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CHAPTER ONE INTRODUCTION As an introductory section, this chapter discusses some aspects related to background of the study. It also provides aims of the study, statement of the problem, scope of the study, significance of study and definition of terms. 1.1 BACKGROUND OF THE STUDY CLIL (Content and Language Integrated learning as proposed by Mehisto et al. (2008:9) is a dual-focused educational approach in which an additional language other than the students’ mother tongue is used for the learning and teaching of both content and language. The term CLIL was coined in 1994 in Europe (Mehisto et al.,2008:9) which was derived from political issue as a core instrument for achieving policy aim directed at creating a multilingual population in Europe (Dalton- Puffer,2007:1). CLIL diverges from Canada’s immersion programs and USA’s content-based instruction. In Canada all subjects are taught in a second language (the other official language of the country) and in the USA, content-based or theme-based instruction is used as a mean of promoting second language learning in students with limited English proficiency (Casal,2008:1). 1 CLIL has been employed in several countries, i.e. Malaysia, Thailand, Spain, Sweden, etc. In Malaysia, it is reported that children learn math and science in English (Sophia, et al 2009:54). In Thailand, students learn Science in English (Mackenzie: 2008). In Spain, students learn science, math and social studies in English and Valencian (Frigols, 2007:222). In Sweden, students learn science, math, history, civics and sports in English (Slyven, 2006:47). The implementation of CLIL methodology in these countries will be discussed further in Chapter Two. The implementation of CLIL in several countries as has been described above reflects that the issue of CLIL has attracted a lot of interest in recent years, especially in Europe and more increasingly widely in the world based on particular reasons. The first reason is related to the tendency for parents who want their children to be proficient in general English and content of other subjects to a better preparation for professional life (Deller & Price, 2007:3). This trend goes hand in hand with the reason which is related to the globalization issue which has made the world interconnected. As stated by Mehisto et al. (2008:10-11) in an integrated world, CLIL is viewed as a modern form of educational system which is designed to equip the learners with knowledge and skills suitable for the global age. In Indonesia, the teaching of subject matters using English as the medium of instruction has become a growing trend. This has been manifested in the establishment of Pioneering International Standard School (Rintisan Sekolah Bertaraf Internasional/ hereafter called RSBI). According to Education National 2 Standard (2007) English is used as the media of instruction in teaching English, Math, Science and Technology. The topics discussed in English class should embrace the topics which have been learnt in Science and Technology classes. Based on the studies and phenomenon in Indonesia above the writer is interested in investigating the issue more, especially to conduct the study on the implementation of Content and Language Integrated Learning in one State Junior High School in Indonesia. There are a lot of previous studies on the implementation of CLIL which have been conducted in several countries but CLIL has not been well researched in Indonesia. Because of that, this study is expected to fill the gap. This study was investigated the teaching of writing in English in the content area, that is Science. The writing theme was the chemistry subject on the use of hazardous chemical substances in food which the students have learnt in Science class. There are several types of text that should be covered and taught by teachers of English at SMP-RSBI as recommended by the School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan / KTSP), such as: Descriptive, Procedure, Recount, Narrative, Report, Exposition, Explanation and News Item. In this study not all text types as suggested by Curriculum KTSP which was investigated. There was only one type which was focused on the study, it was Hortatory Exposition. Exposition as one of the genres has been chosen to be investigated in this study because Exposition is one of the genres that should be taught at RSBI – class in the second grade. 3 It is a difficult text type because it should involve arguments, facts, evidence, description, or explanation to support the side being argued, use reference to expert authority that the reader is apt to believe and to make the writer’s position seem indisputable (Crossley&Wilson, 1979;Smalley&Hank, 1982; Munsell &Clough, 1984;Feez &Joyce, 1998 as cited in Emilia, 2005:59). Therefore, the research is focused on the implementation of the Content and Langage Integrated Learning approach in teaching writing, especially Expostion text. 1.2 Aims of Study The aims of the study are to: 1) investigate the implementation of CLIL in teaching expository writing 2) to find how students develop their ability in writing expository text and 3) to find the challenges which may be faced by the language teacher and students in the teaching and learning process. 1.3 Statement of the Problem The research is going to find the answer to the following questions: (1) How is the teaching of exposition writing conducted in the CLIL class? (2) How do the students develop their ability in writing exposition text at CLIL class? (3) What challenges may the language teacher and students be faced in the teaching and learning process using CLIL? 4
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