The effectiveness of content and language integrated learning-based teaching material in the topic of the nature of matter on scientific literacy

Year 2020, Volume: 8 Issue: 3, 1061 - 1070, 15.09.2020

Leny Helıawatı , Bibin Rubini Rudi Firmayanto

https://doi.org/10.17478/jegys.736654

Cited By: 2

Abstract

This study aimed to examine the effectiveness of teaching materials based on Content and Language Integrated Learning (CLIL) on scientific literacy on the topic of The Nature of Matter. Teaching material on this topic integrated the 4 pillars in CLIL, namely Content, Cognition, Communication and Culture. The scientific literacy measured in this study consisted of three aspects, namely explaining scientific phenomena, evaluating and designing scientific investigations, conducting data interpretation and scientific experiments. This study used an experimental method that was tested on 100 students in 3 schools that use English in chemistry learning. Student selection was done by purposive sampling. Data was collected through tests on students’ scientific literacy and students’ feedback questionnaires. The result of the analysis of N-Gain literacy percentage was 57%, it meant that this teaching material is quite effective in increasing student scientific literacy. Students’ responses to teaching materials were in the very good category. From this study, it can be concluded that CLIL-based teaching material in the topic of the nature of matter is effective on students’ scientific literacy.

Keywords

teaching material, CLIL, scientific literacy, nature of matter

Supporting Institution

This research was funded by Ministry of Research and Technology of Republic Indonesia.

