English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This study investigates Dalton-Puffer theory which state that writing is one of unaffected by CLIL method. Dalton-Puffer (2007) stated that the term Content and Language Integrated Learning (CLIL) refers to educational setting where a language other than the student’s mother tongue is used as a medium of instruction. Here, the researcher focuses on writing skill to know whether or not CLIL method can improve students’ factual report writing skill as well as to know students’ response towards the implementation of this method. This research was conducted in two eleventh-grade social classes of Senior High School 1 Garawangi, in which each class consists of 30 students. CLIL is a new method, so the researcher employed a quasi-experimental design that was supported by statistical analysis. The present research showed two major findings. First, there was a significant difference on the students’ writing skill after receiving the treatment by using CLIL method in experimental group, which means that CLIL is effective in improving students’ writing skill. Second, students showed positive response towards the implementation of CLIL in teaching and learning process. Keywords: content and language integrated learning (CLIL), factual report, writing skill

IMPROVING STUDENTS� FACTUAL REPORT WRITING SKILL BY USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHOD