A METHODOLOGICAL MODEL FOR INTEGRATING CHARACTER WITHIN CONTENT AND LANGUAGE INTEGRATED LEARNING IN SOCIOLOGY OF RELIGION

In this article, I describe a methodological model I used in a experimental study on how to integrate character within the practice of Content and Language Integrated Learning (CLIL) at the higher education Indonesia.This research can be added to research about character education and CLIL in tertiary education, giving nuances to the practice of CLIL so far predominantly a practice in primary and secondary schools.The research was conducted in Semarang State University, in the Department of Sociology and Anthropology, in Sociology of Religion bilingual class. The research indicates that the integration of character within CLIL enrich the perspective of CLIL by strengthening the use of CLIL for intellectual growth and moral development. On the other side, the use of CLIL with character education gives methods and perspectives to the practice of character education so far which so far only emphasise contents reforms without learning methods reforms. The research also reveals that the weakness of CLIL in using text for classroom learning can be overcome bythe use ofspecific reading and writing strategies. I develop a practical text strategy which can be effectively used in highly conceptual subject such as sociology of religion.