The Implementation Of Clil Approach In Teaching English Accounting Terminology

Rindi Prastika, Ester and Hidayah, Jumatul and Fauziah, Meli (2026) The Implementation Of Clil Approach In Teaching English Accounting Terminology. Sarjana thesis, INSTITUT AGAMA ISLAM NEGERI (IAIN) CURUP.

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Abstract

Ester Rindi Prastika: The Implementation of CLIL approach in teaching English accounting terminology Advisor : Jumatul Hidayah, M.Pd Co-advisor : Meli Fauziah, M.Pd This study investigates the implementation of the CLIL approach by accounting teachers at SMKN 7 Rejang Lebong in teaching English accounting terminology. Situated within the Merdeka Belajar curriculum framework, which encourages teacher creativity and flexibility, this research positions accounting content teachers as the most appropriately equipped agents for integrating English accounting terminology into subject instruction. Using a qualitative case study design, data were collected through semi-structured interviews and classroom observations with two accounting teachers, analyzed through the CLIL framework of Do Coyle, Philip Hood, and David Marsh. The findings reveal that the CLIL approach is implemented through six indicators: dual-focused educational approach, integration of content and language, flexibility and context sensitivity, focus on meaningful learning, cognitive engagement, and intercultural awareness. Both teachers demonstrated practices closely aligned with ESP and CLIL principles despite having no formal training in either field. These findings suggest that policy support is essential to ensure that content and language integration becomes a systematic and sustainable component of vocational education rather than remaining an individual initiative. Keywords: English Accounting Terminology, ESP, CLIL Implementation, Vocational High School, Content Teacher.

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Thesis (Sarjana)

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