The impact of project based-CLIL on students’ english proficiency

Received Jan 30, 2020 Revised Dec 7, 2020 Accepted Jan 18, 2021 The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions. The design proposed was based on the principle of language integrated learning (CLIL). Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application. While the qualitative data were obtained from the output of language produced by students during the learning process took place The results showed that CLIL English language course at higher education institutions in Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.


INTRODUCTION
The need for mastery of English in the future becomes a challenge for higher education institutions as one the producers for human resources in Indonesia. If the higher education institutions want to win the competition in the world, they must equip their graduates with sufficient English language skills. In addition, for students, having sufficient English skills will be very helpful in completing the tasks of college, especially in reading text books in English. To address all the above challenges, it is necessary to improve the teaching of English for non-English Study Program students by using a more appropriate design and teaching approach by placing the learners' needs as a central issue in the design of learning.
The purpose of this research is to see wether project based content language integrated learning (CLIL) have significant effect on the students' oral capability. The significance of the study is that in terms of the teaching and learning English at higher institution level is only given for one semester with a load of two or three credits. The teaching of English is only a kind of repetition from the program provided at the high school level. Classes are usually big which consists of 40 to 60 students. The opportunity to practice English in the class was very limited. Therefore, the study provides opportunities for students to process comprehensible input [1] as well to produce comprehensible output [2].
There are two separated but integrated concepts addressed in this study. Firstly the concept of project based learning and secondly the concept of content language integrated learning (CLIL). The first concept, project based learning, was popularized by Michael McDowell [3] who stated porject based learning

Procedures
This research was implemented for one full semester program of a two credit English subject at three study programs. The traditional way of the teaching English within this study program was an integrated English study program in which the lecturers prepare reading materials followed by comprehension questions, completed by practice in vocabulary and grammar. The expriment was done in different way. The new method was giving students opportunity to explore their field of study using English as a medium of communication. Language form practice was done integratedly within the subject study. Complete procedure is: a. A pre test was undertaken to establish the English ability and to be used as the basis to distribute the students within the group. The groups were established comprising 4-5 students in each group. b. Each group was assigned to do project in the field of mathematics, physics, biology and chemistry and prepare a paper and power point for oral presentation. c. The groups were given a week for preparation. d. Group presentation session was undergone; presentation by the member of the group, question and answer session, lecturer's comment on the presentation. e. All presentations were done in English.

RESULTS AND DISCUSSION
Content Language Integrated Learning (CLIL) is held in the Department of Mathematics, the Dapartment of Social science, and the Department of Education, the faculty of teaching and education Universitas Lampung and Natural Sciences of Lampung University as the realization of English Language Course which weighs 2 (two) credits.This course is aimed to provide English language skills for students in listening, speaking, reading and writing skills English as a student to develop academic ability in their field of study. Formally English courses consist of 120 minutes face-to-face activities, 120 minutes of structured activity, and 120 minutes of self-help. The total number of meetings for one semester is 16 times including mid-term exam (MTE) and final-term exam (FTE).
Group projects were implemented in eight initial meetings including mid-term exam. Activity details consist of: a. Group formation was done randomly. Each group consists of four or five students, so as to produce eight groups per class. b. Each group was given different project topics based on the field of science. For example the field of mathematics, the field of physics, the field of biology, and the field of chemistry. c. The group was tasked with determining project topics, executing projects, preparing written reports, preparing presentations based on discussions undertaken in the project.

Student english competence
Student's English competency is obtained through written test provided before and after projectbased CLIL implementation. Table 1 below illustrates the students' descriptive statistics. Tabel 1 shows the average score of the students on the pretest of 70.37 with the deviation stand of 8.25 and the mean of the post-test 73.64 with the deviation of 5.95. To determine whether there is a significant difference between the mean score of pre-test and post-test, a t-test was conducted with the following result.  Table 2 shows the comparison between the English students' ability to test students before and after the implementation of the project-based CLIL. T-test shows the value of T at the pre-test of 106.408 and the post-test of 116.137. The difference between these values are significant at the 0.001 level. This means that there is a significant difference between the competence or competences of the students before and after CLIL-based project implementation.

Student performance
Student performance is the ability of students to express their ideas in English orally. The student's oral skills include aspects: pronuncition grammr, vocabulary, fluency, and comprehensibility. These five aspects are summarized into an overall verbal ability (overall.). Table 3 describes the descriptive statistic of students' oral ability from the initial ability (pre-test). From the result of oral performance test of English, it was found out that for pronunciation aspect, the lowest value was 2 and the highest score was 4. While the average value 2,76 (SD=0,55). For the vocabulary aspect, the lowest score was 2 and the highest score was 4. The mean value of are 2,88 (SD= 0,55). For grammar aspect the lowest value was 2 and the highest value was 4 with an average value of 2.84. For the fluency aspect, the highest value was and the highest was 4 with an average value of 2.84 SD=0.59. For aspects of comprehensibility (comprehensibility), the lowest score was 2 and the highest score 4 with an average 3.08 (SD=0.58).
In total, the average oral ability obtained by mahsiswa is 72,1307, SD=12,14. This means that the average oral ability of the Mathematics Student students before being given a CLIL-based learning action project is quite high. From the result of oral competence test of English students it is known that for the pronunciation aspect the lowest value was 2 and the highest value was 4, with the average score was 2.93 (SD=0.50). For the vocabulary aspect, the lowest score was 2 and the highest score was 4, the mean score was 3.05 (SD=0.55). For the grammar aspect the lowest score was 2 and the highest score was 4 with a mean score of 2.94. For the fluency aspect, the lowest score was 2, th highest score was 4 with a average value of 2.92

