The Implementation of English for Biology Based on CLIL Student Handbook to Improve English Proficiency of Prospective Student Biology Teacher
DOI:
10.29303/jppipa.v9i1.2437Published:
2023-01-31Downloads
Abstract
The ability to communicate using English is an important pillar in establishing international cooperation in the era of Society 5,0. The Faculty of Teacher Training and Education (FKIP) serves as one of the faculty that must facilitate prospective educators. This study aims to examine the contribution of the implementation of English for Biology: Student Handbook through a Content Language Integrated Learning (CLIL)-based learning approach to improve the English proficiency of prospective teacher students in the Biology Education study program, FKIP. The research was carried out with a quasi-experimental approach (quasi-experimental research) with a multiple-group pretest-posttest pattern. The test subjects and the unit of analysis are all second-semester students who take English for Biology lectures at the Biology Education Study Program, FKIP in the 2021/2022 academic year with a total of 6 classes (A, B, C, D, E, and F). The results of the analysis show that there is an increase in students' English proficiency which is in the quite effective category with the acquisition of N-gain scores for classes A, B, C, D, E, and F of 68, 58, 60, 62, 58, and 61. The average value The average N-gain of the English language proficiency of biology education students is 68 with a fairly effective category. Therefore, the use of English for Biology: Student Handbook through a CLIL-based learning approach is quite effective in increasing the English proficiency of prospective educators in the Biology Education Study Program, FKIP, University of Mataram.
Keywords:
CLIL English proficiency Prospective studentReferences
Chostelidou, D., & Griva, E. (2014). Measuring the Effect of Implementing CLIL in Higher Education: An Experimental Research Project. Procedia - Social and Behavioral Sciences, 116, 2169–2174. https://doi.org/10.1016/j.sbspro.2014.01.538
Cimermanová, I. (2020). On Developing Materials for CLIL. Proceedings of the International Scientific Conference, 1, 86. https://doi.org/10.17770/sie2020vol1.4809
Coletta, V. P., & Steinert, J. J. (2020). Why normalized gain should continue to be used in analyzing preinstruction and postinstruction scores on concept inventories. Physical Review Physics Education Research, 16(1), 1–7. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
Hendroanto, A., Istiandaru, A., Syakrina, N., Setyawan, F., Prahmana, R. C. I., & Hidayat, A. S. E. (2018). How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy. International Journal on Emerging Mathematics Education, 2(2), 129. https://doi.org/10.12928/ijeme.v2i2.10713
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
Hudson, P. (2009). Learning to teach science using English as the medium of instruction. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), 165–170. https://doi.org/10.12973/ejmste/75268
Hurajova, A. (2019). Contribution of CLIL methodology to the development of bilingualism and bilingual language competence of slovak secondary-school students. European Journal of Educational Research, 8(4), 905–919. https://doi.org/10.12973/eu-jer.8.4.905
Kulamikhina, I., Kamysheva, E., Samylova, O., Balobanova, A., & Rakhmetova, E. (2020). Development of Professional Communication Skills in Students in the ESP Class: Integration of Communicative and Critical Thinking Approaches. Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization PELSEG, 210 –215. https://doi.org/10.2991/assehr.k.200723.043
Lee, O., & Buxton, C. A. (2013). Integrating Science And English Proficiency For English Language Learners. Theory into Practice, 52(1), 36–42. https://doi.org/10.1080/07351690.2013.743772
Moghadam, N. Z., & Fatemipour, H. (2014). The Effect of CLIL on Vocabulary Development by Iranian Secondary School EFL Learners. Procedia - Social and Behavioral Sciences, 98, 2004–2009. https://doi.org/10.1016/j.sbspro.2014.03.635
Musikhin, I. A. (2016). English for Specific Purposes: Teaching English for Science and Technology. ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 3(6), 29–35. https://doi.org/10.5194/isprs-annals-III-6-29-2016
Pérez, M. L., & Malagón, C. G. (2017). Creating Materials with ICT for CLIL Lessons: A Didactic Proposal. Procedia - Social and Behavioral Sciences, 237, 633–637. https://doi.org/10.1016/j.sbspro.2017.02.029
Rahman, M. (2015). English for Specific Purposes (ESP): A Holistic Review. Universal Journal of Educational Research, 3(1), 24–31. https://www.hrpub.org/journals/article_info.php?aid=2200.
Rao, V. C. S. (2014). Teaching Strategies Of English For Science And Technology ( EST ) Research Methods of data collection Research findings. International Conference on English Language and Literature (ICELL – 2014, 27–30. https://www.academia.edu/
License
Copyright (c) 2023 A Wahab Jufri, Bachtiar Imam, Aulia Dwi Amalina Wahab, Andra Ade Riyanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
