The Implementation of Content Language Integrated Learning (CLIL) Approach in International Baccalaureate (IB) Curriculum in Developing English Students Competences

Uyun, Aip Syaepul
Syarifah, Liah Siti
Amelia, Amelia

Gunung Djati Conference Series
Vol. 46 (2024): The 8th Conference Series Learning Class: Religious Study, Language, and Education

The purpose of this study is to provide an overview of the application of the content language integrated learning (CLIL) approach in improving English language learning outcomes in the international baccalaureate (IB) curriculum. This study uses a qualitative descriptive approach by describing in detail the application of CLIL in the learning process in the IB curriculum. This study uses three data collection instruments, namely interviews, observations and questionnaires. The data analysis technique used is drawing conclusions and presenting data obtained from respondents. From the research conducted, it was found that the CLIL approach to the IB curriculum has a significant impact on improving English language learning outcomes. The three main approaches brought by CLIL are contextual, communicative and psycholinguistic. This third aspect is an integral part of the development of English skills, where English is taught in an authentic context directly and communicatively in its implementation, and in addition by considering the theory of second language acquisition as the basis of its learning activities. Hence, the learning atmosphere that is built provides comprehensive input to students. Therefore, the CLIL approach can be practiced and adapted by many educational institutions to improve the quality of English competency.