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(SD=0.53). For the aspects of comprehensibility, the lowest score was 2 and the highest score 4 with a mean score of 03.00 (SD=0.49).
In total, the average oral ability obtained by the students was 74.37 (SD=6.85). This means that the average oral competence of Mathematics students of The Faculty of Teaching and Education, Universitas Lampung before being given a CLIL-based learning action project was quite high. Table 5 is a set of paired T-test between five aspects of students' oral ability on pre-test and post-test. The paired T-test showed that there was a significant difference between the pre-test and the posttest on vocabulary with a level of significance of .005. There was a signficant difference between the pre-test and post-test on pronuncation with a level of significance of .05. There were no significant differences between the pre test score and the post-test score on the aspects of grammar, fluency, and comprehensibility. However, there was signiificant difference between the pre test score and the post-test score in overall performance.

Observation Results
Another aspect studied in this research is how students follow all lecture activities through observation of the ability they are involved in group activities completion of their project. The results of the observations are summarized in Table 6. The table presents that majority students' level ability are in A level (very well).

Student perceptions
To find out how students' perceptions of English learning activities using CLIL-based projects, students are asked to respond in two ways, first by completing the questionnaire and answering 5 questions in the form of a complete answer. Answers to the maahasiswa are summarized in Table 7, whereas written responses are described separately.

DISCUSSION
From the research results can be known things as follows: project bases-CLIL for the English language course in Mathematics,in the Dapartment of Social science, and in the Department of Education, the faculty of teaching and education Universitas Lampung the faculty of teaching and education of the University of Lampung can run well. This is evident from the implementation of the whole program activities from the implementation of the formation of groups, students work in groups to finish the project well. Group presentation activities in English, personal presentations and student responses to all activities. This is in line with the opinion of Mangubhai [13] and [22] who stated that the teaching of language immersion (combining language with other subjects) is' one of the best learning approaches.
Another thing gained from this research is product oriented learning and process oriented learning Product-oriented learning is generally based on psychological theories Behaviorism, based on Pavlov's classical experiments, Thorndike's work on studying, and Watson and Rayner's studies applying Pavlov's principles to psychological disorders [23]. Skinner's work is considered an important reference in this field and its application in education [24].
In language teaching, the learning model in this group generally has characteristics that Krashen [25] calls "learning", such as bound by formal procedures, product-oriented/appearance, and sorted by grammatical sequence. The role of teachers is very dominant in determining the direction and procedure of learning. This role is particularly prominent in the tubian and substitution activities that are most prevalent in these approaches. Among the most popular approaches in this group is the Audiolingual Approach.
Audiolingual Approach is rooted from two schools of thought that are parallel in the field of psychology and linguistics [26,27]. In the field of psychology, this approach is rooted in behaviorism and neo-behaviorism, whereas in the linguistic field this approach is rooted in structural or descriptive flow [24]. The learning methods resulted from this approach are given the same name, the audio method, which is also known by the following names: Functional Skills, New Key Information, and American Methods [28].
Unlike the learning model in product-oriented larning, learning-model in this group is rooted in the thoughts of social theorists, which emphasizes the social nature of human beings, the way humans learn social behavior and the way social interaction serves to strengthen the success of academic learning [29]. In practice, these principles form the development of cooperative learning societies. The assumptions underlying the practice have been summarized by Joyce, Weil, and Calhoun [24], namely: a. The synergy generated in a cooperative setting produces a stronger motivation than that produced by individualistic and competitive environments. Hence, an integrative social group is more than a collection of parts of it. The sense of being connected produces positive energy. b. Cooperative group members learn from each other. Each student gets more help than in a yielding order solitude. c. Interaction between members produces cognitive complexity in addition to social complexity, creating more intellectual activity that supports learning rather than self-study. d. Cooperation enhances positive feelings toward others, reduces alienation and loneliness, builds relationships, and provides solid views of others. e. Cooperation improves self-image not only through increased learning but also through a sense of being appreciated and cared for by others in the environment. f.
Students can respond to experience in performing tasks which requires cooperation through the improvement of their work skills together. In other words, the greater the students are given the opportunity to work together, the better their skills in working together. This ability helps their general social skills. g. Students, including elementary school students, can learn from practice for improving their cooperation skills.
The implication of this study toward the theories of CLIL and Project based learning is that in the teaching of English at tertiary level in Indonesia, there are choices that can be made. Firstly, whether to continue the teaching learning pactice in traditional way, that is, by repeating the explanation of grammatical structure, or generic sructure of a text or texts. Or secondly, by applying the project based CLIL practice, where input is not solely contributed by the teacher or the text book, but is also contributed by variety of sources taken from internet resources [30][31][32].

CONCLUSION
From the results and discussion, it can be concluded that: 1) There is a significant influence on the project-based Content Language Integrated Learning approach to the fluency and accuracy of English students of the Department of Education, Faculty of Mathematics and Natural Sciences, University of Lampung. This is evident from the significant differences between the ability of students before and after following the English language learning through project-based Content Language Integrated Learning; 2). Students' responses to English learning before and after project-based Content Language Integrated Learning are very positive. This is evident from the responses of students to the questionnaire given or written responses of students in the form of essays.