The Practices of English Performance Assessment in CLIL Classroom Setting
Abstract
abstrak— Content and Language Integrated Learning (CLIL) merupakan pendekatan pembelajaran yang menggabungkan penguasaan materi pelajaran dengan pembelajaran bahasa asing, khususnya dalam konteks sekolah dasar. Di kelas CLIL, guru dituntut untuk menilai tidak hanya pemahaman siswa terhadap materi pelajaran, tetapi juga kemampuan berbahasa Inggris mereka. Namun, penelitian mengenai praktik penilaian performa bahasa Inggris dalam konteks CLIL di sekolah dasar Indonesia masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan praktik penilaian performa bahasa Inggris serta mengidentifikasi hambatan yang dihadapi guru dalam proses penilaian tersebut. Penelitian ini dilakukan di salah satu sekolah dasar berbasis CLIL di Bojonegoro dengan menggunakan pendekatan studi kasus kualitatif. Data dikumpulkan melalui observasi kelas, wawancara, kuesioner, dan dokumentasi. Hasil penelitian menunjukkan bahwa: (1) penilaian performa bahasa Inggris dilakukan melalui asesmen terintegrasi, terutama dengan menggunakan tes tertulis dan observasi guru selama kegiatan pembelajaran; dan (2) guru menghadapi beberapa hambatan, termasuk keterbatasan instrumen penilaian khusus serta minimnya strategi yang sesuai untuk mengevaluasi performa bahasa Inggris siswa dalam kerangka CLIL. Temuan ini memberikan gambaran mengenai praktik nyata dan tantangan dalam penilaian performa bahasa Inggris di kelas berbasis CLIL. Studi ini menyimpulkan perlunya alat penilaian yang lebih terstruktur dan pelatihan bagi guru untuk mendukung evaluasi kemampuan bahasa Inggris secara efektif dalam lingkungan CLIL.
Kata kunci— CLIL, Kecakapan Bahasa Inggris, Penilaian, Sekolah dasar
Abstract—Content and Language Integrated Learning (CLIL) is an educational approach that combines subject content learning with foreign language acquisition, particularly in primary school settings. In CLIL classrooms, teachers are expected to assess not only subject knowledge but also students’ English performance. However, research on how English performance is assessed in Indonesian primary CLIL contexts remains limited. This study aims to describe the practices of English performance assessment and to identify the barriers teachers face in conducting such assessments. Conducted in one CLIL-based elementary school in Bojonegoro, this research employed a qualitative case study approach with data collected through classroom observations, interviews, questionnaire, and documentation. The findings reveal that: (1) English performance was assessed through integrated assessments, primarily using written tests and teacher observations during classroom activities; and (2) teachers encountered several barriers, including a lack of specific assessment instruments and limited strategies tailored to evaluate students' English performance within a CLIL framework. These findings provide insights into the real practices and challenges of English performance assessment in CLIL-based classrooms. The study concludes the need for more structured assessment tools and teacher training to effectively support English performance evaluation in CLIL environments.
Keywords— CLIL, English Proficiency, Assessment, Elementary School.
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