/audio record-

ing of 10 lesson and field notes, questionnaire, and interview. It found that the ex-

perience of the Hong Kong EMI systems demonstrates that only exposure is not

sufficient. Students learning in the EMI context are exposed to L2 in most content

subjects. The negative effect of the neglect of language issue in the EMI system is

exacerbated by the larger linguistic distance between L1 and L2 and the cultural

difference, compared to the German example.

The third study is written by Xanthou, M. (2011). The title of the study is

“The Impact of CLIL on L2 Vocabulary Development and Content Knowledge”.

The study used quasi- experimental method with qualitative and quantitative de-

sign. The researcher collected the data used pre and post- experimental test and

observation. The finding of the research is showed that CLIL instruction was sig-

nificantly better than teaching through L1, in promoting L2 vocabulary develop-

ment. Furthermore, observation data show that CLIL provides opportunities for

acquiring language in meaningful settings and interaction between the pupils and

the teachers.

On the other hand, in this study the researcher wants to conduct a research

about the implementation of CLIL in teaching integrated subject of 1 st grade. The

researcher uses an action research as a research method and qualitative and quan-

titative design to process the data. The researcher will use pre and post-test and

observation to collect the data. In addition, on this research the researcher only fo-

cuses in English subject.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes how the researcher will conduct this research in or-

der to meet the purposes stated by starting to discuss: (1) Research Method (2)

Research Setting (3) Research Participants (4) The Technique of Data Collection

(5) Data Analysis.

3.1 Research Method

The research design is an important part of the research. A research design

is a plan for collecting and analyzing data in order to answer questions. Creswell

(2012:3) states research designs are the specific procedures involved in the re-

search process; data collection, data analysis, and report writing. This research is
conducted using a qualitative descriptive approach. Based on Creswell (2012:39)

stated that in qualitative research, he saw different major characteristics at each

stage of the research process first exploring a problem and developing a detailed

understanding of a central phenomenon, second having the literature review play a

minor role but justify the problem, stating the purpose and research questions in a

general and broad way so as to the participants’ experiences and collecting data

based on words from a small number of individuals so that the participants’ views

are obtained.

3.2 Research Settings

This research takes a place in Efata Learning Center. It is located in

Lorong Beringin II, The Hok, Jambi City. The researcher choose Efata Learning

Center cause the research teaches in Efata Learning Center. Thus, it will be easier

to conduct the research. Moreover, there ade many classes that use English as the

medium of learning in various grades.

3.3 Research Participants

In this study, the researcher comes to the participant for interview them.

The researcher presence is very transparent. The participants know that the re-

searcher want to collect data from them. The subjects of this study are teachers

who taught in lower grades such as 1 to 3 grade. Creswell (2012) said that sample

is a subgroup of target population that is observes by the researcher. The re-

searcher only takes 4 English teachers as the participants from all of the English

teachers in that place. In addition, the researcher uses purposive sampling to

choose the participants. According Creswell (2013) purposive sampling is the

technique to choose the sample based on certain consideration. The considerations

of choosing the participants in this research are; (1) Teachers who has been taught

in Efata Learning Center for a year (2) Teachers who only focus on teaching 1st to

3rd grade (3) Teachers who is graduated from English Department Program.

3.4 The Technique of Data Collection

Collecting data is a crucial step in doing research. It is a process of select-

ing data done by using some research instruments or by applying some methods

of collecting data. Moreover, Lee Mckay (2006:71) stated the data gather can in-

clude interview data, classroom observation, and written documents. The qualita-

tive approach does not involve counting and dealing with numbers but it is based

more on information expressed in words as description, accounts, opinions, and

feelings (William, 2006). There are four techniques of data collection method that

are commonly used in qualitative research they are “observation, interview, docu-

mentation, and questionnaire”. In this research, the researcher uses interviews,

observation, and documentation to collect the data. The interview is a method that

widely used for obtaining data. It is a way to gather data on subjects’ opinion, be-

liefs, and feelings about the situation in their own words. The interview will be

done to teachers who teach lower grades as mentioned before. The researcher will

do an interview with 4 teachers and it had ten questions. The researcher uses semi-

