Predictors of the Students' English Achievement at Lower Secondary School: CLIL Context

English across curriculum has been of world-wide practice, including in Indonesia. Through a blended curriculum (a synergy of national and international frameworks), some schools have put this program into action within the context of CLIL (Content-Language Integrated Learning). This correlational s...

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Bibliographic Details
Published in:TEFLIN journal 2019, Vol.30 (1), p.72-87
Main Authors: Rachmajanti, Sri, Anugerahwati, Mirjam
Format: Article
Language:English
Subjects:
Academic Achievement
Classroom communication
Classrooms
CLIL
Collaboration
Content and language integrated learning
Content-Language Integrated Learning
Core curriculum
Correlation
Correlational studies
Education
English (Second Language)
English as a second language
English learning achievement
English Teachers
Foreign Countries
Grade 1
Grade 5
Grade 9
Language of Instruction
Learning Activities
Learning Processes
Literacy
lower secondary schools
Motivation
Predictor Variables
Questionnaires
Research methodology
Second Language Learning
Secondary School Students
Secondary Schools
Teacher Student Relationship
Teachers
Teaching
Teaching Methods
Thinking Skills
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Summary:English across curriculum has been of world-wide practice, including in Indonesia. Through a blended curriculum (a synergy of national and international frameworks), some schools have put this program into action within the context of CLIL (Content-Language Integrated Learning). This correlational study is intended to find out the correlation between a combination of predictor variables and students' English learning achievement in secondary school in CLIL context. The predictors include the students' interest in ELT, the students' internal and external motivation, the facilities, the exposure to English, and the interactional process between teacher and students at primary school level. The study also investigates to what extent the predictors, in combination as well as individually, contribute to students' English learning achievement in secondary school in CLIL context. Data were collected through questionnaires administered to four secondary schools which implement an international framework. Seventy students were the sample of the present study. The data were analyzed using multiple regression. Results show that the two most significant predictors of the students' English achievement in secondary school are the students' interest and the school facilities.
ISSN:0215-773X
2356-2641
DOI:10.15639/teflinjournal.v30i1/72-87