THE IMPLEMENTATION OF EMI AT CLIL-BASED PRIMARY SCHOOL: STUDENTS’ AND PARENTS’ PERSPECTIVES
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Abstract
Abstract: Content Language Integrated Learning has been greatly discussed in recent years as the importance of English as a lingua franca. As a dual-focus approach, many studies found its positive benefits on students’ English acquisition. In this study, researchers attempt to investigate the implementation of CLIL in a primary school to know the students’ point of view and how parents support their children in acquiring a foreign language. This study is important to be conducted to know the views of the stakeholders that contribute to the success of the CLIL implementation. A quantitative survey study is conducted in one of the CLIL-based primary schools in Surabaya, East Java. The participants of this study are 29 primary students and six parents. Based on the questionnaires, all students agreed that implementing the CLIL approach gave them a rich L2 environment and comprehensible input, promoted extended output, attended to learners' diverse needs, and gave them positive feedback and evaluation. Students mentioned that the implementation of CLIL has a positive impact on their English skills. Moreover, parents fully support their children to learn English in the CLIL classroom. This indicated that the parents’ support was one of the factors in students’ success in acquiring English.
Keyword: Content Language Integrated Learning, EMI, English language acquisition, ELT
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References
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Campillo-Ferrer, José María, Pedro Miralles-Martínez, and Raquel Sánchez-Ibáñez, ‘CLIL Teachers’ Views on Cognitive Development in Primary Education’, Palgrave Communications, 6.1 (2020), 1–7
Canga Alonso, Andrés, ‘Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners’, Complutense Journal of English Studies, 23 (2015), 59–77
Coyle, Do, Philip Hood, and David Marsh, CLIL (Content and Language Integrated Learning) (New Yoirk: Cambridge University Press, 2010)
Creswell, John W, Educational Research - Planning, COnducting, And Evaluating Quantitative and Qualitative Research - Fifth Edition, AORN Journal, 2015, LXII
Czura, Anna, and Ada Anklewicz, ‘Pupils’ and Teachers’ Perceptions of CLIL in Primary School: A Case Study’, Linguodidactica, 22 (2018), 47–63
Dalton-Puffer, Christiane, ‘Content-and-Language Integrated Learning: From Practice to Principles?’, Annual Review of Applied Linguistics, 31 (2011), 182–204
Daraini, Amira Muflicha, Endang Fauziyati, and Dewi Rochsantiningsih, ‘Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School’, AL-ISHLAH: Jurnal Pendidikan, 13.1 (2021), 41–48
Delliou, Anastasia, and Makrina Zafiri, ‘Developing the Speaking Skills of Students through CLIL’, Proceedings of The 5th Electronic International Interdisciplinary Conference, 5.July (2016), 48–53
De Diezmas, Esther Nieto Moreno, ‘The Impact of CLIL on the Acquisition of L2 Competences and Skills in Primary Education’, International Journal of English Studies, 16.2 (2016), 81–101
Elizabeth Dahik Solis, Cecilia, Cecilia Isabel Càneppa Munoz, and Kerly Jazmín Feijoò Rojas, ‘Applying Clil Method for a Comprehensible Input in Reading Skill.’, Magazine de Las Ciencias, January, 2018, 65–72
Farah, Rafika Rabba & Khoiriyah, ‘Implementation of CLIL Program in Islamic Affiliated Primary School?’:, 4778 (2023), 92–103
Graham, Keith Mathew, Yunkyeong Choi, Amin Davoodi, Shakiba Razmeh, and L. Quentin Dixon, ‘Language and Content Outcomes of CLIL and EMI: A Systematic Review’, Latin American Journal of Content & Language Integrated Learning, 11.1 (2018), 19–38
Hashmi, U. M. (2019). Exploring EFL Teachers’ Perceptions of CLIL and Its Implementation in the Saudi EFL Context. International Education Studies, 12(10), 114. https://doi.org/10.5539/ies.v12n10p114