structured interview. Semi-structured interview is the researcher given additional

questions when there are unsatisfactory answers. From these interviews the re-

searcher can know the teachers’ experiences in teaching English as medium of

learning using CLIL method. The interview will deliver in bahasa Indonesia. Fur-

thermore, because this is a semi-structured interview the researcher will give max-

imum time for each participant about 10 minutes. Moreover, the observation and
documentation will be taken before the interview. The researcher will do the ob-

servation twice, first to know the situation of the class and second to know the

challenges of the teachers when teaching English in the class. On the other hand,

the researcher want to know the worksheet that is used as the documentation. It

will be used as the consideration of giving the question before the interview.

3.4 Data Analysis

The model of data analysis that the researcher used is an interactive model

by Miles and Huberman. As exposed by Miles and Huberman (1984: 23) the flow

of analysis follows an interactive analysis model. In this research, the process

analysis is done in 3 stages, they are:

1. Data reduction

Data reduction refers to the process of selecting, focusing, simplifying, ab-

stracting, and transforming the data that appear in written field notes or transcrip-

tion. The step in analyzing data in this research was: (a) the researcher collected

the data through interview (b) the researcher transcribed and selected the data by

referring to the research problems. In other words, the irrelevant data were dis-

carded and the relevant data were included.

2. Data display

Data display is an organized, compressed assembly of information that

permits conclusion drawing and action. The ways of presenting data simply in the

form of words, sentences, narratives, table, and graphics in order to the researcher

mastered in the data collected as the basis of taking the appropriate conclusion.

After reducing the data will be presented in that kind of table and paragraphs.

3. Conclusion drawing
 Drawing conclusion is the last procedure of analyzing the data of the re-

search. Since the beginning of the research, the researcher made a temporary con-

clusion. Furthermore, it must be a perfect conclusion. Making a conclusion is the

process of drawing the content of data collected in the form of good statements.

The conclusion drawn can be started from a tentative conclusion which still needs

to be completed. Meanwhile, verification means testing the provisional conclusion

for their validity. In this research, the temporary conclusion becomes the final

conclusion and final drawing conclusion. The temporary conclusion will be sup-

ported by the fact in the field.

Trustworthiness

Trustworthiness of the data in the research, researcher must obtain data are

valid. This part of research points how the way data can get the trustworthiness.

To check the trustworthiness of the data, the researcher used theoretical triangula-

tion, credibility and dependability in this research.

1. Theoretical Triangulation

Moleong (2011: 330) states that Triangulation is a technique that utilizes

data validity that exploits something else. Outside the data for checking purposes

or as a comparison against the data. Triangulation was a method to enhance re-

searcher’s understanding about what was being investigated. Denzin in Moleong

states that there are four kinds of triangulation: source triangulation, method trian-

gulation, theories triangulation and investigator triangulation. In this study, the

writer used theory triangulation because the researcher used more than one theory

to gather data.

2. Credibility

According to Ary, et al (2010: 498), credibility in qualitative research con-

cerns the truthfulness of the inquiry’s findings. Credibility or truth value involves

how well the researcher has established confidence in the findings based on the re-

search design, participants, and context. In this case, the researcher used theories

triangulation because she used more than one theory in analyzing data to find

some language functions and how language function can help the reader in under-

standing the messages in script of “Enchanted” movie. After that she got the result

of data analysis then decided the conclusion whether or not the data contain lan-

guage functions and message.

3. Dependability

Dependability is a way to make and get consistency of data will be found

by the researcher so that the data can be dependable. Qualitative researchers speak

of dependability rather than reliability. Recall that reliability in quantitative re-

search has to do with consistency of behavior, or the extent to which data and

findings would be similar if the study were replicated. However, unlike quantita-

tive research, in which tight controls enhance reliability, qualitative studies expect

variability because the context of studies changes. Thus, consistency is viewed as

the extent to which variation can be tracked or explained. This is referred to as de-

pendability or trustworthiness. One way to make the dependable data was by ap-

plying triangulation. Thus, to get the dependability of data analysis, the writer

used theories triangulation.

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