The Effect of Content and Language Integrated Learning on Students' Reading Skills
Abstract
Reading is one of the essential language skills that enables students to acquire information and develop English proficiency. However, many junior high school students still experience difficulties in comprehending English texts because of limited vocabulary, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effect of Content and Language Integrated Learning (CLIL) on students' reading skills at SMPN 3 Masbagik. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population consisted of 78 seventh-grade students, while 52 students were selected as the sample through purposive sampling, comprising 26 students in the experimental class and 26 students in the control class. Data were collected through reading comprehension tests administered as pre-tests and post-tests and were analyzed using descriptive statistics and an Independent Samples t-test with SPSS version 25. The findings revealed that students taught through CLIL demonstrated significantly better reading achievement than those taught through conventional instruction. The mean score increased from 41.54 in the pre-test to 68.19 in the post-test, and the Independent Samples t-test showed a significance value of 0.000 (p < 0.05), indicating that CLIL had a significant positive effect on students' reading skills. The findings suggest that integrating meaningful content with language instruction promotes active learning, enhances reading comprehension, and creates more contextualized learning experiences for junior high school students