Huang, Y.-C. (2020). The Effects of Elementary Students’ Science Learning in CLIL. English Language Teaching, 13(2), 1. https://doi.org/10.5539/elt.v13n2p1
Isabel, Olga, and Reinoso Montoya, ‘CLIL to Develop Writing Skills in English El Aprendizaje Intergrado de Contenidos Y Lenguas Extranjeras ( AICLE ) Para’, 2023.Clil (2023), 196–209
Kurniati, Diah, and Farid Noor Romadlon, ‘Perceptions on Content Language Integrated Learning of Students and Teachers in Vocational School’, Refleksi Edukatika?: Jurnal Ilmiah Kependidikan, 12.1 (2021), 94–101
Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110–126. https://doi.org/10.1080/09658416.2015.1122019
Martínez Agudo, Juan de Dios, ‘The Impact of CLIL on English Language Competence in a Monolingual Context: A Longitudinal Perspective’, Language Learning Journal, 48.1 (2020), 36–47
Mattheoudakis, Marina, Thomaï Alexiou, and Chryssa Laskaridou, ‘To CLIL or Not to CLIL? The Case of the 3rd Experimental Primary School in Evosmos’, Major Trends in Theoretical and Applied Linguistics Volume 3, 2014, 215–34
Mehisto, Peter; Marsh, David; Frigols, Maria Jesus., ‘Uncovering CLIL; Content and Language Integrated Learning in Bilingual and Multilingual Education’, China: Macmilan Publisher Limited, 2008, pp. 105–9
Mukminatien, N., Yaniafari, R. P., Kurniawan, T., & Wiradimadja, A. (2020). CLIL audio materials: A speaking model for Library Science Department Students. International Journal of Emerging Technologies in Learning (IJET), 15(7), 29-41. https://doi.org/10.3991/ijet.v15i07.13223
Nieto Moreno de Diezmas, Esther, ‘The Impact of CLIL on the Acquisition of L2 Competences and Skills in Primary Education’, International Journal of English Studies, 16.2 (2016), 81–101
Ouazizi, K. (2016). The effects of CLIL education on the subject matter (mathematics) and the target language (English). Latin American Journal of Content and Language Integrated Learning, 9(1), 110–137. https://doi.org/10.5294/laclil.2016.9.1.5
Pladevall-Ballester, Elisabet, ‘CLIL Subject Selection and Young Learners’ Listening and Reading Comprehension Skills’, International Journal of Applied Linguistics (United Kingdom), 26.1 (2016), 52–74
Puspitasari, Arum, Mirjam Anugerahwati, and Sri Rachmajanti, ‘Teachers Pedagogical and Professional Competences in CLIL-Based Primary Schools in Indonesian Context’, International Conference on Education, 2016, 105–15
Rachmajanti, Sri, and Mirjam Anugerahwati, ‘Predictors of the Students’ English Achievement at Lower Secondary School: Clil Context’, Teflin Journal, 30.1 (2019), 72–87
Rachmajanti, Sri, Mirjam Anugerahwati, and Frida Unsiah, ‘A Profile of Primary School Students’ Literacy Through EMI in CLIL Contexts’, JEES (Journal of English Educators Society), 8.2 (2023)
Rachmajanti, Sri, EvynurulLaily Zen, and AuliaApriana, ‘Using English In Science Class As An Attempt To Maximizing Input In Second Language Learning’, 108 (2015), 24
Rohmah, Ima Isnaini Taufiqur, ‘The Feasibility and Effectiveness of Integrating Content Knowledge and English Competences for Assessing English Proficiency in CLIL’, ETERNAL (English Teaching Journal), 10.1 (2019)
Saputra, Komang Yogi, Luh Putu Artini, and Ida Ayu Made Istri Utami, ‘Parental Support towards Young Learner’s English Achievement’, Jurnal Pendidikan Bahasa Inggris Undiksha, 11.1 (2023), 83–90
Sari, Alfia, and Universitas Negeri Malang, ‘STUDENTS ’ SENTENCE COMPLEXITY IN ENGLISH WRITING IN THE CONTEXT OF CLIL BILINGUAL PRIMARY EDUCATION’, 1985, 2023, 15–23
Setyaningrum, Rina Wahyu, and Oikurema Purwati, ‘Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia’, JEES (Journal of English Educators Society), 5.1 (2020), 23–30
Tragant, Elsa, Anna Marsol, Raquel Serrano, and Àngels Llanes, ‘Vocabulary Learning at Primary School: A Comparison of EFL and CLIL’, International Journal of Bilingual Education and Bilingualism, 19.5 (2016), 579–91
