CHAPTER ONE 
                                           INTRODUCTION 
                                                   
                         As an introductory section, this chapter discusses some aspects related to 
                    background of the study.  It also provides  aims  of  the  study,  statement  of  the 
                    problem, scope of the study, significance of study and definition of terms. 
                          
                    1.1 BACKGROUND OF THE STUDY 
                          CLIL (Content and Language Integrated learning as proposed by Mehisto 
                    et  al.  (2008:9)  is  a  dual-focused  educational  approach  in  which  an  additional 
                    language  other  than  the  students’  mother  tongue  is  used  for  the  learning  and 
                    teaching of both content and language.  
                         The term CLIL was coined in 1994 in Europe (Mehisto et al.,2008:9) 
                    which was derived from political issue as a core instrument for achieving policy 
                    aim  directed  at  creating  a  multilingual    population  in  Europe  (Dalton-
                    Puffer,2007:1). CLIL diverges  from Canada’s immersion programs and USA’s 
                    content-based instruction. In Canada all subjects are taught in a second language 
                    (the  other  official  language  of  the  country)  and  in  the  USA,  content-based  or 
                    theme-based instruction is used as a mean of promoting second language learning 
                    in students with limited English proficiency (Casal,2008:1). 
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                    CLIL has been employed in several countries, i.e. Malaysia, Thailand, 
               Spain,  Sweden,  etc.    In  Malaysia,  it  is  reported  that  children  learn  math  and 
               science in English (Sophia, et al 2009:54). In Thailand, students learn Science in 
               English  (Mackenzie:  2008).  In  Spain,  students  learn  science,  math  and  social 
               studies in English and Valencian (Frigols, 2007:222). In Sweden, students learn 
               science,  math,  history,  civics  and  sports  in  English  (Slyven,  2006:47).  The 
               implementation of CLIL methodology in these countries will be discussed further 
               in Chapter Two. 
                   The implementation of CLIL in several countries as has been described 
               above reflects that the issue of CLIL has attracted a lot of interest in recent years, 
               especially  in  Europe  and  more  increasingly  widely  in  the  world  based  on 
               particular reasons. The first reason is related to the tendency for parents who want 
               their children to be proficient in general English and content of other subjects to a 
               better preparation for professional life (Deller & Price, 2007:3).  This trend goes 
               hand in hand with the reason which is related to the globalization issue which has 
               made the world interconnected. As stated by Mehisto et al. (2008:10-11) in an 
               integrated world, CLIL is viewed as a modern form of educational system which 
               is designed to equip the learners with knowledge and skills suitable for the global 
               age.  
                   In Indonesia, the teaching of subject matters using English as the medium 
               of  instruction  has  become  a  growing  trend.  This  has  been  manifested  in  the 
               establishment  of  Pioneering  International  Standard  School  (Rintisan  Sekolah 
               Bertaraf Internasional/ hereafter called RSBI). According to Education National 
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               Standard (2007) English is used as the media of instruction in teaching English, 
               Math,  Science  and  Technology.  The  topics  discussed  in  English  class  should 
               embrace the topics which have been learnt in Science and Technology classes. 
                   Based on the studies and phenomenon in Indonesia above the writer is 
               interested in investigating the issue more, especially to conduct the study on the 
               implementation of Content and Language Integrated Learning in one State Junior 
               High  School  in  Indonesia.  There  are  a  lot  of  previous  studies  on  the 
               implementation of  CLIL  which  have  been conducted  in  several  countries  but 
               CLIL has not been well researched in Indonesia. Because of that, this study is 
               expected to fill the gap. 
                   This  study  was  investigated  the  teaching  of  writing  in  English  in  the 
               content area, that is Science. The writing theme was the chemistry subject on the 
               use of hazardous chemical substances in food which the students have learnt in 
               Science class. 
                    
                     There  are  several  types  of  text  that  should be  covered  and  taught  by 
               teachers  of  English  at  SMP-RSBI  as  recommended  by  the  School  Based 
               Curriculum (Kurikulum Tingkat Satuan Pendidikan / KTSP), such as: Descriptive, 
               Procedure, Recount, Narrative, Report, Exposition, Explanation and News Item. 
               In  this  study  not  all  text  types  as  suggested  by  Curriculum  KTSP  which  was 
               investigated. There was only one type which was focused on the study, it was 
               Hortatory  Exposition.  Exposition as one  of  the  genres  has  been  chosen  to  be 
               investigated in this study because Exposition is one of the genres that should be 
               taught at RSBI – class in the second grade.  
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                                          It  is  a  difficult  text  type  because  it  should  involve  arguments,  facts, 
                                  evidence,  description,  or  explanation  to  support  the  side  being  argued,  use 
                                  reference to expert  authority  that  the  reader  is  apt  to believe and  to  make  the 
                                  writer’s  position  seem  indisputable  (Crossley&Wilson,  1979;Smalley&Hank, 
                                  1982; Munsell &Clough, 1984;Feez &Joyce, 1998 as cited in Emilia, 2005:59).  
                                  Therefore,  the  research  is  focused  on  the  implementation  of  the  Content  and 
                                  Langage Integrated Learning approach in teaching writing, especially Expostion 
                                  text.  
                                  1.2 Aims of Study 
                                          The aims of the study are to: 1) investigate the implementation of CLIL in 
                                  teaching expository writing 2) to find how students develop their ability in writing 
                                  expository text and 3) to find the challenges which may be faced by the language 
                                  teacher and students in the teaching and learning process. 
                                  1.3 Statement of the Problem 
                                         The research is going to find the answer to the following questions: 
                                          (1)      How is the teaching of exposition writing conducted in the CLIL 
                                                   class? 
                                          (2)      How do the students develop their ability in writing exposition text 
                                                   at CLIL class? 
                                          (3)      What challenges may the language teacher and students be faced in 
                                                   the teaching and learning process using CLIL? 
                                           
                                           
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