CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AT THE FOURTH GRADE BILINGUAL CLASS PROGRAM (BCP) OF MI AL – AZHAAR BANDUNG TULUNGAGUNG

ARIN TRIASTUTI, 2813123007 (2016) CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AT THE FOURTH GRADE BILINGUAL CLASS PROGRAM (BCP) OF MI AL – AZHAAR BANDUNG TULUNGAGUNG. [ Skripsi ]

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Abstract

ABSTRACT Triastuti, Arin. Student Registered Number. 2813123007. Content and Language Integrated Learning (CLIL) at Fourth Grade Bilingual Class Program (BCP) of MI Al – Azhaar Bandung Tulungagung. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Muh. Basuni, M.Pd. Keywords: Content and Language Integrated Learning (CLIL), plan, implement, assessment Teaching Science through English as a medium of instruction or called Content and Language Integrated Learning (CLIL) is widespread cross the globe. The language used in this teaching was English. This teaching approach develops student’s proficiency both of content and targeted language. In the teaching practice using CLIL, it means that the students learn Science by using English and at the same time, English learned naturally. The implementation of CLIL in teaching practice needs some preparation. It because in CLIL Science and English must be integrated. The implementation of CLIL includes planning the effective lesson plans, implementation and assessment. Based on the explanation above, the researcher was interested carry out the descriptive study about Using CLIL at fourth grade Bilingual Class Program of MI Al Azhaar Bandung Tulungagung. The research problem is: How is CLIL implemented at fourth grades Bilingual Class Program (BCP) of MI Al Azhaar Bandung Tulungagung? The purpose is: To know how CLIL implement at fourth grades Bilingual Class Program (BCP) of MI Al Azhaar Bandung by finding the plans, implementation, assessment of the Science and English. This study used descriptive qualitative design in which the data were taken from the interview, observation, and documentation. The data of this research were in the form of transcript of video teaching practice, information from interview and from documentation. The information from the data used to describe the phenomenon that was happened in the process of teaching practice. Besides, the researcher conducted documentation by taking pictures during observation and interview as the evidence that the researcher did the research. The researcher also interviewed the Science teacher and three selected student to get more information. The researcher prepared the interview guide before doing the interview. The researcher did four techniques like interview, field note, observation, documentation to get the validity of data. By using those techniques, the research problem can be answered. The result showed that using CLIL at fourth grade BCP in teaching science not fully implemented. The Science teacher only plans the content of Science and not in language. The goal as stated in lesson plan focus on the content. The language as a medium of communication in the Science, not integrated. Furthermore, the implementation content and language in teaching practice were successfully implemented. The science teacher used some variety techniques both of content and language that appropriate with the guideline for implementation CLIL. The last for the assessment, the science teacher assess the student’s English achievement and Science in different form of evaluation instructions. In assessing content the science teacher use test and for language the science teacher by using ongoing assessment.

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