The Implementation of Content Language Integrated Learning (CLIL) Approach  in International Baccalaureate (IB) Curriculum in Developing English Students Competences

Aip Syaepul  Uyun; Liah Siti  Syarifah; Amelia Amelia

Authors

Aip Syaepul Uyun Ma’soem University, Indonesia
Liah Siti Syarifah KH. Ahmad Sanusi Education Institute, Indonesia
Amelia Amelia Binar Ilmu Boarding School, Indonesia

Keywords:

Implementation, CLIL, Approach, IB, Curriculum

Abstract

The purpose of this study is to provide an overview of the application of the content language integrated learning (CLIL) approach in improving English language learning outcomes in the international baccalaureate (IB) curriculum. This study uses a qualitative descriptive approach by describing in detail the application of CLIL in the learning process in the IB curriculum. This study uses three data collection instruments, namely interviews, observations and questionnaires. The data analysis technique used is drawing conclusions and presenting data obtained from respondents. From the research conducted, it was found that the CLIL approach to the IB curriculum has a significant impact on improving English language learning outcomes. The three main approaches brought by CLIL are contextual, communicative and psycholinguistic. This third aspect is an integral part of the development of English skills, where English is taught in an authentic context directly and communicatively in its implementation, and in addition by considering the theory of second language acquisition as the basis of its learning activities. Hence, the learning atmosphere that is built provides comprehensive input to students. Therefore, the CLIL approach can be practiced and adapted by many educational institutions to improve the quality of English competency.

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Author Biographies

Aip Syaepul Uyun, Ma’soem University

English Education Department

Liah Siti Syarifah, KH. Ahmad Sanusi Education Institute

Islamic Education Management

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