This part presents and discusses about students‟ attitude toward to the implementation of CLIL in integrating Maths into English including students‟ interests in learning the program, the benefits of the program according to students „view and the problems in learning process.
3.3.1 Students’ interests in learning the program
It is very vital to know whether students are passionately engaged in the program or not. The chart 1 shows the students‟ interests in learning the program.
Chart 1 Students’ interests in learning the CLIL program
It can be seen from the chart 1, 63 out of 75 students agreed that they loved learning the CLIL program and 61 out of 75 students hope to learn the program every week.
Moreover, about 82%
students find integrating Maths into English very interesting and useful for them. These figures prove that the implementation of CLIL in integrating Maths into English has positive impacts on students‟
attitude.
However, about 20% of the students disagree that they loved collecting and solving Maths word problems in English. As the study mentioned, teachers always have difficulties in teaching Maths word problems in English because of the different students‟
levels of Maths and English.
Hence, it hard for students to solve Maths word problems in English without teachers‟ help.
3.3.2. The advantages of integrating Maths into English according to students’ views
The students were asked to evaluate the benefits of integrating Maths into English including increasing their new vocabulary, becoming more confident in learning and joining the competitions, helping students understand, reinforce and enhance the knowledge of Maths, helping students write solutions for Maths and create Maths word problems and supporting them join in international competitions such as The Australian Mathematics competition, The USA Mathematics competition, English champion.
Chart 2.The benefits of integrating Maths into English according to students’views
From the result, it can be seen that 61 out of 75 students agree that integrating Maths into English helps them increase their vocabulary amd make them be more confident in English class and joining English competitions. As the study mentioned above, teachers always provide students new Maths vocabulary as well as instruct students use complete sentences to express their
thought. Therefore, students can enrich their vocabulary .Only 10 out of 75 students are not sure that they can raise their new Maths vocabulary because Maths terminologies are not easy to memorize for all students.
In term of language skills development, 61 out of 75 students ( about 81% of the students) agree that thanks to the program, they become more confident in using English to communicate in English class.Only 10 out of 75 students are unsure whether their speaking skills can develop. Only 4 students disagree that their speaking skills get better. It is clear that the CLIL program aids students improve their speaking skills. Moreoever, about 56 % of the students says they can read and understand the knowledge of Maths as well as Maths word problems. 24 out of 75 students ( accounts for 32%) are not sure that they can comprehend all the knowledge of Maths and Maths word problems in learning process (Figure 3.Comprehend the knowledge of Maths).
From the Figure 3, about 12 % of students don‟t think that they can understand the knowledge of Maths in English. According to teachers‟
interview, the limitation of English language competence prevents students from mastering the knowledge of Maths in English. As the study mentioned above that Maths word problems is one of the most challenges in teaching and learning process. Therefore, it can be seen from the chart 2, 27 out of 75
students ( accounts for 36 % ) says that they can not write solutions for Maths word problems and only 28 out of 75 students can apply their knowledge of Maths and English language to build Maths word problems by themselves.
However, about 64% ( 48 out of 75 the students) of the imformants says that their knowledge of Maths is reinforced and enhanced after learning the program.
One of the aims of integrating Maths into English program is to make students have opportunities to take part in outdoor activitivies at schools such as attending in Mathematics Club as well as international Mathematics competition including The Australian Mathematics competition, the USA Mathematics competition, English champion. From the chart 2, it can be seen that 59 out of 75 students ( about 78,6 % of the students ) agree that integrating Maths into English program supports them to join in English Mathematics clubs at school. However, 33 out of 75 students ( accounts for 44% of the students) says that the program can assist them in joining in intertional Mathematics competitions. This figures shows that the contents of the program are not satisfied with the students‟ needs to take part in international competitions in the world.
3.3.3. Problems in integrating Maths into English
The students were asked to answer about the issues they have in learning process including being afraid of using English to answer teachers‟ questions in CLIL class, expressing their thoughts in learning and memozing Mathemtics terminologies. The chart 3 shows the problems students have in learning process.
Chart 3. The problems in learning process
From the chart 3, it is clear that one of the most difficult in learning process is that students understand the teachers‟ instruction but they find difficult to express their thought in English. Also, 41 out of 75 students say that Mathematical terminologies are not easy for them to memorize. However, only 19 out of 75 students (nearly 25% of the students) are shy to use English and about 28% of the students agree that they avoided using English in class because they were afraid of making mistakes.