Turner, Marianne, ‘CLIL in Australia: The Importance of Context’, International Journal of Bilingual Education and Bilingualism, 16.4 (2013), 395–410
Villarreal, Izaskun, and Amparo Lázaro-Ibarrola, ‘Models in Collaborative Writing among CLIL Learners of English in Primary School: Linguistic Outcomes and Motivation Matters’, System, 110.October 2020 (2022)
Bayram, Dilan, Rukiye Özlem Öztürk, and Derin Atay, ‘Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study’, Language Teaching and Educational Research, 2.2 (2019), 81–100
Campillo-Ferrer, José María, Pedro Miralles-Martínez, and Raquel Sánchez-Ibáñez, ‘CLIL Teachers’ Views on Cognitive Development in Primary Education’, Palgrave Communications, 6.1 (2020), 1–7
Canga Alonso, Andrés, ‘Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners’, Complutense Journal of English Studies, 23 (2015), 59–77
Coyle, Do, Philip Hood, and David Marsh, CLIL (Content and Language Integrated Learning) (New Yoirk: Cambridge University Press, 2010)
Creswell, John W, Educational Research - Planning, COnducting, And Evaluating Quantitative and Qualitative Research - Fifth Edition, AORN Journal, 2015, LXII
Czura, Anna, and Ada Anklewicz, ‘Pupils’ and Teachers’ Perceptions of CLIL in Primary School: A Case Study’, Linguodidactica, 22 (2018), 47–63
Dalton-Puffer, Christiane, ‘Content-and-Language Integrated Learning: From Practice to Principles?’, Annual Review of Applied Linguistics, 31 (2011), 182–204
Daraini, Amira Muflicha, Endang Fauziyati, and Dewi Rochsantiningsih, ‘Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School’, AL-ISHLAH: Jurnal Pendidikan, 13.1 (2021), 41–48
Delliou, Anastasia, and Makrina Zafiri, ‘Developing the Speaking Skills of Students through CLIL’, Proceedings of The 5th Electronic International Interdisciplinary Conference, 5.July (2016), 48–53
De Diezmas, Esther Nieto Moreno, ‘The Impact of CLIL on the Acquisition of L2 Competences and Skills in Primary Education’, International Journal of English Studies, 16.2 (2016), 81–101
Elizabeth Dahik Solis, Cecilia, Cecilia Isabel Càneppa Munoz, and Kerly Jazmín Feijoò Rojas, ‘Applying Clil Method for a Comprehensible Input in Reading Skill.’, Magazine de Las Ciencias, January, 2018, 65–72
Farah, Rafika Rabba & Khoiriyah, ‘Implementation of CLIL Program in Islamic Affiliated Primary School?’:, 4778 (2023), 92–103
Graham, Keith Mathew, Yunkyeong Choi, Amin Davoodi, Shakiba Razmeh, and L. Quentin Dixon, ‘Language and Content Outcomes of CLIL and EMI: A Systematic Review’, Latin American Journal of Content & Language Integrated Learning, 11.1 (2018), 19–38
Hashmi, U. M. (2019). Exploring EFL Teachers’ Perceptions of CLIL and Its Implementation in the Saudi EFL Context. International Education Studies, 12(10), 114. https://doi.org/10.5539/ies.v12n10p114
Huang, Y.-C. (2020). The Effects of Elementary Students’ Science Learning in CLIL. English Language Teaching, 13(2), 1. https://doi.org/10.5539/elt.v13n2p1
Isabel, Olga, and Reinoso Montoya, ‘CLIL to Develop Writing Skills in English El Aprendizaje Intergrado de Contenidos Y Lenguas Extranjeras ( AICLE ) Para’, 2023.Clil (2023), 196–209
Kurniati, Diah, and Farid Noor Romadlon, ‘Perceptions on Content Language Integrated Learning of Students and Teachers in Vocational School’, Refleksi Edukatika?: Jurnal Ilmiah Kependidikan, 12.1 (2021), 94–101
Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110–126. https://doi.org/10.1080/09658416.2015.1122019
Martínez Agudo, Juan de Dios, ‘The Impact of CLIL on English Language Competence in a Monolingual Context: A Longitudinal Perspective’, Language Learning Journal, 48.1 (2020), 36–47
Mattheoudakis, Marina, Thomaï Alexiou, and Chryssa Laskaridou, ‘To CLIL or Not to CLIL? The Case of the 3rd Experimental Primary School in Evosmos’, Major Trends in Theoretical and Applied Linguistics Volume 3, 2014, 215–34
