[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600740-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600740-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","dinamika-ilmu-grass-roots-voices-on-the-clil-implementation-in-tertiary-education","Dinamika Ilmu - Grass Roots’ Voices on the CLIL Implementation in Tertiary Education","","Twenty-first Century education in Indonesia faces intensified pressure for students to master foreign-language skills for success in global competition. In higher education, lecturers in Accounting at State University of Malang implement Content-and-Language Integrated Learning (CLIL), where content is taught through a foreign language. This qualitative study uses questionnaires and interviews with Accounting students (Class QQ 2012) to examine attitudes toward CLIL and the effect of English instruction on language competence, while evaluating CLIL implementation for further improvement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-grass-roots-voices-on-the-clil-implementation-in-tertiary-education/600740/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-grass-roots-voices-on-the-clil-implementation-in-tertiary-education/600740.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the CLIL implementation studied here?","Question",{"text":63,"@type":64},"The study examines CLIL practice in Indonesian higher education by looking at students’ views, their general attitude toward CLIL, and the effect of English instruction on language competence.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the research data collected?",{"text":68,"@type":64},"Data were collected using questionnaires and interviews, with participants drawn from Accounting Department Class QQ 2012.",{"name":70,"@type":61,"acceptedAnswer":71},"What research questions guide the study?",{"text":72,"@type":64},"The study asks about students’ perceptions of CLIL in content-course teaching and learning, the strategies students use to improve English learning, and the effects of CLIL implementation on students’ acquisition of disciplinary content.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600740,1792866411,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2016, Vol. 16 No. 2  \nGrass Roots’ Voices on the CLIL Implementation in  \nTertiary Education  \nIka Fitriani  \nUINSunanAmpel Surabaya  \n[iiekafitri@gmail.com](iiekafitri@gmail.com)  \nAbstract  \nTwenty-first Century era has brought great challenges in Indonesian education system, i.e. the increasing demand for the students to have foreign language skills to succeed in global world competition.  \nParticularly in the higher education, the awareness of learning English leads some lecturers in Accounting Department Faculty of Economics State University of Malang to apply the concept of Content-and-Language Integrated Learning (CLIL) during the classroom instruction (CLIL)– dual-focused education in which the content subject is delivered through foreign language. It is expected that students are benefited from content and language integration so that they can compete in the real global market. This study, then, elaborated the CLIL practice reflections in Accounting Department as seen from the students’ viewpoint. The data were collected by means of questionnaire and interview. The respondents were students of accounting department class QQ 2012. The result of this current study, then, is aimed at examining students’ general attitude toward CLIL and the effect of English instruction on their language competence. Moreover, the findings in this present study are also intended for evaluating CLIL implementation for further betterment.  \nKeywords: CLIL, higher education, students’ response  \nA. Introduction  \nEnglish, nowadays, is a language which does not only belong to the inner circle usersbut also outer and expanding circle users. It is also one of official working languages used by United Nations. Honna (2008) strengthened the position of English among other languagesthat:  \nFunctionally speaking, English has conspicuously spread among nonnative speakers as a sizable number of Asian, African, Pacific, and Caribbean countries designate it as their official or working language.  \nEnglish is used as such in 70 countries (around 36%) of 193-nation world.  \nBased on those rationales, there is no doubt that English is considered as the most important foreign language taught in schools and universities of non-English speaking countries, including Indonesia.  \nIt is believed that learning English is very vital to succeed in the global market.As stated by Deepak & Junichi (2011) English is necessary for survival economically, culturally, psychologically, as well as politically (p. 49) . Since education is the bridge for preparing the students in the real global world, the language classroom is expected to fulfill the demandsas well as challenges of 21st Century. Language teaching and learning, particularly, is expected to reach 5Cs goals which are communication, cultures, connection, comparison, and communities (Theisen, 2011)  \nThe demand of 21st education in language teaching and learning, then, leads to the emergence of Content and Language Integrated Learning (henceforth CLIL) which is dual-focused educational approach in which an additional language is used for the learning and teaching both content and language (Dale and Tanner, 2012) . Marsh (2000) stated that CLIL provides wide variety of opportunities for meaningful tasks and helps the students to speak more in the classroom as students do not learn about the language, yet how to use the language in the real communication. So, this concept is considered as one of the answers of 21st century demands in the language teaching and learning and has been implemented in many countries.  \nIn its application, CLIL subject teachers interweave language into the lessons while CLIL language teacher interweave the subject into the language lessons. Furthermore, CLIL offers a number of benefits for learners, such as: (1) learners are motivated; (2) learners developed their cognitive and communication skills; (3) learners’communication skills pro","cbCainy5ZfMrNikO","https://ap.wps.com/l/cbCainy5ZfMrNikO","pdf",454935,"English","# Abstract\n# Introduction\n# Research Methodology","[{\"question\":\"What is the main focus of the CLIL implementation studied here?\",\"answer\":\"The study examines CLIL practice in Indonesian higher education by looking at students’ views, their general attitude toward CLIL, and the effect of English instruction on language competence.\"},{\"question\":\"How were the research data collected?\",\"answer\":\"Data were collected using questionnaires and interviews, with participants drawn from Accounting Department Class QQ 2012.\"},{\"question\":\"What research questions guide the study?\",\"answer\":\"The study asks about students’ perceptions of CLIL in content-course teaching and learning, the strategies students use to improve English learning, and the effects of CLIL implementation on students’ acquisition of disciplinary content.\"}]","Dinamika Ilmu - Grass Roots’ Voices on the CLIL Implementation in Tertiary Education | PDF",1792091291,25]