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Syayid Sandi Sukandi

UIN Imam Bonjol Padang



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Volume 1 Issue 1 Year 2020 Pages 15-21 



DOI: 10.46843/jiecr.v1i1.4 

URL: jiecr.org 



 

 

15 



Content  and  Language  Integrated  Learning  (CLIL)  Approach  across  Curriculum  in 

Science Classrooms: Are the English Language Use and Learning Reveal? 

Nurhamsi Deswila

1

, Martin Kustati

2

*, Besral Besral

2

, Syayid Sandi Sukandi

3

 

1

Monash University, Australia 

2

Universitas Islam Negeri Imam Bonjol Padang, Indonesia  

3

Southern Illinois University Edwardsville, America 

*Correspondence to: martinkustati@yahoo.com 

 

Abstract:

 The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the 

science classroom.  A descriptive study was employed where data were collected using observation and interview to two classes at of 

Private Islamic Boarding in West Sumatera. The students  for CLIL Strategy are the first grade  of junior high school at science class-

rooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop 

English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the 

need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus 

on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the signifi-

cance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on  the imple-

mentation of the CLIL Strategy. 

 

Keywords: 

assessment; content and language integrated learning; english language use and learning 

 


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