Mehisto, Peter; Marsh, David; Frigols, Maria Jesus., ‘Uncovering CLIL; Content and Language Integrated Learning in Bilingual and Multilingual Education’, China: Macmilan Publisher Limited, 2008, pp. 105–9
Mukminatien, N., Yaniafari, R. P., Kurniawan, T., & Wiradimadja, A. (2020). CLIL audio materials: A speaking model for Library Science Department Students. International Journal of Emerging Technologies in Learning (IJET), 15(7), 29-41. https://doi.org/10.3991/ijet.v15i07.13223
Nieto Moreno de Diezmas, Esther, ‘The Impact of CLIL on the Acquisition of L2 Competences and Skills in Primary Education’, International Journal of English Studies, 16.2 (2016), 81–101
Ouazizi, K. (2016). The effects of CLIL education on the subject matter (mathematics) and the target language (English). Latin American Journal of Content and Language Integrated Learning, 9(1), 110–137. https://doi.org/10.5294/laclil.2016.9.1.5
Pladevall-Ballester, Elisabet, ‘CLIL Subject Selection and Young Learners’ Listening and Reading Comprehension Skills’, International Journal of Applied Linguistics (United Kingdom), 26.1 (2016), 52–74
Puspitasari, Arum, Mirjam Anugerahwati, and Sri Rachmajanti, ‘Teachers Pedagogical and Professional Competences in CLIL-Based Primary Schools in Indonesian Context’, International Conference on Education, 2016, 105–15
Rachmajanti, Sri, and Mirjam Anugerahwati, ‘Predictors of the Students’ English Achievement at Lower Secondary School: Clil Context’, Teflin Journal, 30.1 (2019), 72–87
Rachmajanti, Sri, Mirjam Anugerahwati, and Frida Unsiah, ‘A Profile of Primary School Students’ Literacy Through EMI in CLIL Contexts’, JEES (Journal of English Educators Society), 8.2 (2023)
Rachmajanti, Sri, EvynurulLaily Zen, and AuliaApriana, ‘Using English In Science Class As An Attempt To Maximizing Input In Second Language Learning’, 108 (2015), 24
Rohmah, Ima Isnaini Taufiqur, ‘The Feasibility and Effectiveness of Integrating Content Knowledge and English Competences for Assessing English Proficiency in CLIL’, ETERNAL (English Teaching Journal), 10.1 (2019)
Saputra, Komang Yogi, Luh Putu Artini, and Ida Ayu Made Istri Utami, ‘Parental Support towards Young Learner’s English Achievement’, Jurnal Pendidikan Bahasa Inggris Undiksha, 11.1 (2023), 83–90
Sari, Alfia, and Universitas Negeri Malang, ‘STUDENTS ’ SENTENCE COMPLEXITY IN ENGLISH WRITING IN THE CONTEXT OF CLIL BILINGUAL PRIMARY EDUCATION’, 1985, 2023, 15–23
Setyaningrum, Rina Wahyu, and Oikurema Purwati, ‘Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia’, JEES (Journal of English Educators Society), 5.1 (2020), 23–30
Tragant, Elsa, Anna Marsol, Raquel Serrano, and Àngels Llanes, ‘Vocabulary Learning at Primary School: A Comparison of EFL and CLIL’, International Journal of Bilingual Education and Bilingualism, 19.5 (2016), 579–91
Turner, Marianne, ‘CLIL in Australia: The Importance of Context’, International Journal of Bilingual Education and Bilingualism, 16.4 (2013), 395–410
Villarreal, Izaskun, and Amparo Lázaro-Ibarrola, ‘Models in Collaborative Writing among CLIL Learners of English in Primary School: Linguistic Outcomes and Motivation Matters’, System, 110.October 2020 (2022)
Published
2024-07-04
How to Cite
Alfia Sari, Sri Rachmajanti, & Mirjam Anugerahwati. (2024). THE IMPLEMENTATION OF EMI AT CLIL-BASED PRIMARY SCHOOL: STUDENTS’ AND PARENTS’ PERSPECTIVES. JALIE: Journal of Applied Linguistics and Islamic Education, 8(01), 145-166. Retrieved from http://ejournal.unkafa.ac.id/index.php/jalie-unkafa/article/view/977
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Journal of Applied Linguistic and Islamic Education by JALIE is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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