Scaffolding Academic Reading through Reading to Learn in a CLIL Classroom
DOI:
https://doi.org/10.1234/prosiding.v2i1.4929Keywords:
CLIL, Qualitative Approach, Reading ComprehensionAbstract
Abstract— When studying Content and Language Integrated Learning (CLIL), students are not only required to understand the subject matter but also to be proficient in the language used in the process. This challenge creates difficulties for some students in understanding English-language academic texts. Therefore, this study aims to describe the implementation of Reading to Learn (R2L) in CLIL classrooms and to identify how this approach supports students’ reading comprehension. Using a qualitative approach, this study involved students in a CLIL-based classroom as subjects of observation. Data collection was conducted using observation, interviews, analysis of students’ written responses, and field notes. The results indicate that the implementation of R2L stages—such as Preparing before Reading, Detailed Reading, and Independent Reading—helps students understand the content of texts in a more structured manner. Students found it easier to identify main ideas, master vocabulary, and answer questions based on the text they read. Additionally, students demonstrated positive responses because reading activities were conducted in a step-by-step and guided manner. Therefore, the implementation of Reading to Learn can serve as an effective solution to enhance students’ reading comprehension in CLIL classrooms.
Keywords— CLIL, Qualitative Approach, Reading Comprehension, Reading to Learn (R2L)
abstrak— Dalam mempelajari Pembelajaran Terpadu Isi dan Bahasa (CLIL), siswa tidak hanya dituntut untuk memahami materi pelajaran, tetapi juga menguasai bahasa yang digunakan dalam proses tersebut. Tantangan ini menimbulkan kesulitan bagi sebagian siswa dalam memahami teks akademis berbahasa Inggris. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan penerapan Reading to Learn (R2L) di kelas CLIL serta mengidentifikasi bagaimana pendekatan ini mendukung pemahaman bacaan siswa. Dengan menggunakan pendekatan kualitatif, penelitian ini melibatkan siswa di kelas berbasis CLIL sebagai subjek observasi. Pengumpulan data dilakukan melalui observasi, wawancara, analisis tanggapan tertulis siswa, dan catatan lapangan. Hasil penelitian menunjukkan bahwa penerapan tahapan R2L—seperti Persiapan sebelum Membaca, Membaca Mendalam, dan Membaca Mandiri—membantu siswa memahami isi teks secara lebih terstruktur. Siswa merasa lebih mudah mengidentifikasi ide utama, menguasai kosakata, dan menjawab pertanyaan berdasarkan teks yang mereka baca. Selain itu, siswa menunjukkan respons positif karena kegiatan membaca dilakukan secara bertahap dan terarah. Oleh karena itu, penerapan Reading to Learn dapat menjadi solusi efektif untuk meningkatkan pemahaman membaca siswa di kelas CLIL.
Kata kunci— CLIL, Pendekatan Kualitatif, Pemahaman Membaca, Membaca untuk Belajar (R2L)
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