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

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

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