Making Progress in Content and Language Integrated Learning (CLIL) Lessons: An Indonesian Tertiary Context

Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas Nusa Cendana, Kupang, Indonesia Jalan Adisucipto, Penfui, Kupang, NTT

^* Corresponding author: novriani.manafe@gmail.com

Abstract

This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL) lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.