Statement 1: “I have knowledge/am well informed of the core principles of Content and Language Integrated Learning in iSMART education settings.”
4.1.1.1.1. Students
Figure 4.1. Statement 1 “I have knowledge/am well informed of the core principles of Content and Language Integrated Learning in iSMART education settings”
(For students)
The pie chart showed how students understand about the principles of the program. As can be seen from the chart, a large proportion of students 43.15%, had known about the principles of program, while, the figure for disagreement was 19.74%.
Besides, only 14.47% of students did not know about this program.
10.53%
9.21%
14.47%
18.42%
24.73%
Strongly disagree Disagree
Neutral Agree
Strongly agree
This information was used to evaluate the knowledge of students about the core principles of program they learned. If the majority of students had known about this program when they chose it, it means the iSMART Education did a good job in thoroughly disseminating the theory as well as the goals and objectives of the program for students. On the other hand, if the minority of students who had not known about this program principles, it might show that iSMART Education had not been a very good at promoting the curriculum to all users.
In conclusion, the responses to the question stated that most of iSMART's students were also actively care about what they will receive. This finding might provide a chance to further investigate and help iSMART Education have more popular ways of propaganda.
4.1.1.1.2. Teachers
Figure 4.2. Statement 1 “I have knowledge/am well informed of the core principles of Content and Language Integrated Learning in iSMART education settings”
(For teachers)
This pie chart showed teachers’ knowledge about what they will teach for their students. As can be seen from the chart above that most of the teachers master the theory of CLIL program. Clearly, 61.76% strongly agreed and 29.41% of students agreed. No one disagreed with this item.
0.00% 0.00%
12.50%
25.00%
62.50%
Strongly disagree Disagree Neutral Agree Strongly agree
With no teacher saying that they did not understand the theory of the iSMART program, this information showed that all teachers had been thoroughly trained on the theoretical basis, goals, and other knowledge about the program that they would teach.
In conclusion, although there was one teacher did not express opinions, it could not be denied iSMART teachers acknowledged that they know this program very well.
4.1.1.1.3. Parents
Figure 4.3. Statement 1 “I have knowledge/am well informed of the core principles of Content and Language Integrated Learning in iSMART education settings”
(For parents)
Based on the data above, the proportion of parents who strongly agreed and agreed with the statement 1 was 26.60% and 31.20% correspondingly. It means that almost all parents found out carefully about the program their children would study.
This chart indicated the evaluate the perception of parents on the basic theory of iSMART program. There were over half of parents had clearly grasped and understood what criteria this program was formed from and how it operated.
Otherwise, there were some parents were uncertain about who seem to be uninformed or not too concerned about what their children could learn at school.
In conclusion, these findings demonstrate the necessity of more study to determine the causes of the low percentage of parents who were not familiar with the concepts.
32.20%
7%
26.60% 3%
31.20%
Strongly disagree Disagree Neutral Strongly agree Agree
4.1.1.1.4. School administrators
Figure 4.4. Statement 1 “I have knowledge/am well informed of the core principles of Content and Language Integrated Learning in iSMART education settings”
(For school administrators)
The pie chart described that all school administrators perceived the fundamental of CLIL program.
This chart highlighted how educational administrators evaluate the iSMART program. They all gained extensive knowledge about the program before deciding to link with iSMART and let students participate in this program.
It is fact that the questionnaire results were based on the opinions of the educational administrators and might not accurately represent the effectiveness of the program. Further research and analysis are required to determine the true impact of CLIL program on language teaching and learning. The actual effect of the CLIL program on language teaching and learning will need to be ascertained via more investigation and analysis.
Strongly disagree Disagree Neutral Agree Strongly agree
4.1.1.2. CLIL training
Figure 4.5. Statement 2: “Teachers need further CLIL training”
4.1.1.2.1. Students
The above chart illustrated how students think about whether more CLIL training was required for their teacher or not. Looking at the charts, it is clear that the majority of students, approximately 90%, did not think their teachers were weak in expertise and in need of additional training. As Pladevall (2015) found that, with the exception of underachievers, primary school CLIL pupils showed general satisfaction with CLIL programs in terms of English usage and comprehension. Besides some students who did not give their opinions, there were 69 students who were satisfied with the teacher's teaching style. They thought that their teachers had all the necessary skills to teach and they also believed that their teachers would help improve their English level.
4.1.1.2.2. Teachers
As can be seen from the chart, the allocation for teachers who really thought they need to participate in more CLIL program traning was noticed highest at 47.06%, while the there was only 5.88% of them had disagreement. About 20% of 76 teachers had still confused.
If the majority of teachers who directly teach think they still need to take more advanced courses, it means they are eager to learn to gain more useful knowledge. If
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
School administators Parents Teachers Students
Strongly disagree Disagree Neutral Agree Strongly agree
there is a small proportion of teachers who cannot decide whether they should receive more professional training, that does not mean that they are arrogant about their qualifications.
In short, nearly half of iSMART teachers still think they should receive additional teaching expertise.
4.1.1.2.3. Parents
It is clear that there were more than 70% of parents said the teachers' teaching style is good and they don't need additional training while only 5.88% of them wanted teachers to improve their skills.
Although there were a few parents who replied adversely. A large number of parents showed that they satisfied with their children's multilingual teachers. They recognize that instructors havd sufficient abilities in teaching CLIL program for students. The results was the same as Zahra (2019) stated that they were very pleased with the teachers' qualifications. They acknowledge that teachers possess sufficient speaking and listening abilities.
4.1.1.2.4. School administrators
Looking at the chart, it can be clearly seen that educational managers did not agree with this point. This means that school representatives all believed that the teachers assigned to teach the iSMART program had good professional qualifications.
And they believed their students are receiving a good education from this program.