References

• Admiraal, W., G. Westhoff and K. de Bot. (2006). Evaluation of bilingual secondary education in the Netherlands: students’ language proficiency in English. Educational Research and Evaluation, 12, no. 1: 75–93.
• Arikunto, S. (2017). Prosedur Penelitian: Suatu Pendekatan Praktik. Edisi Revisi VI, Jakarta: PT Rineka Cipta.
• Ball, P. (2018). Innovations and Challenges in CLIL Materials Design. Diakses pada 2 Janurari 2020 dari https://doi.org/10.1080/00405841.2018.1484036
• Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education : Models , benefits , and challenges. Studies in Second Language Learning and Teaching, 2(1), 111–136.
• Brevik, L.M. and E. Moe. 2012. Effects of CLIL teaching on language outcomes. In Collaboration in Language Testing and Assessment, ed. Ildikó D. C. Tsagari, 213–227. Bern: Peter Lang.
• Coyle, D. O. (2008). Do Coyle CLIL - A Pedagogical Approach from the European Perspective. Second And Foreign Language Education, 4, 97–111.
• Coyle, D. O., Hood, P., & Marsh, D. (2013). CLIL: Content and Language Integrated Learning. Cambridge University Press.
• Dale, L., & Tanner, R. (2012). CLIL Activities: A resource for subject and language teachers. Cambridge: Cambridge University Press.
• Dalton-Puffer, C. (2011). CLIL: Content and Language Integrated Learning: From practice principle? Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
• Faisal, F. & Martin, S.N. (2019) Science education in Indonesia: past, present, and future. Asia Pac. Sci. Educ. 5, 4. https://doi.org/10.1186/s41029-019-0032-0
• Fraenkel, Jack. R., and Norman E. Wallen. (2012). How to Design and Evaluate Research in Education 8th Edition. Boston: McGraw-Hill Higher Education.
• Gulyas, A., Pfefferle, J., Wolf, K., & Waitz, T. (2015). A Model for CLIL in School Chemistry Classes : Combining the Aims of CLIL and Chemistry Teaching. Eurasian Journal of Physics & Chemistry Education, 7(2), 75–82. https://doi.org/10.12973/ejpce.2015.00002a
• Hake, R.R. (1998). Interactive-Engagement Versus Traditional Methods: A Six Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, 66 (1) : 64-74
• Harrison A.G., Treagust D.F. (2002) The Particulate Nature of Matter: Challenges in Understanding the Submicroscopic World. In: Gilbert J.K., De Jong O., Justi R., Treagust D.F., Van Driel J.H. (eds) Chemical Education: Towards Research-based Practice. Science & Technology Education Library, vol 17. Springer, Dordrecht
• Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. https://doi.org/10.1177/1362168814541736.
• Huang, Y. (2020). The Effects of Elementary Students’ Science Learning in CLIL. English Language Teaching; Vol. 13, No. 2. URL: https://doi.org/10.5539/elt.v13n2p1
• Lasagabaster, D. & Sierra, J.M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 3-17.
• Lasagabaster, D. (2019). Motivation in Content and Language Integrated Learning (CLIL) Research. The Palgrave Handbook of Motivation for Language Learning.https://doi.org/10.1007/978-3-030-28380-3
• Lin, T.-Y., Shih, W.-H., & Lee, M.-S. (2019). The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students’ Literacy Development. English Literacy Instruction for Chinese Speakers, 75–93. doi:10.1007/978-981-13-6653-6_5
• Lo, Y. Y., Lin, A. M. Y., & Cheung, T. C. L. (2018). Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach. Global Developments in Literacy Research for Science Education, 79–95. doi:10.1007/978-3-319-69197-8_6
• Martínez Agudo, J. D (2019): The impact of CLIL on English language competence in monolingual context: a longitudinal perspective, The Language Learning Journal, DOI: 10.1080/09571736.2019.1610030
• Mehisto, P. (2012). Criteria for Producing CLIL Learning Material. Encuentro 21, pp 15-33
• Morton, T. (2020). Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 7-17. https://doi.org/10.5565/rev/clil.33
• OECD. (2019). PISA 2018 assessment and analytical framework. Retrieved from http://www.oecd.org/pisa.
• Prieto-Arranz, J. I., L. Rallo Fabra, C. Calafat-Ripoll and M. Catrain González. (2015). Testing progress on receptive skills in CLIL and -CLIL contexts. In Content-based Language Learning in Multilingual Educational Environments, ed. M. Juan-Garau and J. Salazar Noguera, 123–137. Amsterdam: Springer.
• Purnama, S., Farikah, F, Purwanto, B. Wardhani, S., Kholid, I., Huda, S., Joemsittiprasert, W. (2019). The Impact of Listening Phonological Errors on Speaking: A Case Study on English Education. Journal for the Education of Gifted Young Scientists, 7 (4) , 899-913. DOI: 10.17478/jegys.622005.
• Ratini, R., Muchtar, H., Suparman, M.A., Tamuri, A.H., & Susanto, E. (2018). The Influence Of Learning Models And Learning Reliance On Students’ Scientific Literacy. . Indonesian Journal of Science Education , 7(4): 458–466
• Rogayan, D., Macanas, G. (2020). AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter. Journal for the Education of Gifted Young Scientists, 8 (1), 223-240 . DOI: 10.17478/jegys.635161.
• Roiha, A. & Sommier, M. (2018): Viewing CLIL through the eyes of former pupils: insights into foreign language and intercultural attitudes. Language and Intercultural Communication, DOI: 10.1080/14708477.2018.1465069.
• Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
• Van de Craen, P., Mondt, K., Allain, L., & Gao, Y. (2007). Why and how CLIL works. An outline for a CLIL theory. VIEWS, 16, 70-78.
• Várkuti, A. (2010). Linguistic benefits of the CLIL approach: Measuring linguistic competences. International CLIL Research Journal, 1, no. 3: 67–79.
• Vithanapathirana, M., & Nettikumara, L. (2020). Improving secondary science instruction through content and language integrated learning (CLIL) in Sri Lanka. International Online Journal of Education and Teaching (IOJET), 7(1). 141-148. http://iojet.org/index.php/IOJET/article/view/684
• Vojíř, K., & Rusek, M. (2019) Science education textbook research trends: a systematic literature review. International Journal of Science Education, 41:11, 1496-1516, DOI: 10.1080/09500693.2019.1613584
• Yamazaki M. (2019). Collaborative Learning Through CLIL in Secondary English Classrooms in Japan. In: Tsuchiya K., Pérez Murillo M. (eds) Content and Language Integrated Learning in Spanish and Japanese Contexts. Palgrave Macmillan, Cham
• Zarobe, Y. R., & Zenotz, V. (2017). Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time? International Journal of Bilingual Education and Bilingualism, 21(3), 319–331. https://doi.org/10.1080/13670050.2017.1391745.