Embedding Content and Language Integrated Learning (CLIL) into English for specific purposes curriculum for vocational high school

Hertati Mukadimah; Wening Sahayu

doi:10.21831/jpv.v11i2.41065

Embedding Content and Language Integrated Learning (CLIL) into English for specific purposes curriculum for vocational high school

Hertati Mukadimah, Universitas Negeri Yogyakarta, Indonesia
Wening Sahayu, (Scopus ID: 57215670305) Universitas Negeri Yogyakarta, Indonesia

10.21831/jpv.v11i2.41065

Abstract

English is agreed upon as the standard language of communication throughout the world, including Indonesia. With this, teaching and learning English should be an integral part of the national education system in Indonesia because of the importance of English globally. One of the curricula in Indonesia that focuses on teaching English for Vocational High Schools (VHS) is English for Specific Purposes (ESP), where students learn English according to their needs and fields of interest. With the existence of this ESP as well as a variety of teaching methods and approaches, there is one approach that is considered truly effective in teaching this ESP program, namely the Content and Language Integrated Learning (CLIL) approach. This study aims to explore a set of literature to clarify the CLIL approach and determine if the evidence shows benefits in implementing the approach into the English for Specific Purposes (ESP) curriculum. The paper took a literature review approach and explored ten articles selected with specific criteria of being published within 2014-2020. The literature shows that the implementation of CLIL does have a positive output toward the teaching and learning process, especially for those who take English for specific purposes, such as in vocational high schools. The approach improves the linguistics aspects and the non-linguistic aspect or the students' soft skills, such as high order thinking skills, problem-solving, enhanced communication, intercultural awareness, and motivation in learning. However, to meet the success of the implementation of CLIL in the ESP curriculum, some considerations and special requirements are needed. The two distinctive preparation are the syllabus for the curriculum and the readiness of human resources; the teachers. Before applying the CLIL, the two factors mentioned need mechanisms that will support the success of CLIL for the ESP curriculum in vocational high schools. The writer proposes a model to be implemented if the curriculum for vocational high schools is going to apply CLIL. Yet, it needs more researches in the future to make sure whether the model works well or needs more improvements.

Keywords

Content and Language Integrated Learning (CLIL); English for Specific Purposes (ESP); Vocational High Schools (VHS)

Full Text:

PDF

References

Arnó-Macià, E., & Mancho-Barés, G. (2015). The role of content and language in Content and Language Integrated Learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63–73. https://doi.org/10.1016/j.esp.2014.06.007

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.

Dewi, S. U. (2015). Syllabus of vocational high school based on ESP approach. Dinamika Ilmu : Jurnal Pendidikan, 15(2), 273–295. https://doi.org/10.21093/di.v15i2.73

Hermanto, F. Y., Sutirman, S., Hidayati, B., & Sholikah, M. (2019). The need of practical teaching in vocational high school of automation and fffice management program. Jurnal Pendidikan Vokasi, 9(3), 238–248. https://doi.org/10.21831/jpv.v9i3.26734

Lasagabaster, D., & Doiz, A. (2017). A Longitudinal Study on the Impact of CLIL on Affective Factors. Applied Linguistics, 38(5), 688–712. https://doi.org/10.1093/applin/amv059

Lestari, S., & Setiyawan, R. (2020). Technology era, global English, CLIL: Influence and its impact on English teaching for young learners in Indonesia. IOP Conference Series: Earth and Environmental Science, 469(1), 12094. https://doi.org/10.1088/1755-1315/469/1/012094

Mappiasse, S. S., & Sihes, A. J. Bin. (2014). Evaluation of English as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, 7(10), 113–122. https://doi.org/10.5539/elt.v7n10p113

Margana, M., & Widyantoro, A. (2017). Developing English textbooks oriented to higher order thinking skills for students of vocational high schools in Yogyakarta. Journal of Language Teaching and Research, 8(1), 26–38. https://doi.org/10.17507/jltr.0801.04

Panggabean, H. (2015). Problematic approach to English learning and teaching: A case in Indonesia. English Language Teaching, 8(3), 35–45. https://doi.org/10.5539/elt.v8n3p35

Pérez, W. D., Fields, D. L., & Marsh, D. (2018). Innovations and challenges: Conceptualizing CLIL practice. Theory Into Practice, 57(3), 177–184. https://doi.org/10.1080/00405841.2018.1484037

Pipit, M. (2018). CLIL as an alternative approach for designing English course syllabus in Indonesia. The Asian ESP Journal, 14(4), 47–53. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwih4de7h670AhWkILcAHZYgDREQFnoECAIQAQ&url=https%3A%2F%2Fwww.elejournals.com%2Fdownload%3Fcode%3D5bad942144e25&usg=AOvVaw3_vQMvlNRAMzfic5gIaPtt

Presiden Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. http://simkeu.kemdikbud.go.id/index.php/peraturan1/8-uu-undang-undang/12-uu-no-20-tahun-2003-tentang-sistem-pendidikan-nasional

Presiden Republik Indonesia. (2016). Instruksi Presiden Republik Indonesia Nomor 9 Tahun 2016 tentang Revitalisasi Sekolah Menengah Kejuruan dalam Rangka Peningkatan Kualitas dan Daya Saing Sumber Daya Manusia Indonesia. Presiden Republik Indonesia. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiVwc_VhK70AhV76nMBHQlwC-QQFnoECAgQAQ&url=https%3A%2F%2Fkemdikbud.go.id%2Fmain%2Ffiles%2Fdownload%2Fe451d9ec3a04121&usg=AOvVaw2y5CboWpHtJp_TB14sDuPA

Rahman, B. (2014). Kemitraan orang tua dengan sekolah dan pengaruhnya terhadap hasil belajarr siswa. Jurnal Pendidikan Progresif, 4(2), 129–138. http://repository.lppm.unila.ac.id/213/

Rashidi, N., & Meihami, H. (2016). Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries. Cogent Education, 3(1), 1212455. https://doi.org/10.1080/2331186X.2016.1212455

Rohmah, I. I. T. (2019). The feasibility and effectiveness of integrating content knowledge and English competences for assessing English proficiency in CLIL. ETERNAL: English Teaching Journal, 10(1), 65–73. https://doi.org/10.26877/eternal.v10i1.3909

Schmidt-Unterberger, B. (2018). The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527–539. https://doi.org/10.1080/13670050.2018.1491949

Vavelyuk, O. (2015). To integrate successfully: Language and subject studies in ESP teaching. Procedia - Social and Behavioral Sciences, 199, 44–49. https://doi.org/10.1016/j.sbspro.2015.07.485

Vázquez, V. P. (2018). Innovations and challenges in CLIL research: Exploring the development of subject-specific literacies. Theory Into Practice, 57(3), 204–211. https://doi.org/10.1080/00405841.2018.1484035

Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382. https://doi.org/10.1080/13670050.2014.904840

DOI: https://doi.org/10.21831/jpv.v11i2.41065