Aplikasi content language integrated learning (CLIL) berbasis proyek terhadap peningkatan kemampuan berbahasa Inggris mahasiswa
Abstract
Penelitian ini bertujuan untuk mengkaji dan menginventarisasi faktor-faktor apa saja yang mendukung atau menghambat pembelajaran Bahasa Inggris melalui Pendekatan Content Language Integrated Learning berbasis projek pada MKU Bahasa Inggris di perguruan tinggi di Lampung. Penelitian ini berorientasi pada pengembangan produk dimana proses pengembangannya dideskripsikan seteliti mungkin dan produk akhirnya dievaluasi. Hasil penelitian menjukukan bahwa program CLIL berbasis projek pada mata kuliah bahasa Inggris di beberapa program studi di FKIP Unila dapat berjalan dengan baik. Hal ini terbukti dari pelaksanaan keseluruhan kegiatan program dari pelaksanaan pembentukan kelompok, mahasiswa bekerja dalam kelompok untuk menyelesaikan proyek dengan baik. Kegiatan presentasi kelompok dalam bahasa Inggris, presentasi pribadi dan tanggapan mahasiswa terhadap semua aktivitas menunjukkan hasil yang positif.
Full Text:
PDFReferences
Anderson, L. W., & Krathwohl, D.R. (Eds). (2001). A taxonomy for learning, teaching,and assessing: A revision of Bloom’s taxonomy of educational objectives. New York:Longman.
Bentley, K. (2010). The TKT course CLIL module. Cambridge: Cambridge University Press.
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism, 10, 543-562.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circles of learning:cooperation in the classroom and school. Alexandria: Association for Supervision and Curriculum.
Kagan, S. (1992). Cooperative learning. San Juan Capistrano, California: Kagan Cooperative Learning.
Huzairin, Basturi Hasan and Sudirman. 2017. Pengembangan Model Pembelajaran Bahasa Inggris Content And Language Integrated Learning (CLIL) Berbasis Project Mata Kuliah Bahasa Inggris Di Perguruan Tinggi. Laporan Penelitian. Universitas Lampung.
Lorenzo, F., Casal, S. and Moore, P. (2010). The effects of content and language integrated learning in European education: Key Findings from the Andalusian Bilingual Section. Evaluation Project. Applied Linguistics, 31, 418-442.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1, 31-42.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching 5(1), 3-18.
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving.: Acollaborative approach to interdisciplinary learning. Washington, DC: American Psychological Association.
Miller, P. C. 2006. Integrating second language into project-based instruction. In project-based learning in second and foreign language education: Past, present, and future, ed. G.H. Beckett and P.C. Miller, 225–40. Greenwich, CT: Information Age.
Stoller, F. 2006. Establishing a theoretical foundation for projectbased learning in second and foreign language contexts. In Projectbased second and foreign language education: Past, present, and future, ed. G.H. Beckett and P.C. Miller, 19–40. Greenwich, CT: Information Age.
Thomas, J. W. & Mergendoller, J. R. (2000). Managing project-based learning: Principles from the field. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
Thomas, J. W., Mergendoller, J. R., and Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
Hadley, A. O. (2001). Teaching Language in Context Third Edition. Boston, MA: Heinle and Heinle Thomson Learning.
Huzairin, et al 2017. Pengembangan Model Pembelajaran Bahasa Inggris Content And Language Integrated Learning (Clil) Berbasis Project Mata Kuliah Bahasa Inggris Di Perguruan Tinggi. Laporan Penelitian. Universitas Lampung.
Joyce, B., Weil, M. & Calhoun, E. (2000). Models of Teaching Sixth Edition. Boston: Allyn and Bacon.
Krashen, S. D. (1981). Second language acquisition and second language learning. New York: Pergamon.
Krashen, S. D. (1982). Principles and Practices in Second Language Acquisition. Oxford: Pergamon.
Kumaradivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48
Kumaradivelu, B. (2001). Toward a Postmethod Pedagogy. TESOL Quarterly, 28, 27-48.
Robinson, R. D., McKenna, M. C., dan Wedman, J. M. (Eds.) (2000). Issues and Trends in Literacy Education Second Edition. Needham Heights, MA: Allyn and Bacon.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The AKSARA: Jurnal Bahasa dan Sastra that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.